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Attendance

Attendance policy

 

Policy date: October 2015 Review date: October 2018

Mission Statement

Regular and full attendance is essential if pupils are to gain maximum benefit from their schooling. Warren Park Primary School, Parents and Agencies have the major responsibility for promoting and rewarding good attendance.

 

At Warren Park Primary School we believe that regular attendance at school is essential if pupils are to benefit from their time at school. Optimum levels of attendance can only be fully achieved when responsibility is accepted and shared by all concerned: pupils, parents, school staff, governors and the local community.

The Law

The Law states that all children of compulsory school age (5 – 16) should attend school regularly to obtain the maximum benefit from their education.

Parents

The 1996 Education Act Section 7, states that it is the duty of parents to secure education of children of compulsory school age. The Act (section 576) also defines “parent” to include:

  • All natural parents, whether they are married or not.
  • Any person who, although not a natural parent, has parental responsibility for a child or young person.
  • Any person who, although not a natural parent, has care of a child or young person.

Having care of a child or young person means that a person who the child lives with and who looks after the child, irrespective of what their relationship is with the child, is considered to be a parent in education law.

Completing the register

Registers are legal documents that may be used in evidence where parents are being prosecuted for attendance offences. They are retained by the school even after a pupil has left school. The Governing Body is legally responsible for the attendance register and must register with the Data Protection Registrar under the Data Protection Act 1998. It is the responsibility of the school to ensure that information is accurately entered onto the SIMS register.

Registers at Warren Park Primary School are completed using the SIMS system. See appendix 1 for a copy of the SIMS codes.

Registration

The register is a legal document and the Governing Body is responsible for ensuring that the information is accurately entered onto the SIMS system.

  • All pupils must be registered each morning and afternoon.
  • Registers must be completed using symbols for SIMS.

Communication

  • On the first day of absence, school expect parents to inform them of the absence. Parents will be texted if a reason has not been received.
  • Reasons for absence are recorded by the Home School Link Worker. All letters from parents regarding absence should be sent to the said person.

Absences

If a pupil of compulsory school age is absent, the register must show whether this was authorised or unauthorised.

  • Authorised absence is where the school has either given approval in advance for a pupil to be away, or has accepted an explanation offered afterwards as satisfactory justification for absence. – see appendix 2.

Authorised Absence

  • The Department for Education (DFE) points out that it is the school that authorises an absence and that a note containing an unacceptable explanation for an absence does not allow it to be treated as authorised.
  • Parents may not authorise absence, only schools can do this. If as a school we feel a child has too many authorised absence we will inform the parents that future absences may not be authorised without additional reassurances or evidence that the absences were unavoidable. See appendix 3 for circumstances that may lead to parents finding it necessary for their child to be absent.
  • ALL OTHER ABSENCES MUST BE TREATED AS UNAUTHORISED – see appendix 3
  • In the event of absence, a text will be sent after 9.30 am if no contact has been received.
  • On the second day of absence, if no contact has been made or the reason given is unacceptable, the Home School Link Worker telephone and/or visit the home.
  • A letter will be sent to the parent when attendance falls below 90% within a 10 week period.
  • Another letter will be sent after 20 sessions of absence or where a pattern of absences has not improved.
  • The Home School Link Worker will, with the parent’s permission, liaise with the child’s GP’s if poor attendance seems to be linked to medical problems.

Removing a pupil from Roll

When a pupil leaves Warren Park Primary School they will not be removed from the schools’ rolls until one of the following is the case:

  • Until they have been accepted onto the roll of another school.
  • Until the Local Authority (LA) has given permission to remove the child from the school roll.

Suspected Changes of Address

When it is suspected that a family has moved away from the area without notifying
the school. After reasonable enquiry, to locate the child, the child should be
removed from the school roll after a period of 4 weeks and their name will be
placed on the school to school (S2S) site for missing children.

Leave of Absence Requests

Parents may make a request in writing on the official form. Parents will be informed whether the leave will be an authorised or unauthorised absence by letter. No leave of absence will be authorised if attendance is below 90% and the Headteacher may require a meeting to discuss this.

The Role of the School

When a pupil is absent without explanation, the school will endeavour to contact the parent as soon as possible. Notes, records of telephone calls and medical certificates/evidence will be kept on file and referred to as and when appropriate. E.g. If legal action is required. The Home School Link Worker will closely monitor the attendance of all pupils with less than 90% attendance. The Headteacher and Home School Link Worker will work closely together to identify children at risk of becoming Persistent absentees (PA’s) and will offer support to parents as appropriate.

The Role of the Parent

Whatever efforts are made by the school staff, it is ultimately the parents’ responsibility to see that their child attends school regularly and punctually. If parental support is not forthcoming, strategies to encourage good attendance may fail.

It is the parents’ responsibility to inform school of the reason for a child’s absence on the first day of absence and again on the third day if the child hasn’t returned to school. The parent may be asked to provide any further information, e.g. appointment card, which may be required to validate the absence.

Parents are expected to attend meetings with school staff in relation to their child’s attendance and take an active role in improving their child’s attendance. Where children have individual targets for attendance, parents are expected to work with school staff.

Parents should:

  • Contact the school before 9.30am on the first day of absence, giving a reason and anticipated length of absence.
  • Make every effort to ensure Medical/Dental appointments are made for out of school hours and that evidence of appointments are supplied. If an emergency appointment is made, evidence must be brought into the school office following the appointment.
  • The school reserves the right to “unauthorise” any time taken for medical/dental appointments.
  • Seek approval in advance for leave of absence, by completing the relevant form.

Referrals for non-attendance

Attendance is regularly monitored. Pupils with irregular attendance are identified and targets and plans are put in place to improve the attendance.

Pupils who have continued poor attendance and/or lateness despite intervention or support from school may be issued with a Fixed Penalty Notice. See Appendix 4

Role of Home School Link Worker

  • Will meet with and offer support to parents whose children have attendance/ punctuality issues.
  • Make a telephone call and/or home visit on the second day of absence where no contact has been made.

Lateness Procedures

  • Pupils arriving after the registers have been taken must be marked Late (L) by the office staff/designated officer.
  • AM registration is marked in at 9.00am.
  • PM registration is marked at 1.00pm.
  • Pupils arriving after the morning register have been taken and before 9.30am will be marked as Late.
  • Pupils arriving after 9.30am will be marked as Unauthorised (U)
  • The Home School Link Worker and the Headteacher will discuss pupils with persistent poor punctuality and appropriate action to be taken.

Pupils who arrive after 9.00am will need to enter school via the school office.

Rewards

  • Weekly Attendance trophy for the class with the highest attendance for the week.
  • Termly 100% attendance = Certificate and rosette (juniors) and a badge (infants)

Silver certificate for 98% and 99%
Bronze certificate 95% – 97%

  • Annually 100% attendance = Headteacher’s certificate and trophy.

Strategies for Maintaining and Improving Attendance

 

  • Verbal praise, encouragement and acknowledgement.
  • Pupil awareness as to the importance of good attendance.
  • Home School Link Worker to monitor attendance data records across the whole school.
  • Home School Link Worker to ensure rewards and certificates are available.
  • Regular meetings between Home School Link worker and Education Attendance Officer.

Appendix 1 ~SIMS Code

/ ~ Present at registration
B~ Educated off-site (not dual registration)
C~ Other authorised circumstances (not covered by another appropriate
Code/description)
D ~ Dual registered (i.e. present at another school or at a PRU)
E ~ Excluded but no alternative provision made
F ~ Agreed extended family holiday
G~ Family holiday (not agreed or sessions in excess of agreement)
H ~Agreed family holiday (Will be removed at some stage)
I~Illness
J ~ Interview
L ~ Late but arrived before the register closed
M ~ Medical or dental appointment
N ~ No reason for the absence provided yet
O ~ Other unauthorised (not covered by other codes or descriptions)
P ~ Approved sporting activity
R ~ Day set aside exclusively for religious observance
S ~ Study leave
T ~ Traveller absence
U ~ Late and arrived after the register closed
V ~ Educational visit or trip
W ~ Work experience (not work based training)
X ~ Untimetabled sessions for non-compulsory school-age pupils
Y ~ Partial and forced closure
Z ~ Pupil not on roll yet
# ~ School closed to all pupils

Appendix 2~ Authorised Absence
An absence may be counted as authorised if a child is absent:

  • When prevented from attending by sickness.
  • On a day set aside for religious observance.

Furthermore school may “reasonably exercise discretion to grant leave” for:

  • Absence following the death of a close family member of the child’s family.

Appendix 3 ~ Unauthorised absences
Circumstances that may lead parents finding it necessary for their
child to be absent. (Not inclusive)

  • The child’s father/mother carer being ill.
  • A pupil being used to support members of the family.
  • Family work patterns.
  • A parent’s desire for company.
  • Indulging a child who wants to stay at home.
  • A child’s birthday.
  • A parent’s inability to control the child.
  • Treating headlice.

 
 

Appendix 4 “Fixed Penalty Notice”

Penalty Notices

(To address poor attendance

And punctuality at school)

The Education Act 1996, section 444A

Advice to parents and carers

From the

Children’s Services Department

 

Page 1

  • Penalty Notices and the Education Act 1996

Section 444A of the Act gives powers to the Local Authority (LA) and other designated bodies (including headteachers) to issue Penalty Notices where a parent/carer is considered capable of but unwilling to secure an improvement in their child’s school attendance and/or punctuality.

  • Why have they been introduced?

Reducing absence and improving punctuality in schools is a key priority both nationally and locally because missing school damages a pupil’s attainment levels, disrupts school routines as well as the learning of others and can leave a pupil vulnerable to anti-social behaviour and youth crime.

Above all, missing school seriously affects children’s longer-term life opportunities.

Under existing legislation, parents/carers commit an offence if their child fails to attend school regularly and punctually and the absence is recorded by the school as unauthorised. Absence is recorded as unauthorised unless it is taken with the permission of the school or is for some unavoidable reason. Punctuality is recorded as unauthorised absence when the pupil arrives after the register has been closed.

Depending upon the circumstances, such cases may result in prosecution by the LA under the Education Act 1996, section 444. A Penalty Notice is an alternative to prosecution.

  • What is a Penalty Notice?

A Penalty Notice is a fine which may be issued as an alternative to prosecution. It does not require a court appearance and does not result in a criminal record. Payment of a Penalty Notice enables the parent/carer to discharge the potential liability for prosecution and subsequent conviction.

  • What is the cost of a Penalty Notice?

Payment of a Penalty Notice is £60 if paid within 21 days of receipt and £120 if paid after this but within 28 days of receipt.

  • How is a Penalty Notice issued?

By post to your home.

  • When are they issued?

Hampshire County Council and Hampshire schools consider that regular attendance and punctuality is of such importance that Penalty Notices may be issued where a pupil has had 20 or more half-day sessions i.e. the equivalent to 10 school days of unauthorised absence, in any 10 school week period and

  • where issuing a Penalty Notice will be an effective measure in helping the pupil return to school and/or ensure their future regular attendance/punctuality
  • where the parent/carer is capable of ensuring the pupil’s regular attendance/punctuality
  • where the parent/carer has failed to cooperate in making use of advice/support offered.

NB. A Penalty Notice may also be issued where a parent/carer takes a child on holiday during term-time without the school’s permission beforehand.

  • Is a warning given?

In most situations the parent/carer will be given a written warning of the possibility of a Penalty Notice being issued. This written warning will advise the parent/carer about the extent of the child’s absence and warn them that if the child’s attendance and punctuality does not show a significant improvement and if this improvement is not maintained thereafter, a Penalty Notice may be issued without further warning.

NB. The school may, however, have already warned parents of its policy in respect of term-time holidays. In such cases, if a holiday is taken without the school’s permission beforehand, a Penalty Notice may be issued without a further warning.

  • Is there an appeal process?

There is no statutory right of appeal. Once a Penalty Notice has been issued, it can only be withdrawn if it can be shown that it was issued in error.

  • How do I pay?

Details of payment arrangements will be included in the Penalty Notice. Payment in part or by instalments of a Penalty Notice is not acceptable.

  • What happens if I do not pay?

You will have up to 28 days from receipt to pay the Penalty Notice in full. If you fail to do so, the Local Authority is required, by law, to commence proceedings in the Magistrates’ Court for the original offence of poor school attendance and/or punctuality.

If convicted of this offence under the Education Act 1996, there are a number of possible sentences including a fine of up to £1000 (in the case of a prosecution under section 444(1)) or a fine of up to £2500 and/or a period of up to 3 months’ imprisonment (in the case of a prosecution under section 444(1A)).

  • What if my child has further unauthorised absence from school?

If you pay the Penalty Notice and your child has further unauthorised absences, you may be prosecuted for the further unauthorised absences but not for the absences during the period covered by the Penalty Notice.

  • Can I get help if my child is not attending school?

Yes. Both the school and Hampshire County Council Children’s Services Department are available to provide advice and support.

Behaviour

Behaviour Policy

Reviewed by: FGB/Sub-Committee Responsibility: FGB
Last Review: May 2017 Next Review: May 2019
Review Cycle: 2 Yearly Ratified by FGB: 16 May 2017

 

It is the aim of our school that every member of the school community feels valued and respected and that each person is treated fairly and well. At Warren Park our behaviour policy is designed to support the way in which all members of our school work together. We aim to promote the overall wellbeing of pupils and staff and an environment in which everyone feels happy, safe and secure.

  1. Roles and responsibilities

It is the role of the Governing body, the Headteacher and the Senior Leadership Team to promote and support this behaviour policy by their own behaviour and the supporting of all colleagues and children to implement and adhere to the policy.

  1. Key principles

– that enabling each child to develop personally, socially and emotionally is an important part of the work at Warren Park School, in line with British Values

– that prevention is more effective than responding to disruption.

– that positive approaches which focus on rewarding appropriate behaviour are more effective than those which focus on unacceptable behaviour

– that all adults in the school community have an important part to play in providing good role models

– that a consistent approach is essential to ensure children feel secure

– that children need to understand clearly what is required of them

– that working with parents is an important part of promoting social and emotional development.

  1. Expectations

We believe that children behave well when:

  • There are high expectations which focus on good behaviour
  • Children and staff are treated with curtesy and respect
  • Staff and children feel that they are valued members of their class, year group and the whole school
  • Behaviour problems are seen as the shared responsibility of all staff
  • All staff listen to children and are sensitive to their needs
  • Children are enabled to engage in decision making at an appropriate level
  • Parent support and participation is encouraged.
  1. Rewards

We regularly celebrate the success of all pupils in a variety of ways as we recognise that focussing on success and positive outcomes is essential in developing a positive culture and ethos across the school. Rewards once given cannot be taken away.

Rewards can be given for achievement, attitude and effort.

Rewards can include

  • Moving name up on the zone board
  • Positive gestures from staff (smiles, etc.)
  • Praise
  • Comments/feedback on work
  • Displays of good work
  • English/Maths star
  • Big Write star
  • Stickers
  • Star charts
  • Sharing work with other adults
  • Letters to parents
  • Postcards
  • Star of the week
  • Prize box
  • Special awards
  • Book tokens
  • Table points
  • Team points
  • Reward time

Whole school reward systems include:

Zone boards

All classes will have their own zone board with 5 sections. Children collect a stamp on their card every time they are at the top of the zone board. Once they have filled their class card (6 stamps) they bring their card to the Headteacher where they receive a stamp on their hand and a stamp on their card in her office. 5 class cards = 5 stamps on their card = Cheeky Charlie toy in assembly.

Stars of the week

Every Monday assembly a child from each class, Outdoor Classroom and PSHE receives a Star of the Week award and badge/toy in recognition of good work, achievement, positive attitude, etc.

Big Write stars are also publicly acknowledged during Monday assembly time.

Children from across the school maybe nominated for a Special Award, often linked to SMSC values.

  1. Sanctions

Children are always encouraged to make the right choices with regards their behaviour and attitudes to learning and to each other. The zone board is used as a very clear way to give children opportunities to turn their behaviour around.

Step 1: Children are given a verbal warning regarding the unwanted behaviour and to make the right choice. If they choose to continue with inappropriate behaviour, children will be asked to move their name down on the zone board.

Step 2: Year leaders will take time to discuss with children the reasons for their behaviour and provide opportunities to allow children to ‘turn their behaviour around’.

Step 3: If behaviour continues, children may end up on the bottom of the zone board. This will lead to a more serious sanction

  • Time out in another class
  • Detention

Children should be given every opportunity to think about their actions and to resolve the situation.

Step 4: Child is sent to Headteacher or Deputy Head to discuss their behaviour choices.

Children may be asked to move their name down if they

  • Are disruptive
  • Are unable to settle to tasks
  • Prevent other children from learning
  • Are disrespectful to each other or an adult in school

Detention for KS1 may mean staying in at playtime to complete work and in KS2 may mean loss of playtime. Each year group will organise their own detentions which should be as soon as possible.

Occasionally children may need additional support with their behaviour and so a behaviour plan may be written in consultation with children, parents, staff and SLT, including the SENCo.

  1. Attendance

It is our school policy to positively encourage and promote good attendance for all children. All staff share the responsibility and the school system of praise and rewards should be used to reinforce and actively promote good attendance.

Each week the class with the best attendance with receive a certificate in Star of the Week assembly.

At the end of each term, attendance certificates, rosettes and badges are presented to children with high levels of attendance. The HSLW works closely with children and parents to support attendance and is responsible for rewarding high attendance. The school ethos supports celebrating high attendance and addresses poor attendance.

  1. Playground

The same high levels of behaviour and values are expected at playtimes as well as other aspects of school life. Specific incidents need to be reported, in the first instance, to the child’s class teacher and then passed to a member of the SLT. All incidents will be dealt with according to the behaviour policy but with the best intent of not impacting on learning.

  1. Off-site activities/Kids club

Children attending any activity outside of school or the normal school hours, e.g. sports activities, trips, Kids club, will receive the same consistent response to their behaviour in line with this policy.

  1. Bullying

Our school anti-bullying policy supports the behaviour policy and any dealings with bullying should be considered alongside this policy.

  1. Parents

Staff will be encouraged to have an open and honest dialogue with parents with regards behaviour. Parental support is vital in supporting children in making the correct choices with regards their behaviour and staff will have sensitive conversations with parents to ensure clarity. There are also systems in place to support parents with behaviour at home and staff should refer parents to our HSLW.

This policy should be read alongside the DfE Behaviour on discipline in school guidance.

Charging and Remissions

Charging and Remissions Policy

Reviewed by: FGB Responsibility: FGB
Last Review: January 2017 Next Review: January 2019
Review Cycle: 2 yearly Ratified by FGB: 16th January 2017

1 Introduction

• All the education we provide during normal school hours is provided free of charge to pupils. We do not charge for any activity undertaken as part of the National Curriculum, however we do request a voluntary contribution towards school trips made during the school day which support teaching and learning.

2 Voluntary contributions

• When organising school trips or visits to enrich the curriculum and the educational experience of the children, the school invites parents and carers to contribute to the cost. All contributions are voluntary. If we do not receive sufficient voluntary contributions, we may need to cancel a trip. If a trip goes ahead, it may include children whose parents or carers have not paid any contribution. We do not treat these children differently from any others.
• If a parent wishes their child to take part in a school trip or event, but is unwilling or unable to make a voluntary contribution, we do allow the child to participate fully in the trip or activity. Sometimes the school pays additional costs in order to support the visit. Parents and carers have a right to know how each trip is funded, and the school provides this information on request.
• The following is a list of additional activities, organised by the school, which may require voluntary contributions from parents and carers. These activities are known as ‘optional extras’. This list is not exhaustive:
• visits to museums,
• sporting activities which require transport expenses
• visits to places in relation to curriculum topics;
• outdoor adventure activities;
• visits to or by a theatre company;
• visits to the school by companies to provide topic based workshops.

3 Residential visits

• If the school organises a residential visit in school time, or mainly in school time, which is to provide education directly related to the National Curriculum, we do charge to cover the costs of board and lodging and a voluntary contribution to the travel expenses, but do not charge for education during ‘school hours’. If we cannot raise sufficient funding, the visit may have to be cancelled, and that aspect of the curriculum would have to be covered in other ways.

4 Music tuition

• All children study music as part of the normal school curriculum. We do not charge for this.
• There is no charge for individual or small-group music tuition, although this is an additional curriculum activity, and not part of the National Curriculum.

5 Swimming

• The school organises swimming lessons for all children in Key Stage 2. These take place in school time and are part of the National Curriculum. We make no charge for this.

6 Football

• The school offers additional football coaching after school. A coach, who may or may not be a member of the school staff, runs and organises these sessions. We do not make a charge for these sessions.

7 School minibus

• We normally add a nominal charge to the cost of visits if children are transported in the minibus. However, we use this charge only to cover the expenses of the trip, and not to make a profit.
• We do not make a charge if children are transported in the mini-bus to an extra- curricular activity.

8 Charges for Activities

• When charges are made for any activity, whether during or outside of the school day, they will be based on the actual costs incurred, divided by the total number of pupils participating. There will be no levy on the parents who can pay to support those who cannot pay. Additional support may be available at the Headteacher’s discretion.
• The principles of best value will be applied when planning activities that incur costs to the school and / or charges to parents.

9 Damage to Property

• Parents can be asked to pay for wilful damage to school property or the misuse of books and equipment.
• A charge will be made to replace lost reading books.

10 Reimbursements and Refunds

• Voluntary contributions will be reimbursed if the child is no longer able to participate in the activity.

11 Monitoring and review

• This policy is monitored by the governing body, and will be reviewed every two years, as necessary.

Complaints

General Complaints Policy

Date of review: March 2016 Next review: March 2018

Our policies reflect the school’s commitment to safeguarding and promoting the welfare of children and are in line with HCC policies

This is a policy designed to support the staff in dealing with general complaints. All bodies and especially parents, should feel able to express their views of the school in the knowledge that it will be dealt with fairly.

This policy is not intended to cover aspects of school life where the law sets specific and individual complaints procedures e.g. admissions, exclusions, complaints about the national curriculum and the provision of collective worship and religious education. This also applies to SEN provision. The details of these procedures can be found in other documents.

Aims

  • An easily understood accessible procedure for complaints.
  • To encourage parents to express their views at the earliest opportunity, through the appropriate channels.
  • To aid the communication between parents and school.

Note: Confidentiality

Whether a complaint is made informally or formally, all parties should ensure details are only known to those involved in investigating the complaint. Parents should be assured that making a complaint will not adversely affect their child.

Guidelines

Stage 1: The First Contact Dealing with Concerns and Complaints Informally

1.1 The vast majority of concerns and complaints can be resolved informally. There are many occasions where concerns are resolved straight away through the class teacher or school secretary, Headteacher or Chair of Governors depending on the nature of the complaint.

1.2 If the person first contacted cannot deal with the matter immediately, s/he makes a clear note of the date, name, contact address or phone number and the issue raised.

1.3 Any member of staff will know how to refer, if necessary, to the person with responsibility for the particular issue raised by the parent. S/he will check later to make sure the referral has been successful. Complaints made informally to Governors will be referred to the relevant member of staff or to the chairman where appropriate.

1.4 On certain major issues, the Headteacher may decide to deal with concerns directly at this stage.

1.5 If the complaint relates to the Headteacher, the parent is advised to contact the Chair of the Governing Body.

1.6 The person dealing with the concern makes sure that the parent is clear what action (if any) or monitoring of the situation has been agreed, putting this in writing only if this seems the best way of making things clear.

1.7 Where no satisfactory solution has been found parents are asked if they wish their concern to be considered further. If so they are given clear information, both orally and in writing, about how to make a formal complaint and about any independent advice available to them.

Stage 2: Formal Complaint to the Headteacher

2.1 When a formal complaint is made, it will be acknowledged in writing within 3 working days.

2.2 The Headteacher (or designate) acknowledges the complaint orally or in writing with 3 working days of receiving the written complaint. The acknowledgment gives a brief explanation of the school’s complaints procedure and a target date for providing a response to the complaint. This should normally be within 10 working days: if this proves impossible, a letter is sent explaining the reason for the delay and giving a revised target date.

2.3 The Headteacher (or designate) provides an opportunity for the complainant to meet with them to supplement any information provided previously. It is made clear to the complainant that if they wish they may be accompanied to any meeting by a friend, relative, representative, or advocate who can speak on their behalf, and asked if they have any special requirements the school needs to be aware of e.g. wheelchair access, signing etc.

2.4 If necessary, the Headteacher (or designate) should interview witnesses and take statements from those involved. If the complaint centres around a pupil, the pupil should also be interviewed. Pupils would normally be interviewed with parents/guardians present. In some situations, circumstances may prevent this e.g. where this would seriously delay the investigation of a serious/urgent complaint or where particular circumstances mean that a pupil has specifically said they would prefer that parents or guardians were not involved. In such circumstances another member of staff with whom the pupil feels comfortable should be asked to attend. If a member of staff is complained against, the needs of that person should be borne in mind.

2.5 The Headteacher (or designate) keeps written records of meetings, telephone conversations, and other documentation.

2.6 Once all the relevant facts have been established, the Headteacher (or designate) should then produce a written response to the complainant, or may wish to meet the complainant to discuss/resolve the matter directly.

2.7 A written response includes a full explanation of the decisions and the reasons for it. Where appropriate, this includes what action the school will take to resolve the complaint. The complainant is advised that should s/he wish to take the complaint further, s/he should notify the Chair of the Governing Body within 5 weeks of receiving the outcome letter.

2.8 If the complaint is against the action of a Headteacher, or if the Headteacher has been very closely involved at stage 1, the Governors Complaints Panel should carry out all the stage 2 procedures.

Stage 3: Formal Complaint to Governors

3.1 Upon receipt of a written request by the complainant for the complaint to proceed to stage 3, the procedures outlined below should be followed.

3.2 The Clerk to the Governing Body should write to the complainant to acknowledge receipt of the written request. The acknowledgement should inform the complainant that the complaint is to be heard by three members of the school’s Governing Body within 20 working days of receiving the complaint. The letter should also explain that the complainant has the right to submit any further documents relevant to the complaint. These must be received in time for the documents to be received by the full members.

3.3 The Clerk to the Governors should arrange to convene a Governors’ Complaints Panel elected from members of the Governing Body.

3.4 The Chair/Vice-Chair will ensure that the complaint is heard by the Panel within 20 working days of receiving the letter in 3.1. All relevant correspondence regarding the complaint should be given to each panel member as soon as the composition of the Panel is confirmed. If the correspondence is extensive, the Chair of the Panel should prepare a thorough summary for sending to panel members.

3.5 The Chair/Vice-Chair will write and inform the complainant, Headteacher, any relevant witnesses, and members of the Panel at least 5 working days in advance, of the date, time and place of the meeting. The notification to the complainant should also inform him/her of the right to be accompanied to the meeting by a friend/advocate/interpreter. The letter will also explain how the meeting will be conducted and the complainant’s right to submit further written evidence to the Panel.

3.6 If either party wishes to introduce previously undisclosed evidence or witnesses, it is in the interests of natural justice to adjourn the meeting so that the other side has time to consider and respond to the new evidence.

3.7 The meeting will allow for:

The complainant to explain their complaint and the Headteacher to explain the school’s response;

The Headteacher to question the complainant about the complaint and the complainant to question; The Headteacher and/or other members of staff about the school’s response and members to have the opportunity to question both the complainant and the Headteacher;

Any party to have the right to call witnesses (subject to the approval of the Chair) and all parties having the right to question all the witnesses; and

Final statements by both the complainant and the Headteacher.

3.8 The Chair of the Panel will explain to the complainant and the Headteacher that the panel will now consider its decision, and a written decision will be sent to both parties within 15 working days. The complainant, Headteacher, other members of staff and witnesses will then leave.

3.9 The panel will then consider the complaint and all the evidence presented and (a) reach a unanimous, or at least a majority, decision on the complaint and (b) decide upon the appropriate action to be taken to resolve the complaint and (c) where appropriate, suggest recommended changes to the school’s systems or procedures to ensure that problems of a similar nature do not happen again.

3.10 A written statement outlining the decision of the Panel must be sent to the complainant and Headteacher. The letter to the complainant should explain whether a further appeal can be made, and if so, to whom.

Elizabeth Cooper

Headteacher


Staff Appendix

Guidelines for dealing with concerns and complaints informally.

1. Parents must feel able to raise concerns about the school without any formality, either in person, by telephone or in writing. On occasion it may be appropriate, for someone to act on behalf of a parent.

2. At first it may be unclear whether a parent is asking a question or expressing an opinion rather than making a complaint. A parent may want a preliminary discussion about an issue to help decide whether he or she wishes to take it further.

3. Parents should have an opportunity for discussion of their concern with the appropriate member of staff or the Chair of Governors, who clarifies with the parent the nature of the concern, and reassures them that the school wants to hear about it. The member of staff or Chair of Governors may explain to the parent how the situation happened. It can be helpful to identify at this point what sort of outcome the parent is looking for.

Formal complaint to the Headteacher

4. As Headteachers have responsibility for the day-to-day running of their schools, they have responsibility for the implementation of a complaints system, including the decision about their own involvement at various stages. One of the reasons for having various “stages” in a complaints procedure is to reassure complainants that their grievance is being heard by more than one person. Headteachers should make arrangements to ensure that their involvement will not predominate at every stage of a particular complaint. For example arrangements may be made for other staff to deal with parents concerns at stage 1, while the Headteacher deals with contacts with parents at stage 2. Even at that stage the Headteacher may designate another member of staff to collect some of the information from the various parties involved. In some cases, Headteachers may be so involved at stage 1 that stage 2 has to be carried out by the Chair of the Governing Body.

Formal Complaint to Governors

5. Complaints only rarely reach this formal level, but it is important that governing bodies are prepared to deal with them when necessary. At this stage the school should seek advice from the LEA. This can provide a useful “outside view” on the issues.

6. It is important that this review not only be independent and impartial but that it be seen as so. Therefore, individual complaints should not be considered by the full governing body as serious conflicts of interest can arise; for example, in exceptional circumstances a complaint may result in disciplinary action against a member of staff, and governors might be required to give an unprejudiced hearing to an appeal by the member of staff concerned. Similarly some governors might have previous knowledge of the problem which led to the complaint and would be unable to give fair unbiased consideration to the issue.

7. Many complaints are inevitably seen by parents as being “against” a particular member of staff and their actions. However, all complaints which reach this stage will have done so because the complainant has not been satisfied with the Headteacher’s response at the earlier stage of the procedure, and it may be appropriate for the Governing Body to consider that the complaint is against the school rather than against the member of staff whose actions led to the original complaint.

8. It may be necessary for the Governing Body to appoint reserves to the Panel to ensure that three governors are available to carry out their task within the set time. The Panel members should be governors who have had no prior involvement with the complaint. If s/he has not previously been involved, the Chair of the Governing Body should chair the Panel; otherwise the Vice-Chair should do it. Generally it is not appropriate for the Headteacher to have a place on the panel. Governors will want to bear in mind the advantages of having a parent (who is also a governor) on the Panel. Governors will also want to be sensitive to issues of race, gender and religious affiliation.

9. The Chair/Vice-Chair of the Governing Body should invite the Headteacher to attend the Panel meeting and prepare a written report for the Panel in response to the complaint. The Headteacher may also invite members of staff directly involved in matters raised by the complainant to respond in writing or in person to the complaint. Any relevant documents including the Headteacher’s report should be received by all concerned – including the complainant – at least 5 working days prior to the meeting.

10. The Involvement of staff other than the Headteacher is subject to the discretion of the Chair of the Panel.

11. It is the responsibility of the Chair of the Panel to ensure that the meeting is properly minuted and that all communications are treated with discretion and confidentiality.

12. The aim of the meeting should be to resolve the complaint and achieve reconciliation between the school and the complainant. However, it has to be recognised that sometimes it may only be possible to establish facts and make recommendations which will satisfy the complainant that his or her complaint has at least been taken seriously.

13. The Panel should remember that many parents are unused to dealing with groups of people in formal situations and may feel inhibited when speaking to the Panel. It is therefore recommended that the Chair of the Panel ensures that the proceedings are as informal as possible.

14. The school should ensure that a copy of all correspondence and notes are kept on file in the school’s records. These records should be kept separately from the pupil’s personal records.


Appendix I

Complaints Form


Appendix II

A complaints panel – advice for governors and clerks

To establish a complaints panel, the governing body should take the following steps:

  1. Appointing the panel
  • The panel should be appointed regularly each year, not when there is a case to consider. The appropriate time is when other committee membership and terms of reference are reviewed. The chair of the panel should also be appointed at this point.
  • Two thirds of governors who are eligible to vote must be present when the panel, and its membership, is established (School Government Regulations (1999) para 37).
  • A pool of governors can be appointed so that an impartial panel can be set up at relatively short notice. The names of these governors should be recorded in the main body of the minutes (attached lists can go missing and could be disputed as not actually part of the minutes).
  • When a meeting is requested, the clerk should select three panel members in the order they appear on this list in the minutes, i.e. the first three names. If any of these are unavailable, the next should be contacted. This will avoid any appearance of bias.
  • To preserve the confidence of all parties in the independence of the hearing, there should be no collusion, or apparent collusion, between members of the panel and those giving evidence. There should be no meetings or prior discussions, even informal discussions, between the panel members and the Headteacher or member of staff making submissions to the panel.
  • The complaints panel is not a statutory committee, and there are no legal restrictions on its membership. However, a governing body should be aware of the range of issues that may arise and consider whether it may be inappropriate to appoint a member of staff to its panel.
  1. Appointing the clerk
  • The governing body should appoint a clerk to the panel who should not be a governor and must not be the Headteacher.
  • A member of staff can be the clerk to the panel, although the governing body should consider whether this would be appropriate. Ideally the clerk to the panel would not be a member of staff as the panel might not appear impartial if that member of staff had a close working relationship with the Headteacher and/or other staff giving evidence to the panel.
  1. Duties of the clerk
  • To arrange and facilitate the meetings and advise on process and procedures.
  • To take accurate notes at the meeting (verbatim minutes are not required), which should be typed up, approved by the chair of the panel and kept in the governors’ file of confidential minutes with one set of the supporting submissions. The clerk must collect and shred all other sets at the end of the decision-making process.
  • To remain with the panel when all other parties have left the meeting. The clerk should be able to read back relevant sections of the minutes if the panel required this when coming to its conclusion. (This is the point where the proceedings might appear impartial if a member of staff acts as clerk.) The clerk does not need to make notes on the discussions in this part of the meeting. The clerk must record the panel’s conclusions and reasons.
  • To draft and distribute the letter from the chair to all parties (see Appendix VI).

Appendix III

A complaints panel hearing – advice for governors and clerks

The following agenda and suggestions will help a panel achieve a satisfactory hearing for all parties and maintain the complainant’s confidence in the independence of the panel.

The clerk will need to:

  • consult parents on the date of the meeting
  • ensure that the panel members have no previous involvement with the case
  • collate and distribute a copy of the agenda and the same paperwork (with numbered pages) to all parties, preferably two days before the meeting
  • avoid holding the meeting in the Headteacher’s office
  • arrange that the parents, representatives, Headteacher and/or relevant member of staff enter the meeting together and have had no prior contact with the panel members.

The chair is advised to:

  • maintain a relaxed atmosphere throughout the meeting while keeping to a formal agenda
  • apply the agenda flexibly, if necessary, to avoid confrontation between the parties.

AGENDA

Introductions – Following the introductions, the chair should explain how the meeting will be conducted and check that everyone has the same paperwork. It is also useful to summarise the purpose of the hearing and explain the powers of the panel with respect to the specific complaint (Section 8).

1 The complainant’s verbal submission – The complainant may be supported by a friend and should describe the reasons for making the complaint. It may be helpful, if the complainant appears nervous, for the chair to summarise the issues and ask for confirmation and further clarification.

2 Questions by the Headteacher – (In keeping with the informal atmosphere, these may be put directly to the parent. However, the chair will need to use discretion if this appears to provoke antagonism.)

3 The Headteacher’s verbal submission – The Headteacher may be accompanied by another member of staff who has more detailed knowledge relevant to the case.

Panel members may seek clarification at any stage in the meeting

4 Questions by the complainant (as in No 2, to maintain the informal atmosphere these may be made direct to the Headteacher. However, the chair should use discretion if this becomes acrimonious).

5 A brief summary by the complainant (without introducing any new information).

6 A brief summary by the headteacher (without introducing any new information).

7 Closure of the hearing The chair should ask all parties before the end of the meeting whether they are satisfied that they have said everything they wished to say. They should be told when they should receive a response. The timescale will depend on whether the headteacher will have to first consider any recommendations. In most cases, the response will be straightforward and delivered within two days of the meeting. All parties, except the panel, should leave the meeting at the same time.

The panel then remains to discuss the issues and tell the clerk what to put in their letter. This letter should summarise the issues, outline the main points of discussion, and explain the reasons for the panel’s decision. It should be copied to the Headteacher (see Appendix IV).


Appendix IV

A sample decision letter following a complaints panel hearing

(To be typed on Headed paper)

Parent

Complaints ref. no:

Dear …

Your complaint: ……..

Thank you for attending the complaints panel’s hearing of your complaint on ………………..

We summarise your complaint as follows:

We listened to all submissions and summarise the main points in this way:

After much discussion, the panel decided that …………………….

For a Reconsideration

  • to/not to uphold your complaint.

For a Review

  • that the Headteacher’s decision, in the light of the information available at the time, was reasonable. [or]
  • that the Headteacher did not consider the information available, that is ………….., so the decision or action appears to have been unreasonable.

We also noted that you introduced information that was not available at the time of the Headteacher’s decision or action and we have referred this to the Headteacher for further consideration.

In summary, the reason/s for the panel’s decision is/are as follows:

We feel it would be helpful if you made an appointment to meet with the Headteacher and Chair of Governors to agree a way forward.

This is the final stage in the school’s internal complaints procedure. If you feel we have still not resolved the matter satisfactorily, and you wish to take your complaint further, you may contact the Secretary of State for Education at:

Ministerial and Public Communications Division

Department for Education

Piccadilly Gate

Store Street

Manchester

M1 2WD

 

Tel: 0370 000 2288

Yours sincerely

Chair of the Complaints Panel

cc Headteacher

Chair of Governors

Data Protection

Warren Park Primary School collects and uses personal information (referred to in the Data Protection Act as personal data) about staff, parents and other individuals who come into contact with the school. This information is gathered in order to enable the provision of education and other associated functions. In addition, the school may be required by law to collect, use and share certain information.

The school is registered as a Data Controller, with the Information Commissioner’s Office (ICO). Details are available on the ICO website.

The school issues a Privacy Notice to all parents/pupils, this summarises the information held on pupils, why it is held and the other organisations to whom it may be passed on to.

Purpose

This policy sets out how the school deals with personal information correctly and securely and in accordance with the Data Protection Act 1998 and other related legislation.

This policy applies to all personal information however it is collected, used, recorded and stored and whether it is held on paper or electronically.

All school staff and governors involved with the collection, use, processing or disclosure of personal data will be aware of their duties and responsibilities and will adhere to this policy.

What is Personal Information/Data?

Personal information or data is information which relates to a living individual who can be identified from that data, or from that data in addition to other information available to them. Personal data includes (but is not limited to) an individual’s name, address, date of birth, photograph, bank details and other information that identifies them.

What is Sensitive Personal Data?

Sensitive personal data includes information as to an individual’s racial or ethnic origin, their political concerns, religious beliefs or beliefs of a similar nature, whether they are a member of a Trade Union, their physical or mental health or condition, sexual life, the commission or alleged commission of an offence and any proceedings for an offence committed or alleged to have been committed by them, the disposal of those proceedings or the sentence of any court in such proceedings.

Data Protection Principles

The Data Protection Act 1998 establishes eight principles that must be adhered to at all times.

1. Personal data shall be processed fairly and lawfully;

2. Personal data shall be obtained for one or more specified and lawful purpose;

3. Personal data shall be adequate, relevant and not excessive;

4. Personal data shall be accurate and where necessary, kept up to date;

5. Personal data processed for any purpose shall not be kept for longer than necessary for that purpose or those purposes;

6. Personal data shall be processed in accordance with the rights of data subject under the Data Protection Act 1998;

7. Personal data shall be kept secure i.e. protected by an appropriate degree of security;

8. Personal data shall not be transferred to a country or territory outside the European Economic Area, unless that country or territory ensures an adequate level of data protection.

Commitment

Warren Park Primary School is committed to maintaining the above principles at all times. Therefore the school will:

• Inform individuals when their information is shared and why and with whom unless the Data Protection Act provides a reason not to do this.

• Obtain consent before processing Sensitive Personal Data, even if consent is implied within a relevant privacy notice, unless one of the other conditions for processing in the Data Protection Act applies.

• Check the accuracy of the information it holds and review it at regular intervals.

• Ensure that only authorised personnel have access to the personal information whatever medium (paper or electronic) it is stored in.

• Ensure that clear and robust safeguards are in place to ensure personal information is kept securely and to protect personal information from loss, theft and unauthorised disclosure, irrespective of the format in which it is recorded.

• Ensure that personal information is not retained longer than is needed.

• Ensure that when information is destroyed that it is done so appropriately and securely.

• Share personal information with others only when it is legally appropriate to do so.

• Comply with the duty to respond to requests for access to personal information known as Subject Access Requests.

• Ensure that personal information is not transferred outside the EEA without appropriate safeguards.

• Ensure all staff and governors are aware of and understand these policies and procedures.

Complaints

Complaints will be dealt with in accordance with the schools complaints polity. Complaints relating to the handling of personal information may be referred to the Information Commissioner who can be contacted at Wycliffe House, Water Lane, Wilmslow, Cheshire, SK9 5AF, or at www.ico.gov.uk.

Safeguarding

Safeguarding Policy, Procedure and Guidance

Reviewed by: FGB/Staffing Sub-Committee Responsibility: FGB
Last Review: January 2017 Next Review: January 2018
Review Cycle: Yearly Ratified by FGB: 16th January 2017

This policy should be read in conjunction with the school’s Child Protection Policy and Staff Behaviour Policy/Code of Conduct

Policy Statement

Safeguarding determines the actions that we take to keep children safe and protect them from harm in all aspects of their school life. As a school we are committed to safeguarding and promoting the welfare of all of our pupils.

The actions that we take to prevent harm; to promote wellbeing; to create safe environments; to educate on rights, respect and responsibilities; to respond to specific issues and vulnerabilities all form part of the safeguarding responsibilities of the school. As such, this overarching policy will link to other policies which will provide more information and greater detail.

Aims

  • To provide Staff with the framework to promote and safeguard the wellbeing of children and in doing so ensure they meet their statutory responsibilities.
  • To ensure consistent good practice across the school.
  • To demonstrate our commitment to protecting children.

Principles and Values

Safeguarding is everyone’s responsibility. As such it does not rest with the Designated Safeguarding Lead (DSL) and their deputies to take a lead responsibility in all of the areas covered within this policy.

Some areas, such as Health and Safety, are a specialist area of safeguarding and a separate lead for this area is in place in the school.

Safeguarding processes are intended to put in place measures that minimise harm to children. There will be situations where gaps or deficiencies in the policies and processes we have in place will be highlighted. In these situations a review will be carried out in order to identify learning and inform the policy, practice and culture of the school.

All pupils in our school are able to talk to any member of staff to share concerns or talk about situations which are giving them worries. The staff will listen to the pupil, take their worries seriously and share the information with the safeguarding lead.

In addition, we provide pupils with information of who they can talk to outside of school both within the community and with local or national organisations who can provide support or help.

As a school, we review this policy at least annually in line with DfE, HSCB, HCC and any other relevant guidance.

Areas of Safeguarding

Within Keeping Children Safe in Education (2016) and the Ofsted inspection guidance (2015), there are a number of safeguarding areas directly highlighted or implied within the text.

These areas of safeguarding have been separated into issues that are emerging or high risk issues (part 1); those related to the pupils as an individual (part 2); other safeguarding issues affecting pupils (part 3); and those related to the running of the school (part 4).

Definitions

Within this document:

Safeguarding’ is defined in the Children Act 2004 as protecting from maltreatment; preventing impairment of health and development; ensuring that children grow up with the provision of safe and effective care; and work in a way that gives the best life chances and transition to adult hood. Our safeguarding practice applies to every child.

The term Staff applies to all those working for or on behalf of the school, full time or part time, in either a paid or voluntary capacity. This also includes parents and Governors.

Child refers to all young people who have not yet reached their 18th birthday. On the whole, this will apply to pupils of our school; however the policy will extend to visiting children and students from other establishments

Parent refers to birth parents and other adults in a parenting role for example adoptive parents, guardians, step parents and foster carers.

Key personnel

The designated safeguarding lead for the school is: Elizabeth Cooper

The deputy safeguarding leads are: Angela Branchett and Lynne Lofting

Part 1 – High risk and emerging safeguarding issues

Preventing Radicalisation and Extremism

www.gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty

The prevent duty requires that all staff are aware of the signs that a child maybe vulnerable to radicalisation. The risks will need to be considered for political; environmental; animal rights; or faith based extremism that may lead to a child becoming radicalised. All staff have received prevent WRAP training/undertaken e-learning/received awareness training in order that they can identify the signs of children being radicalised.

As part of the preventative process resilience to radicalisation will be built through the promotion of fundamental British values through the curriculum.

Any child who is considered vulnerable to radicalisation will be referred by the DSL to Hampshire children’s social care, where the concerns will be considered in the MASH process. If the police prevent officer considers the information to be indicating a level of risk a “channel panel” will be convened and the school will attend and support this process.

Gender based violence / Violence against women and girls

https://www.gov.uk/government/policies/violence-against-women-and-girls

The government have a strategy looking at specific issues that women and girls face. Within the context of this safeguarding policy the following sections are how we respond to violence against girls. Female genital mutilation, forced marriage, honour based violence and teenage relationship abuse all fall under this strategy.

Female Genital Mutilation (FGM)

www.gov.uk/government/publications/mandatory-reporting-of-female-genital-mutilation-procedural-information

https://www.gov.uk/government/publications/multi-agency-statutory-guidance-on-female-genital-mutilation

http://4lscb.proceduresonline.com/chapters/p_fem_gen_mut.html

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. It has no health benefits and harms girls and women in many ways. It involves removing and damaging healthy and normal female genital tissue, and hence interferes with the natural function of girls’ and women’s bodies.

The age at which girls undergo FGM varies enormously according to the community. The procedure may be carried out when the girl is newborn, during childhood or adolescence, just before marriage or during the first pregnancy. However, the majority of cases of FGM are thought to take place between the ages of 5 and 8 and therefore girls within that age bracket are at a higher risk.

FGM is illegal in the UK.

On the 31 October 2015, it became mandatory for teachers to report known cases of FGM to the police. In these situations, the DSL and/or head will be informed and that the member of teaching staff has called the police to report suspicion that FGM has happened.

At no time will staff examine pupils to confirm this.

For cases where it is believed that a girl may be vulnerable to FGM or there is a concern that she may be about to be genitally mutilated the staff will inform the DSL who will report it as with any other child protection concern.

Forced Marriage

www.gov.uk/government/uploads/system/uploads/attachment_data/file/322307/HMG_MULTI_AGENCY_PRACTICE_GUIDELINES_v1_180614_FINAL.pdf

http://4lscb.proceduresonline.com/chapters/p_forced_marriage.html

In the case of children: ‘a forced marriage is a marriage in which one or both spouses

cannot consent to the marriage and duress is involved. Duress can include physical,

psychological, financial, sexual and emotional pressure.’ In developing countries 11% of girls are married before the age of 15. One in 3 victims of forced marriage in the U.K. are under 18.

It is important that all members of staff recognise the presenting symptoms, how to respond if there are concerns and where to turn for advice.

Advice and help can be obtained nationally through the Forced Marriage Unit and locally through the local police safeguarding team or children’s social care.

Policies and practices in this school reflect the fact that while all members of staff, including teachers, have important responsibilities with regard to pupils who may be at risk of forced marriage, teachers and school leaders should not undertake roles in this regard that are most appropriately discharged by other children’s services professionals such as police officers or social workers.

Characteristics that may indicate forced marriage

While individual cases of forced marriage, and attempted forced marriage, are often very particular, they are likely to share a number of common and important characteristics, including:

  • an extended absence from school/college, including truancy;
  • a drop in performance or sudden signs of low motivation;
  • excessive parental restriction and control of movements;
  • a history of siblings leaving education to marry early;
  • poor performance, parental control of income and students being allowed only limited career choices;
  • evidence of self-harm, treatment for depression, attempted suicide, social isolation, eating disorders or substance abuse; and/or
  • evidence of family disputes/conflict, domestic violence/abuse or running away from home.

On their own, these characteristics may not indicate forced marriage. However, it is important to be satisfied that where these behaviours occur, they are not linked to forced marriage. It is also important to avoid making assumptions about an individual pupil’s circumstances or act on the basis of stereotyping. For example, an extended holiday may be taken for entirely legitimate reasons and may not necessarily represent a pretext for forced marriage.

Honour Based Violence

http://www.hampshire.police.uk/internet/advice-and-information/abuse-against-the-person/honour-based-violence

http://4lscb.proceduresonline.com/chapters/p_hon_based_vio.html

Honour based violence is a violent crime or incident which may have been committed to protect or defend the honour of the family or community.

It is often linked to family or community members who believe someone has brought shame to their family or community by doing something that is not in keeping with their unwritten rule of conduct. For example, honour based violence might be committed against people who:

  • become involved with a boyfriend or girlfriend from a different culture or religion
  • want to get out of an arranged marriage
  • want to get out of a forced marriage
  • wear clothes or take part in activities that might not be considered traditional within a particular culture
  • convert to a different faith from the family

Women and girls are the most common victims of honour based violence however it can also affect men and boys. Crimes of ‘honour’ do not always include violence. Crimes committed in the name of ‘honour’ might include:

  • domestic abuse
  • threats of violence
  • sexual or psychological abuse
  • forced marriage
  • being held against your will or taken somewhere you don’t want to go
  • assault

If staff believe that a pupil is at risk from honour based violence the DSL will follow the usual safeguarding referral process, however, if it is clear that a crime has been committed or the pupil is at immediate risk the police will be contacted in the first place. It is important that if honour based violence is known or suspected that communities and family members are NOT spoken to prior to referral to the police or social care as this could increase risk to the child.

Teenage Relationship Abuse

https://www.gov.uk/government/publications/this-is-abuse-summary-report

http://www.hampshire.police.uk/internet/advice-and-information/safe4me/healthy-relationships

http://www.hampshire.police.uk/internet/advice-and-information/safe4me/healthy-relationships

https://www.gov.uk/government/publications/statutory-guidance-framework-controlling-or-coercive-behaviour-in-an-intimate-or-family-relationship

Research has shown that teenagers didn’t understand what constituted abusive behaviours such as controlling behaviours, which could escalate to physical abuse, e.g. checking someone’s phone, telling them what to wear, who they can/can’t see or speak to and that this abuse was prevalent within teen relationships. Further research showed that teenagers didn’t understand what consent meant within their relationships. They often held the common misconception that rape could only be committed by a stranger down a dark alley and didn’t understand that it could happen within their own relationships.

This led to these abusive behaviours feeling ‘normal’ and therefore left unchallenged as they were not recognised as being abusive.

In response to this the school will provide start the education to prevent our pupils from becoming victims and perpetrators of abusive relationships by encouraging them to rethink their views of violence, abuse and controlling behaviours, and understand what consent means within their relationships.

The Toxic Trio

The term ‘Toxic Trio’ has been used to describe the issues of domestic violence, mental ill-health and substance misuse which have been identified as common features of families where harm to women and children has occurred.

They are viewed as indicators of increased risk of harm to children and young people. In a review of Serious Cases Reviews undertaken by Ofsted in 2011, they found that in nearly 75% of these cases two or more of the issues were present.

Domestic Abuse

http://www.hampshire.police.uk/internet/advice-and-information/safe4me/secondary-domestic-abuse

http://4lscb.proceduresonline.com/pdfs/pr_sg_chi_dom_abuse.pdf

http://4lscb.proceduresonline.com/chapters/p_dom_viol.html

https://www.gov.uk/guidance/domestic-violence-and-abuse#domestic-abuse-and-young-people

Domestic abuse is any incident or pattern of incidents of controlling, coercive or threatening behaviour, violence or abuse between those aged 16 or over who are or have been intimate partners or family members regardless of gender or sexuality. This can encompass, but is not limited to, the following types of abuse:

  • Psychological
  • Physical
  • Sexual
  • Financial
  • Emotional

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.

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.

Research indicates that living within a home where domestic abuse takes place is harmful to children and can have a serious impact on their behaviour, wellbeing and understanding of what a normal relationship is.

Children witnessing domestic abuse is recognised as ‘significant harm’ in law. These children may become aggressive; display anti-social behaviours; suffer from depression or anxiety; or fail to reach their educational potential.

Indicators that a child is living within a relationship with domestic abuse include:

  • withdrawn
  • suddenly behaves differently
  • anxious
  • clingy
  • depressed
  • aggressive
  • problems sleeping
  • eating disorders
  • wets the bed
  • soils clothes
  • takes risks
  • misses school
  • changes in eating habits
  • obsessive behaviour
  • nightmares
  • drugs
  • alcohol
  • self-harm
  • thoughts about suicide

These behaviours themselves do not indicate that a child is living with domestic abuse, but should be considered as indicators that this may be the case.

If staff believe that a child is living with domestic abuse, this will be reported to the designated safeguarding lead for referral to be considered to children’s social care.

Parental mental health

https://www.gov.uk/government/publications/the-mental-health-strategy-for-england

http://4lscb.proceduresonline.com/chapters/p_childatrisk_mhpar.html

The term “mental ill health” is used to cover a wide range of conditions, from eating disorders, mild depression and anxiety to psychotic illnesses such as schizophrenia or bipolar disorder. Parental mental illness does not necessarily have an adverse impact on a child’s developmental needs, but it is essential to always assess its implications for each child in the family. It is essential that the diagnosis of a parent/carer’s mental health is not seen as defining the level of risk. Similarly, the absence of a diagnosis does not equate to there being little or no risk.

For children the impact of parental mental health can include:

  • The parent / carer’s needs or illnesses taking precedence over the child’s needs
  • Child’s physical and emotional needs neglected
  • A child acting as a young carer for a parent or a sibling
  • Child having restricted social and recreational activities
  • Child finds it difficult to concentrate- impacting on educational achievement
  • A child missing school regularly as (s)he is being kept home as a companion for a parent / carer
  • Adopt paranoid or suspicious behaviour as they believe their parent’s delusions.
  • Witnessing self-harming behaviour and suicide attempts (including attempts that involve the child)
  • Obsessional compulsive behaviours involving the child

If staff become aware of any of the above indicators, or others that suggest a child is suffering due to parental mental health, the information will be shared with the DSL to consider a referral to children’s social care.

Parental Substance misuse

http://4lscb.proceduresonline.com/chapters/p_chil_drug_mis_par.html

Substance misuse applies to the misuse of alcohol as well as ‘problem drug use’, defined by the Advisory Council on the Misuse of Drugs as drug use which has: ‘serious negative consequences of a physical, psychological, social and interpersonal, financial or legal nature for users and those around them.

Parental substance misuse of drugs or alcohol becomes relevant to child protection when substance misuse and personal circumstances indicate that their parenting capacity is likely to be seriously impaired or that undue caring responsibilities are likely to be falling on a child in the family.

For children the impact of parental substance misuse can include:

  • Inadequate food, heat and clothing for children (family finances used to fund adult’s dependency)
  • Lack of engagement or interest from parents in their development, education or wellbeing
  • Behavioural difficulties- inappropriate display of sexual and/or aggressive behaviour
  • Bullying (including due to poor physical appearance)
  • Isolation – finding it hard to socialize, make friends or invite them home
  • Tiredness or lack of concentration
  • Child talking of or bringing into school drugs or related paraphernalia
  • Injuries /accidents (due to inadequate adult supervision )
  • Taking on a caring role
  • Continued poor academic performance including difficulties completing homework on time
  • Poor attendance or late arrival

These behaviours themselves do not indicate that a child’s parent is misusing substances, but should be considered as indicators that this may be the case.

If staff believe that a child is living with parental substance misuse, this will be reported to the designated safeguarding lead for referral to be considered for children’s social care.

Missing, Exploited and Trafficked Children (MET)

http://4lscb.proceduresonline.com/chapters/p_missing_exploit_traff.html

Within Hampshire, the acronym MET is used to identify all children who are missing; believed to be at risk of or being sexually exploited; or who are at risk of or are being trafficked. Given the close links between all of these issues, there has been a considered response to join all three issues so that cross over of risk is not missed.

Children Missing from Education

http://4lscb.proceduresonline.com/chapters/p_child_miss_edu.html

https://www.gov.uk/government/publications/school-attendance

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/395138/Children_missing_education_Statutory_guidance_for_local_authorities.pdf

Patterns of children missing education can be an indicator of either abuse or safeguarding risks. A relatively short length of time a child is missing does not reduce risk of harm to that child, and all absence or non-attendance should be considered with other known factors or concerns.

DSLs and staff should consider:

Missing lessons: Are there patterns in the lessons that are being missed? Is this more than avoidance of a subject or a teacher? Does the child remain on the school site or are they absent from the site?

  • Is the child being sexually exploited during this time?
  • Are they late because of a caring responsibility?
  • Have they been directly or indirectly affected by substance misuse?
  • Are other pupils routinely missing the same lessons, and does this raise other risks or concerns?
  • Is the lesson being missed one that would cause bruising or injuries to become visible?

Single missing days: Is there a pattern in the day missed? Is it before or after the weekend suggesting the child is away from the area? Are there specific lessons or members of staff on these days? Is the parent informing the school of the absence on the day? Are missing days reported back to parents to confirm their awareness?

  • Is the child being sexually exploited during this day?
  • Do the parents appear to be aware?
  • Are the pupil’s peers making comments or suggestions as to where the pupil is at?

Continuous missing days: Has the school been able to make contact with the parent? Is medical evidence being provided? Are siblings attending school (either our or local schools)?

  • Did we have any concerns about radicalisation, FGM, forced marriage, honour based violence, sexual exploitation?
  • Have we had any concerns about physical or sexual abuse?

The school will view absence as both a safeguarding issue and an educational outcomes issue. The school may take steps that could result in legal action for attendance, or a referral to children’s social care, or both.

Children Missing from Home or Care

https://www.gov.uk/government/publications/children-who-run-away-or-go-missing-from-home-or-care

http://www.childrenssociety.org.uk/what-we-do/policy-and-lobbying/children-risk/runaways

Children who run away from home or from care, provide a clear behavioural indication that they are either unhappy or do not feel safe in the place that they are living.

Research shows that children run away from conflict or problems at home or school,

neglect or abuse, or because children are being groomed by predatory individuals who

seek to exploit them. Many run away on numerous occasions.

The association of chief police officers has provided the following definitions and guidance.

“Missing person is: ‘Anyone whose whereabouts cannot be established and where the

circumstances are out of character or the context suggests the person may be the subject of crime or at risk of harm to themselves or another.’

An absent person is: ‘A person not at a place where they are expected or required to be.’

All cases classified as ‘missing’ by the police will receive an active police response – such as deployment of police officers to locate a child. Cases where the child was classified as ‘absent’ will be recorded by the police and risk assessed regularly but no active response will be deployed.

The absent case will be resolved when a young person returns or new information

comes to light suggesting that he/she is at risk. In the latter instance, the case is

upgraded to ‘missing’.

Within any case of children who are missing both push and pull factors will need to be considered.

Push factors include:

  • Conflict with parents/carers
  • Feeling powerless
  • Being bullied/abused
  • Being unhappy/not being listened to
  • The Toxic Trio

Pull factors include:

  • Wanting to be with family/friends
  • Drugs, money and any exchangeable item
  • Peer pressure
  • For those who have been trafficked into the United Kingdom as unaccompanied asylum seeking children there will be pressure to make contact with their trafficker

As a school we will inform all parents of children who are absent (unless the parent has informed us).

If the parent is also unaware of the location of their child, and the definition of missing is met, we will either support the parent to/directly contact the police to inform them.

Child Sexual Exploitation (CSE)

http://paceuk.info/

http://4lscb.proceduresonline.com/chapters/p_sexual_exploit.html

Sexual exploitation of children is not limited by the age of consent and can occur up until the age of 18. CSE involves children being in situations, contexts or relationships where they (or a third person) receive ‘something’ as a result of them performing sexual activities. The something can include food, accommodation, drugs, alcohol, cigarettes, affection, gifts, or money.

Child sexual exploitation can happen via technology without the child’s being aware; for example, being persuaded to post sexual images on the Internet/mobile phones without immediate payment or gain.

In all cases, those exploiting the child/young person have power over them by virtue of their age, gender, intellect, physical strength and/or economic or other resources. Violence, coercion and intimidation are common, involvement in exploitative relationships being characterised in the main by the child or young person’s limited availability of choice resulting from their social/economic and/or emotional vulnerability.

Indicators a child may be at risk of CSE include:

  • going missing for periods of time or regularly coming home late;
  • regularly missing school or education or not taking part in education;
  • appearing with unexplained gifts or new possessions;
  • associating with other young people involved in exploitation;
  • having older boyfriends or girlfriends;
  • suffering from sexually transmitted infections;
  • mood swings or changes in emotional wellbeing;
  • drug and alcohol misuse; and
  • displaying inappropriate sexualised behaviour.

CSE can happen to a child of any age, gender, ability or social status. Often the victim of CSE is not aware that they are being exploited and do not see themselves as a victim.

As a school we educate all staff in the signs and indicators of sexual exploitation. We use the sexual exploitation risk assessment form (SERAF) and associated guidance to identify pupils who are at risk and the DSL will share this information as appropriate with children’s social care.

We recognise that we may have information or intelligence that could be used to both protect children and prevent risk. Any relevant information that we have will be shared on the community partnership information (CPI) form [Annex 3]

Trafficked Children

http://4lscb.proceduresonline.com/chapters/p_safeg_traff_ch.htm

Human trafficking is defined by the UNHCR in respect of children as a process that is a combination of:

  • Movement (including within the UK);
  • For the purpose of exploitation

Any child transported for exploitative reasons is considered to be a trafficking victim.

There is significant evidence that children (both of UK and other citizenship) are being trafficked internally within the UK and this is regarded as a more common form of trafficking in the UK.

There are a number of indicators which suggest that a child may have been

trafficked into the UK, and may still be controlled by the traffickers or receiving

adults. These are as follows:

  • Shows signs of physical or sexual abuse, and/or has contracted a sexually transmitted infection or has an unwanted pregnancy;
  • Has a history with missing links and unexplained moves;
  • Is required to earn a minimum amount of money every day;
  • Works in various locations;
  • Has limited freedom of movement;
  • Appears to be missing for periods;
  • Is known to beg for money;
  • Is being cared for by adult/s who are not their parents and the quality of the relationship between the child and their adult carers is not good;
  • Is one among a number of unrelated children found at one address;
  • Has not been registered with or attended a GP practice;
  • Is excessively afraid of being deported.

For those children who are internally trafficked within the UK indicators include:

  • Physical symptoms (bruising indicating either physical or sexual assault);
  • Prevalence of a sexually transmitted infection or unwanted pregnancy;
  • Reports from reliable sources suggesting the likelihood of involvement in

sexual exploitation / the child has been seen in places known to be used for sexual exploitation;

  • Evidence of drug, alcohol or substance misuse;
  • Being in the community in clothing unusual for a child i.e. inappropriate for age, or borrowing clothing from older people
  • Relationship with a significantly older partner ;
  • Accounts of social activities, expensive clothes, mobile phones or other possessions with no plausible explanation of the source of necessary funding;
  • Persistently missing, staying out overnight or returning late with no plausible explanation;
  • Returning after having been missing, looking well cared for despite having not been at home;
  • Having keys to premises other than those known about;
  • Low self- image, low self-esteem, self-harming behaviour including cutting, overdosing, eating disorder, promiscuity;
  • Truancy / disengagement with education;
  • Entering or leaving vehicles driven by unknown adults;
  • Going missing and being found in areas where the child or young person has no known links; and/or
  • Possible inappropriate use of the internet and forming on-line relationships,particularly with adults.

These behaviours themselves do not indicate that a child is being trafficked, but should be considered as indicators that this may be the case.

If staff believe that a child is being trafficked, this will be reported to the designated safeguarding lead for referral to be considered to children’s social care.

Technologies

http://4lscb.proceduresonline.com/chapters/p_ca_information.html

Technological hardware and software is developing continuously with an increase in functionality of devices that people use. The majority of children use online tools to communicate with others locally, nationally and internationally. Access to the Internet and other tools that technology provides is an invaluable way of finding, sharing and communicating information. While technology itself is not harmful, it can be used by others to make children vulnerable and to abuse them.

Online Safety

https://www.thinkuknow.co.uk/Teachers/

http://www.saferinternet.org.uk/

With the current speed of on-line change, some parents and carers have only a limited understanding of online risks and issues. Parents may underestimate how often their children come across potentially harmful and inappropriate material on the internet and may be unsure about how to respond. Some of the risks could be:

  • unwanted contact
  • grooming
  • online bullying including sexting
  • digital footprint

The school will therefore seek to provide information and awareness to both pupils and their parents through:

  • Acceptable use agreements for children, teachers, parents/carers and governors
  • Curriculum activities involving raising awareness around staying safe online
  • Information included in letters, newsletters, web site, VLE
  • Letters to Parents, with information. A confirmation slip is included and a recorded kept of this.
  • Building awareness around information that is held on relevant web sites and or publications

Social media

https://www.thinkuknow.co.uk/Teachers/Resources/

http://www.saferinternet.org.uk/search-results?keywords=social%20networking

http://www.childnet.com/search-results/?keywords=social%20networking

http://www.kidsmart.org.uk/socialnetworking/

http://www.lgfl.net/esafety/Pages/Primary-resource-matrix.aspx

With the current speed of on-line change, some parents and carers have only a limited understanding of online risks and issues. Parents may underestimate how often their children come across potentially harmful and inappropriate material on the internet and may be unsure about how to respond. Some of the risks could be:

  • unwanted contact
  • grooming
  • online bullying including sexting
  • digital footprint

The school will therefore seek to provide information and awareness to both pupils and their parents through:

  • Acceptable use agreements for children, teachers, parents/carers and governors
  • Curriculum activities involving raising awareness around staying safe online
  • Information included in letters, newsletters, web site, VLE
  • Letters to Parents, with information. A confirmation slip is included and a recorded kept of this.
  • High profile events / campaigns e.g. Safer Internet Day
  • Building awareness around information that is held on relevant web sites and or publications
  • Social media policy

Cyberbullying

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/374850/Cyberbullying_Advice_for_Headteachers_and_School_Staff_121114.pdf

http://www.hampshire.police.uk/internet/asset/f0db2eea-0e3c-4fb4-b98c-e3fa681b860P/primary-social-networking-cyber-bullying

Central to the School’s anti-bullying policy should be the principle that ‘bullying is always unacceptable’ and that ‘all pupils have a right not to be bullied’.

The school should also recognise that it must take note of bullying perpetrated outside school which spills over into the school and so we will respond to any cyber-bullying we become aware of carried out by pupils when they are away from the site.

Cyber-bullying is defined as “an aggressive, intentional act carried out by a group or individual using electronic forms of contact repeatedly over time against a victim who cannot easily defend himself/herself.”

By cyber-bullying, we mean bullying by electronic media:

  • Bullying by texts or messages or calls on mobile phones
  • The use of mobile phone cameras to cause distress, fear or humiliation
  • Posting threatening, abusive, defamatory or humiliating material on websites, to include blogs, personal websites, social networking sites
  • Using e-mail to message others
  • Hijacking/cloning e-mail accounts
  • Making threatening, abusive, defamatory or humiliating remarks in on-line forums

Cyber-bullying may be at a level where it is criminal in character.

It is unlawful to disseminate defamatory information in any media including internet sites.

Section 127 of the Communications Act 2003 makes it an offence to send, by public means of a public electronic communications network, a message or other matter that is grossly offensive or one of an indecent, obscene or menacing character.

The Protection from Harassment Act 1997 makes it an offence to knowingly pursue any course of conduct amounting to harassment.

If we become aware of any incidents of cyberbullying, we will need to consider each case individually as to any criminal act that may have been committed. The school will pass on information to the police if it feels that it is appropriate or are required to do so.

Sexting

https://www.thinkuknow.co.uk/Teachers/Resources/

http://www.hampshire.police.uk/internet/advice-and-information/safe4me/Safe4me+%27Sexting%27

https://www.ceop.police.uk/Media-Centre/Press-releases/2009/What-does-sexting-mean/

‘Sexting’ often refers to the sharing of naked or ‘nude’ pictures or video through mobile phones and the internet. It also includes underwear shots, sexual poses and explicit text messaging.

While sexting often takes place in a consensual relationship between two young people, the use of Sexted images in revenge following a relationship breakdown is becoming more commonplace. Sexting can also be used as a form of sexual exploitation and take place between strangers.

As the average age of first smartphone or camera enabled tablet is 6 years old, sexting is an issue that requires awareness raising across all ages.

The school will use age appropriate educational material to raise awareness, to promote safety and deal with pressure. Parents should be aware that they can come to the school for advice.

Gaming

http://www.saferinternet.org.uk/search-results?keywords=gaming

http://www.childnet.com/search-results/?keywords=gaming

http://www.kidsmart.org.uk/games/

http://www.lgfl.net/esafety/Pages/Primary-resource-matrix.aspx

Online gaming is an activity that the majority of children and many adults get involved in. The school will raise awareness:

  • By talking to parents and carers about the games their children play and help them identify whether they are appropriate.
  • By support parents in identifying the most effective way of safeguarding their children by using parental controls and child safety mode.
  • By talking to parents about setting boundaries and time limits when games are played.
  • By highlighting relevant resources.

Online reputation

http://www.childnet.com/resources/online-reputation-checklist

http://www.saferinternet.org.uk/search-results?keywords=online%20reputation

http://www.kidsmart.org.uk/digitalfootprints/

Online reputation is the opinion others get of a person when they encounter them online. It is formed by posts, photos that have been uploaded and comments made by others on people’s profiles. It is important that children and staff are aware that anything that is posted could influence their future professional reputation. The majority of organizations and work establishments now check digital footprint before considering applications for positions or places on courses.

Grooming

http://www.saferinternet.org.uk/search-results?keywords=grooming

http://www.childnet.com/search-results/?keywords=grooming

http://www.internetmatters.org/issues/online-grooming/

Online grooming is the process by which one person with an inappropriate sexual interest in children will approach a child online, with the intention of developing a relationship with that child, to be able to meet them in person and intentionally cause harm.

The school will build awareness amongst children and parents about ensuring that the child:

  • Only has friends online that they know in real life
  • Is aware that if they communicate with somebody that they have met online, that relationship should stay online

That parents should:

  • Recognize the signs of grooming
  • Have regular conversations with their children about online activity and how to stay safe online

The school will raise awareness by:

  • Letters to Parents, with information. A confirmation slip is included and a recorded kept of this.
  • Include awareness around grooming as part of their curriculum
  • Identifying with both parents and children how they can be safeguarded against grooming

Part 2 – Safeguarding issues relating to individual pupil needs

Pupils with medical conditions (in school).

www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions–3

There is a separate policy outlining the school’s position on this on the website

As a school we will make sure that sufficient staff are trained to support any pupil with a medical condition.

All relevant staff will be made aware of the condition to support the child and be aware of medical needs and risks to the child.

An individual healthcare plan may be put in place to support the child and their medical needs.

Pupils with medical conditions (out of school).

www3.hants.gov.uk/education/parents-info/inclusion-service.htm

There will be occasions when children are temporarily unable to attend our school on a full time basis because of their medical needs. These children and young people are likely to be:

  • children and young people suffering from long-term illnesses
  • children and young people with long-term post-operative or post-injury recovery periods
  • children and young people with long-term mental health problems (emotionally vulnerable)

Where it is clear that an absence will be for more than 15 continuous school days the Education and Inclusion Service will be contacted to support with the pupil’s education.

Intimate care

http://4lscb.proceduresonline.com/chapters/g_int_care.html

See Guidelines for good practice Annex 1 (adapted from the Chailey Heritage centre)

Fabricated or induced illness

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/277314/Safeguarding_Children_in_whom_illness_is_fabricated_or_induced.pdf

http://4lscb.proceduresonline.com/chapters/p_fab_ind_ill.html

There are three main ways that a carer could fabricate or induce illness in a child. These are not mutually exclusive and include:

  • fabrication of signs and symptoms. This may include fabrication of past medical history;
  • fabrication of signs and symptoms and falsification of hospital charts and records, and specimens of bodily fluids. This may also include falsification of letters and documents;
  • induction of illness by a variety of means.

If we are concerned that a child may be suffering from fabricated or induced illness we will follow the established procedures of the Hampshire Safeguarding Children Board.

Mental Health

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/508847/Mental_Health_and_Behaviour_-_advice_for_Schools_160316.pdf

http://www.youngminds.org.uk/

https://www.gov.uk/government/publications/the-mental-health-strategy-for-england

Form tutors and class teachers see their pupils day in, day out. They know them well and are well placed to spot changes in behaviour that might indicate an emerging problem with the mental health and emotional wellbeing of pupils.

The balance between the risk and protective factors are most likely to be disrupted when difficult events happen in pupils’ lives. These include:

  • loss or separation – resulting from death, parental separation, divorce, hospitalisation, loss of friendships (especially in adolescence), family conflict or breakdown that results in the child having to live elsewhere, being taken into care or adopted;
  • life changes – such as the birth of a sibling, moving house or changing schools or during transition from primary to secondary school, or secondary school to sixth form; and
  • traumatic events such as abuse, domestic violence, bullying, violence, accidents, injuries or natural disaster.

When concerns are identified, school staff will provide opportunities for the child to talk or receive support within the school environment. Parents will be informed of the concerns and a shared way to support the child will be discussed.

Where the needs require additional professional support referrals will be made to the appropriate team or service with the parent’s agreement (or child’s if they are competent as per Fraser guidelines).

Part 3 – Other safeguarding issues impacting pupils

Bullying

http://4lscb.proceduresonline.com/chapters/p_bullying.html

https://www.gov.uk/government/publications/preventing-and-tackling-bullying

http://www3.hants.gov.uk/childrens-services/childrenandyoungpeople/bullying.htm

The school works to a separate bullying policy that can be found on the website.

Prejudice based abuse

Prejudice based abuse or hate crime is any criminal offence which is perceived by the victim or any other person to be motivated by a hostility or prejudice based on a person’s real or perceived:

  • Disability
  • Race
  • Religion
  • Gender identity
  • Sexual orientation

Although this sort of crime is collectively known as ‘Hate Crime’ the offender doesn’t have to go as far as being motivated by ‘hate’, they only have to exhibit ‘hostility’.

This can be evidenced by:

  • threatened or actual physical assault
  • derogatory name calling, insults, for example racist jokes or homophobic language
  • hate graffiti (e.g. on school furniture, walls or books)
  • provocative behaviour e.g. wearing of badges or symbols belonging to known right wing, or extremist organisations
  • distributing literature that may be offensive in relation to a protected characteristic
  • verbal abuse
  • inciting hatred or bullying against pupils who share a protected characteristic
  • prejudiced or hostile comments in the course of discussions within lessons
  • teasing in relation to any protected characteristic e.g. sexuality, language, religion or cultural background
  • refusal to co-operate with others because of their protected characteristic, whether real or perceived
  • expressions of prejudice calculated to offend or influence the behaviour of others
  • attempts to recruit other pupils to organisations and groups that sanction violence, terrorism or hatred.

As a school we will respond by:

  • clearly identifying prejudice based incidents and hate crimes and monitor the frequency and nature of them within the school
  • taking preventative action to reduce the likelihood of such incidents occurring
  • recognising the wider implications of such incidents for the school and local community
  • providing regular reports of these incidents to the Governing Body
  • ensuring that staff are familiar with formal procedures for recording and dealing with prejudice based incidents and hate crimes
  • dealing with perpetrators of prejudice based abuse effectively
  • supporting victims of prejudice based incidents and hate crimes
  • ensuring that staff are familiar with a range of restorative practices to address bullying and prevent it happening again

Drugs and substance misuse

https://www.gov.uk/government/publications/drugs-advice-for-schools

http://www3.hants.gov.uk/education/hias/drug-and-alcohol/resources-for-schools.htm

The school follows the Government’s and Hampshire’s advice on this and through PHSE lesson this is covered.

Faith Abuse

https://www.gov.uk/government/publications/national-action-plan-to-tackle-child-abuse-linked-to-faith-or-belief

http://4lscb.proceduresonline.com/chapters/p_ca_religion.html

The number of known cases of child abuse linked to accusations of “possession” or “witchcraft” is small, but children involved can suffer damage to their physical and mental health, their capacity to learn, their ability to form relationships and to their self-esteem.

Such abuse generally occurs when a carer views a child as being “different”, attributes this difference to the child being “possessed” or involved in “witchcraft” and attempts to exorcise him or her.

A child could be viewed as “different” for a variety of reasons such as, disobedience; independence; bed-wetting; nightmares; illness; or disability. There is often a weak bond of attachment between the carer and the child.

There are various social reasons that make a child more vulnerable to an accusation of “possession” or “witchcraft”. These include family stress and/or a change in the family structure.

The attempt to “exorcise” may involve severe beating, burning, starvation, cutting or stabbing and isolation, and usually occurs in the household where the child lives.

If the school become aware of a child who is being abused in this context, the DSL will follow the normal referral route in to children’s social care.

Gangs and Youth Violence

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/418131/Preventing_youth_violence_and_gang_involvement_v3_March2015.pdf

http://4lscb.proceduresonline.com/chapters/p_safeg_gang_activity.html

The vast majority of young people will not be affected by serious violence or gangs. However, where these problems do occur, even at low levels there will almost certainly be a significant impact.

As a school we have a duty and a responsibility to protect our pupils. It is also well established that success in learning is one of the most powerful indicators in the prevention of youth crime. Dealing with violence also helps attainment. While pupils generally see educational establishments as safe places, even low levels of youth violence can have a disproportionate impact on any education.

Primary schools are also increasingly recognised as places where early warning signs that younger children may be at risk of getting involved in gangs can be spotted. Crucial preventive work can be done within school to prevent negative behaviour from escalating and becoming entrenched.

As a school we will:

  • develop skills and knowledge to resolve conflict as part of the curriculum;
  • challenge aggressive behaviour in ways that prevent the recurrence of such behaviour;
  • understand risks for specific groups, including those that are gender-based, and target interventions;
  • safeguard, and specifically organise child protection, when needed;
  • make referrals to appropriate external agencies;
  • carefully manage individual transitions between educational establishments, especially into Pupil Referral Units (PRUs) or alternative provision; and
  • work with local partners to prevent anti-social behaviour or crime.

Private fostering

https://www.gov.uk/government/publications/children-act-1989-private-fostering

http://www3.hants.gov.uk/private-fostering

Private fostering is an arrangement by a child’s parents for their child (under 16 or 18 if disabled) to be cared for by another adult who is not closely related and is not a legal guardian with parental responsibility for 28 days or more.

It is not private fostering if the carer is a close relative to the child such as grandparent, brother, sister, uncle or aunt.

The Law requires that the carers and parents must notify the children’s services department of any private fostering arrangement.

If the school becomes aware that a pupil is being privately fostered we will inform the children’s services department and inform both the parents and carers that we have done so.

Parenting

All parents will struggle with the behaviour of their child(ren) at some point. This does not make them poor parents or generate safeguarding concerns. Rather it makes them human and provides them with opportunities to learn and develop new skills and approaches to deal with their child(ren).

Some children have medical conditions and/or needs e.g. Tourette’s, some autistic linked conditions, ADHD; that have a direct impact on behaviour and can cause challenges for parents in dealing with behaviours. This does not highlight poor parenting either.

Parenting becomes a safeguarding concern when the repeated lack of supervision, boundaries, basic care or medical treatment places the child(ren) in situations of risk or harm.

In situations where parents struggle with tasks such as setting boundaries and providing appropriate supervision, timely interventions can make drastic changes to the wellbeing and life experiences of the child(ren) without the requirement for a social work assessment or plan being in place.

As a school we will support parents in understanding the parenting role and provide them with strategies to make a difference by:

Part 4 –Safeguarding processes

Safer Recruitment

www.gov.uk/government/publications/keeping-children-safe-in-education–2

The school operates a separate safer recruitment process as part of the school’s Recruitment Policy. On all recruitment panels there is at least one member who has undertaken safer recruitment training.

The process checks the identity, criminal record (enhanced DBS), mental and physical capacity, right to work in the U.K., professional qualification and seeks confirmation of the applicant’s experience and history through references.

Staff Induction

The DSL or their deputy will provide all new staff with training to enable them to both fulfil their role and also to understand the child protection policy, the safeguarding policy, the staff behaviour policy/code of conduct, and part one of Keeping Children Safe in Education.

This induction may be covered within the annual training if this falls at the same time; otherwise it will be carried out separately during the initial starting period.

Health and Safety

www.gov.uk/government/publications/health-and-safety-advice-for-schools

http://www.hse.gov.uk/services/education/

The site, the equipment and the activities carried out as part of the curriculum are all required to comply with the Health and Safety at Work act 1974 and regulations made under the act.

All risks are required to be assessed and recorded plans of how to manage the risk are in place. The plans should always take a common sense and proportionate approach to allow activities to be safe rather than preventing them from taking place. The school has a Health and Safety policy which details the actions that we take in more detail.

Site Security

www.gov.uk/government/publications/school-security

We aim to provide a secure site, but recognise that the site is only as secure as the people who use it. Therefore all people on the site have to adhere to the rules which govern it. These are:

  • The main gates are electronically controlled
  • Doors are kept closed to prevent intrusion
  • Visitors and volunteers enter at the reception and must sign in.
  • Visitors and volunteers are identified by (means of identification)
  • Children are only allowed home during the school day with adults/carers with parental responsibility or permission being given.
  • All children leaving or returning during the school day have to sign out and in.
  • Empty classrooms have windows closed

Off site visits

www.hants.gov.uk/outdoor_education

www.hampshireoutdoors.com

http://oeapng.info/evc/

A particular strand of health and safety is looking at risks when undertaking off site visits. Some activities, especially those happening away from the school and residential visits, can involve higher levels of risk. If these are annual or infrequent activities, a review of an existing assessment may be all that is needed. If it is a new activity, a visit involving adventure activities, residential, overseas or an ‘Open Country’ visit, a specific assessment of significant risks must be carried out. The school has an educational visits coordinator (EVC) who liaises with the local authority’s outdoor education adviser and helps colleagues in schools to manage risks and support with off site visits and provides training in the management of groups during off site visits, as well as First Aid in an outdoor context.

First Aid

www.gov.uk/government/publications/first-aid-in-schools

There is a separate First Aid policy (which can be found on the website).

Physical Intervention (use of reasonable force)

https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools

guidelines for the use of restrictive physical intervention in Hampshire maintained schools

Taking and the use and storage of images

https://ico.org.uk/for-the-public/schools/photos

As a school we will seek consent from the parent of a pupil and from teachers and other adults before taking and publishing photographs or videos that contain images that are sufficiently detailed to identify the individual in school publications, printed media or on electronic publications.

We will not seek consent for photos where you would not be able to identify the individual.

We will seek consent for the period the pupil remains registered with us and, unless we have specific written permission we will remove photographs after a child (or teacher) appearing in them leaves the school or if consent is withdrawn.

Photographs will only be taken on school owned equipment and stored on the school network. No images of pupils will be taken or stored on privately owned equipment by staff members.

Transporting pupils

http://documents.hants.gov.uk/education/LADOsafeguardingchildrenineducation2014templateletterforparent.doc

On occasions parents and volunteers support with the task of transporting children to visits and off-site activities arranged by the school. (This is in addition to any informal arrangements made directly between parents for after school clubs etc.)

In managing these arrangements the school will put in place measures to ensure the safety and welfare of young people carried in parents’ and volunteers’ cars. This is based on guidance from the local authority and follows similar procedures for school staff using their cars on school business.

Where parents’/volunteers’ cars are used on school activities the school will notify

parents/volunteers of their responsibilities for the safety of pupils, to maintain suitable

insurance cover and to ensure their vehicle is roadworthy.

All parents/volunteers are therefore asked to complete and return the form attached as annex 3 to the school before they offer to use their car to help with transporting pupils.

Disqualification under the childcare act

https://www.gov.uk/government/publications/disqualification-under-the-childcare-act-2006

The childcare act of 2006 was put in place to prevent adults who have been cautioned or convicted of a number of specific offences from working within childcare.

Staff (meaning individuals employed by the school or local authority, those undertaking training in schools (both salaried and unsalaried), casual workers and volunteers) are covered by this legislation in the following circumstances:

they are employed and/or provide early years childcare (this covers the age range from birth until 1 September following a child’s fifth birthday, i.e. up to and including reception age). This includes education in nursery and reception classes (e.g. teachers and support staff in a reception class) and/or any supervised activity (such as breakfast clubs, lunchtime supervision and after school care provided by the school) both during and outside of school hours for children in the early years age range; and

they work in childcare provided by the school outside of school hours for children who are above reception age but who have not attained the age of 8. This includes before school settings, such as breakfast clubs, after school provision and holiday clubs. It does NOT include education or supervised activity for children above reception age during school hours including extended school hours for co-curricular learning activities, such as the school’s choir or sports teams.

The legislation also applies to any staff directly concerned in the management of such early or later years’ provision.

In 2009 additional regulations were made to include those living in the same household as another person who is (or would be) disqualified under the Act.

As a school we require all staff who may be impacted by this piece of legislation to complete a self declaration form and to inform the Headteacher immediately if they become aware of any changes to their circumstances that would require us to be aware.

If a member of staff is impacted by the disqualification by association provisions we will ask them to apply for a waiver from Ofsted and put in place appropriate risk management plans while the waiver is being processed.

If a waiver is not granted we will seek advice from our HR provider and/or the LADO as to how risk is most effectively managed.

Safeguarding - Child Protection

Child Protection Policy

Reviewed by: FGB/Staffing Sub-Committee Responsibility: FGB
Last Review: January 2017 Next Review: January 2018
Review Cycle: Yearly Ratified by FGB: 16th January 2017

Policy Statement

We recognise our moral and statutory responsibility to safeguard and promote the welfare of all children.

We make every effort to provide a safe and welcoming environment underpinned by a culture of openness where both children and adults feel secure, able to talk and believe that they are being listened to.

We maintain an attitude of “it could happen here” where safeguarding is concerned.

The purpose of this policy is to provide staff, volunteers and governors with the framework they need in order to keep children safe and secure in our school and to inform parents and guardians how we will safeguard their children whilst they are in our care.

Specific guidance is available to staff within the procedure documents.

Definitions

Within this document:

Child Protection is an aspect of safeguarding, but is focused on how we respond to children who have been significantly harmed or are at risk of significant harm.

The term Staff applies to all those working for or on behalf of the school, full time or part time, in either a paid or voluntary capacity. This also includes parents and governors.

Child refers to all young people who have not yet reached their 18th birthday. On the whole, this will apply to pupils of our school; however the policy will extend to visiting children and students from other establishments

Parent refers to birth parents and other adults in a parenting role for example adoptive parents, step parents, guardians and foster carers.

Abuse could mean neglect, physical, emotional or sexual abuse or any combination of these. Parents, carers and other people can harm children either by direct acts and / or failure to provide proper care. Explanations of these are given within the procedure document.

Aims

  • To provide Staff with the framework to promote and safeguard the wellbeing of children and in so doing ensure they meet their statutory responsibilities.
  • To ensure consistent good practice across the school.

Principles and Values

  • Children have a right to feel secure and cannot learn effectively unless they do so.
  • All children regardless of age, gender, race, ability, sexuality, religion, culture or language have a right to be protected from harm.
  • All staff have a key role in prevention of harm and an equal responsibility to act on any suspicion or disclosure that may indicate a child is at risk of harm in accordance with the guidance.
  • We acknowledge that working in partnership with other agencies protects children and reduces risk and so we will engage in partnership working throughout the child protection process to safeguard children.
  • Whilst the school will work openly with parents as far as possible, the school reserves the right to contact children’s social care or the police, without notifying parents if this is in the child’s best interests.

Leadership and Management

We recognise that staff anxiety around child protection can undermine good practice and so have established clear lines of accountability, training and advice to support the process and individual staff within that process.

In this school any individual can contact the designated safeguarding lead (DSL) if they have concerns about a young person.

DSL is Elizabeth Cooper and the deputy DSL are Angela Branchett and Lynne Lofting. There is a nominated governor, Helen Fisk, who will receive reports of allegations against the headteacher and act on the behalf of the governing body

As an employer we comply with the “Disqualification under the childcare act 2006” guidance issued in February 2015

Training

All staff in our school are expected to be aware of the signs and symptoms of abuse and must be able to respond appropriately. Training is provided every year with separate training to all new staff on appointment. The DSL will attend annual training to enable them to fulfil their role

Any update in national or local guidance will be shared with all staff in briefings and then captured in the next whole school training. This policy will be updated during the year to reflect any changes brought about by new guidance.

Referral

Following any concerns raised by staff, the DSL will assess the information and consider if significant harm has happened or there is a risk that it may happen. If the evidence suggests the threshold of significant harm, or risk of significant harm has been reached; or they are not clear if the threshold is met, then the DSL will contact children’s social care. If the DSL is not available or there are immediate concerns, the staff member will refer directly to children’s social care

Generally the DSL will inform the parents prior to making a referral however there are situations where this may not be possible or appropriate.

N.B. The exception to this process will be in those cases of known FGM where there is a mandatory requirement for the teacher to report directly to the police.

Confidentiality

  • We maintain that all matters relating to child protection are to be treated as confidential and only shared as per the ‘working together’ guidance.
  • Information will only be shared with agencies who we have a statutory duty to share with or individuals within the school who ‘need to know’.
  • All staff are aware that they cannot promise a child to keep a disclosure confidential.

As a school we will educate and encourage pupils to keep safe through:

  • The content of the curriculum
  • A school ethos which helps children to feel safe and able to talk freely about their concerns, believing that they will be listened to and valued.

Dealing with allegations against staff

If a concern is raised about the practice or behaviour of a member of staff this information will be recorded and passed to the headteacher Elizabeth Cooper. The local authority designated officer (LADO) will be contacted and the relevant guidance will be followed

If the allegation is against the headteacher, the person receiving the allegation will contact the LADO or nominated governor directly.

Dealing with allegations against pupils

If a concern is raised that there is an allegation of a pupil abusing another pupil within the school, the ‘dealing with allegations against pupils’ guidance will be followed (Annex 6)

Legal context

Section 175 (maintained schools) or section 157 (independent schools and academies) of the education act 2002.

Children act 2004 & 1989

Guidance

Hampshire safeguarding children board protocols and guidance and their procedures

Working together to safeguard children 2015

Keeping children safe in education 2016 [new link to be inserted as soon as new guidance published]

Disqualification under the childcare act 2006 (2015)

Annual review

As a school, we review this policy at least annually in line with DfE, HSCB and HCC and other relevant statutory guidance.

Roles and responsibilities within Warren Park Primary school

Staff responsibilities

All staff have a key role to play in identifying concerns early and in providing help for children. To achieve this they will:

  • Establish and maintain an environment where children feel secure, are encouraged to talk and are listened to.
  • Ensure children know that there are adults in the school whom they can approach if they are worried about any problems.
  • Plan opportunities within the curriculum for children to develop the skills they need to assess and manage risk appropriately and keep themselves safe.
  • Attend training in order to be aware of and alert to the signs of abuse.
  • Maintain an attitude of “it could happen here” with regards to safeguarding.
  • Record their concerns if they are worried that a child is being abused and report these to the relevant person as soon as practical that day.
  • If the disclosure is an allegation against a member of staff they will follow the allegations’ procedures (Annex 5).
  • Follow the procedures set out by the HSCB and take account of guidance issued by the DfE.
  • Support pupils in line with their child protection plan.
  • Treat information with confidentiality but never promising to “keep a secret”.
  • Notify DSL of any child on a child protection plan who has unexplained absence.
  • In the context of early help, staff will notify colleagues and/or parents of any concerns about their child(ren), and provide them with, or signpost them to, opportunities to change the situation.
  • Liaise with other agencies that support pupils and provide early help.
  • Ensure they know who the designated safeguarding lead (DSL) and deputy DSL are and know how to contact them.

Senior management team responsibilities:

  • Contribute to inter-agency working in line with guidance (working together 2015)
  • Provide a co-ordinated offer of early help when additional needs of children are identified
  • Working with children’s social care, support their assessment and planning processes including the schools attendance at conference and core group meetings
  • Carry out tasks delegated by the governing body such as training of staff; safer recruitment; maintaining a single central register
  • Provide support and advice on all matters pertaining to safeguarding and child protection to all staff regardless of their position within the school
  • Treat any information shared by staff or pupils with respect and follow procedures
  • Ensure that allegations or concerns against staff are dealt with in accordance with guidance from department for education (DfE), Hampshire safeguarding children board (HSCB) and Hampshire county council (HCC)

Governing body responsibilities

  • The school has effective safeguarding policies & procedures including a child protection policy and a staff behaviour policy
  • HSCB is informed annually about the discharge of duties via the safeguarding audit
  • Recruitment, selection and induction follows safer recruitment practice.
  • Allegations against staff are dealt with by the headteacher.
  • 3 members of the senior staff team are designated as designated safeguarding lead and deputies (DSL) and have this recorded in their job description
  • Staff have been trained appropriately and this is updated in line with guidance
  • Any safeguarding deficiencies or weaknesses are remedied without delay
  • They have identified a nominated governor for allegations against the headteacher

DSL responsibilities (to be read in conjunction with DSL role description in KCSiE 2016)

In this school the DSL is Elizabeth Cooper

The deputies DSL are Angela Branchett and Lynne Lofting

In addition to the role of staff and senior management team the DSLs will

  • Assist the governing body in fulfilling their responsibilities under section 175 or 157 of the education act 2002
  • Attend initial training for the role and refresh this every year. By attending the initial refresher training and then demonstrating evidence of continuing professional development thereafter
  • Ensure every member of staff knows who the DSL are, is aware of the DSL role and has their contact details
  • Ensure all staff and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the DSL
  • Ensure that whole school training occurs annually so that staff and volunteers can fulfil their responsibilities
  • Ensure any members of staff joining the school outside of this training schedule receive induction prior to commencement of their duties
  • Keep written records of child protection concerns securely and separately from the main pupil file and use these records to assess the likelihood of risk
  • Ensure that copies of safeguarding records are transferred accordingly (separate from pupil files) when a child transfers school
  • Ensure that where a pupil transfers school and is on a child protection plan or is a child looked after, the information is passed to the new school immediately and that the child’s social worker is informed
  • Link with the HSCB to make sure staff are aware of training opportunities and the latest local policies on safeguarding
  • Develop, implement and review procedures in our school that enable the identification and reporting of all cases, or suspected cases, of abuse

Warren Park Primary child protection procedures

Overview

The following procedures apply to all staff working in the school and will be covered by training to enable staff to understand their role and responsibility.

The aim of our procedures is to provide a robust framework which enables staff to take appropriate action when they are worried a child is being abused.

The prime concern at all stages must be the interests and safety of the child. Where there is a conflict of interest between the child and an adult, the interests of the child must be paramount.

If a member of staff suspects abuse or they have a disclosure of abuse made to them they must:

  1. Make an initial record of the information
  2. Report it to the DSLs / headteacher immediately
  3. The DSLs or headteacher will consider if there is a requirement for immediate medical intervention, however urgent medical attention should not be delayed if DSL or headteacher are not immediately available (see point 8 below)
  4. Make an accurate record (which may be used in any subsequent court proceedings) as soon as possible and within 24 hours of the occurrence, of all that has happened, including details of:
    • Dates and times of their observations
    • Dates and times of any discussions they were involved in.
    • Any injuries
    • Explanations given by the child / adult
    • What action was taken
    • Any actual words or phrases used by the child

The records must be signed and dated by the author.

Following a report of concerns from a member of staff, the DSL must:

  1. Decide whether or not there are sufficient grounds for suspecting significant harm in which case a referral must be made to children’s social care
  2. Normally the school should try to discuss any concerns about a child’s welfare with the family and where possible to seek their agreement before making a referral to children’s social care. However, in accordance with DfE guidance, this should only be done when it will not place the child at increased risk or could impact a police investigation. The child’s views should also be taken into account.
  3. If there are grounds to suspect a child is suffering, or is likely to suffer, significant harm they must contact children’s social care via the children’s reception team (CRT) on 01329 225379 and make a clear statement of:
    • the known facts
    • any suspicions or allegations
    • whether or not there has been any contact with the child’s family

If the DSL feels unsure about whether a referral is necessary they can phone children’s reception team (CRT) to discuss concerns

  1. If there is not a risk of significant harm, then the DSL will either actively monitor the situation or consider the early help process
  2. The DSL must confirm any referrals in writing to children’s social care, within 24 hours, including the actions that have been taken. The written referral should be made using the inter-agency referral form (IRAF) which will provide children’s social care with the supplementary information required about the child and family’s circumstances. (IARF can be accessed at the following link https://hampshire.firmstep.com/default.aspx/RenderForm/?F.Name=Md_9d1aRLwN&HideAll=1)
  3. If a child is in immediate danger and urgent protective action is required, the police should be called. The DSL should also notify children’s social care of the occurrence and what action has been taken
  4. Where there are doubts or reservations about involving the child’s family, the DSL should clarify with children’s social care or the police whether, the parents should be told about the referral and, if so, when and by whom. This is important in cases where the police may need to conduct a criminal investigation.
  5. When a pupil is in need of urgent medical attention and there is suspicion of abuse the DSL or headteacher should take the child to the accident and emergency unit at the nearest hospital, having first notified children’s social care. The DSL should seek advice about what action children’s social care will take and about informing the parents, remembering that parents should normally be informed that a child requires urgent hospital attention.

Safeguarding - Managing Allegations

Managing allegations against other pupils Policy, Procedure and Guidance

Reviewed by: FGB/Staffing Sub-Committee Responsibility: FGB
Last Review: January 2017 Next Review: January 2018
Review Cycle: Yearly Ratified by FGB: 16th January 2017

At Warren Park Primary School we believe that all children have a right to attend school and learn in a safe environment. Children should be free from harm by adults in the school and other students.

We recognise that some students will sometimes negatively affect the learning and wellbeing of others and their behaviour will be dealt with under the school’s behaviour policy.

Prevention

As a school we will minimise the risk of allegations against other pupils by:-

  • Providing a developmentally appropriate PSHE syllabus which develops students understanding of acceptable behaviour and keeping themselves safe
  • Having systems in place for any student to raise concerns with staff, knowing that they will be listened to, believed and valued
  • Delivering targeted work on assertiveness and keeping safe to those pupils identified as being at risk
  • Developing robust risk assessments & providing targeted work for pupils identified as being a potential risk to other pupils.

Allegations against other pupils which are safeguarding issues

Occasionally, allegations may be made against students by others in the school, which are of a safeguarding nature. Safeguarding issues raised in this way may include physical abuse, emotional abuse, sexual abuse and sexual exploitation. It is likely that, to be considered a safeguarding allegation against a pupil, some of the following features will be found.

If the allegation:-

  • Is made against an older pupil and refers to their behaviour towards a younger pupil or a more vulnerable pupil
  • Is of a serious nature, possibly including a criminal offence
  • Raises risk factors for other pupils in the school
  • Indicates that other pupils may have been affected by this student
  • Indicates that young people outside the school may be affected by this student

Examples of safeguarding issues against a student could include:

Physical Abuse

  • Violence, particularly pre-planned
  • Forcing others to use drugs or alcohol

Emotional Abuse

  • Blackmail or extortion
  • Threats and intimidation

Sexual Abuse

  • Indecent exposure, indecent touching or serious sexual assaults
  • Forcing others to watch pornography or take part in sexting

Sexual Exploitation

  • Encouraging other children to engage in inappropriate sexual behaviour (For example – having an older boyfriend/girlfriend, associating with unknown adults or other sexually exploited children, staying out overnight)
  • Photographing or videoing other children performing indecent acts

Procedure

  • When an allegation is made by a pupil against another student, members of staff should consider whether the complaint raises a safeguarding concern. If there is a safeguarding concern the Designated Safeguarding Lead (DSL) should be informed.
  • A factual record should be made of the allegation, but no attempt at this stage should be made to investigate the circumstances.
  • The DSL should contact the children’s reception team (CRT) to discuss the case. The DSL will follow through the outcomes of the discussion and make a referral where appropriate.
  • If the allegation indicates that a potential criminal offence has taken place, CRT will refer the case to the multi-agency agency safeguarding hub where the police will become involved.
  • Parents, of both the student being complained about and the alleged victim, should be informed and kept updated on the progress of the referral.
  • The DSL will make a record of the concern, the discussion and any outcome and keep a copy in the files of both pupils’ files.
  • It may be appropriate to exclude the pupil being complained about for a period of time according to the school’s behaviour policy and procedures.
  • Where neither social services nor the police accept the complaint, a thorough school investigation should take place into the matter using the school’s usual disciplinary procedures.
  • In situations where the school considers a safeguarding risk is present, a risk assessment should be prepared along with a preventative, supervision plan.
  • The plan should be monitored and a date set for a follow-up evaluation with everyone concerned.

Guidance

DfE guidance Keeping Children Safe in Education (2016) says that ‘governing bodies should ensure that there are procedures in place to handle allegations against other children’. The guidance also states the importance of minimising the risks of peer-on- peer abuse. In most instances, the conduct of students towards each other will be covered by the school’s behaviour policy. Some allegations may be of such a serious nature that they may raise safeguarding concerns. These allegations are most likely to include physical abuse, emotional abuse, sexual abuse and sexual exploitation. It is also likely that incidents dealt with under this policy will involve older students and their behaviour towards younger students or those who are vulnerable.

The safeguarding implications of sexual activity between young people

The intervention of child protection agencies in situations involving sexual activity between children can require difficult professional judgments. Some situations are statutorily clear – for example, a child under the age of 13 cannot consent to sexual activity. But it will not necessarily be appropriate to initiate safeguarding procedures where sexual activity involving children and young people below the age of legal consent (16 years) comes to notice. In our society generally the age at which children become sexually active has steadily dropped. It is important to distinguish between consensual sexual activity between children of a similar age (where at least one is below the age of consent), and sexual activity involving a power imbalance, or some form of coercion or exploitation. It may also be difficult to be sure that what has or has been alleged to have taken place definitely does have a sexual component.

As usual, important decisions should be made on a case by case basis, on the basis of an assessment of the children’s best interests. Referral under safeguarding arrangements may be necessary, guided by an assessment of the extent to which a child is suffering, or is likely to suffer, significant harm. Key specific considerations will include:

  • The age, maturity and understanding of the children;
  • Any disability or special needs of the children;
  • Their social and family circumstance;
  • Any evidence in the behaviour or presentation of the children that might suggest they have been harmed;
  • Any evidence of pressure to engage in sexual activity;
  • Any indication of sexual exploitation.

There are also contextual factors. Gender, sexuality, race and levels of sexual knowledge can all be used to exert power. A sexual predator may sometimes be a woman or girl and the victim a boy.

School Accessibility Plan

School Accessibility Plan

Introduction

This plan is drawn up in accordance with the planning duty in the Disability Discrimination Act 1995, as amended by the SEN and Disability Act 2001 (SENDA). It draws on the guidance set out in “Accessible Schools: Planning to increase access to schools for disabled pupils”, issued by DfES in July 2002.

Definition of Disability

Disability is defined by the Disability Discrimination Act 1995 (DDA): A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day to day activities.”

Key Objective

To reduce and eliminate barriers to access to the curriculum and to full participation in the school community for pupils, and prospective pupils, with a disability.

Principles

  1. Compliance with the DDA is consistent with the school’s aims and equal opportunities policy, and the operation of the school’s SEN policy;
  2. The school recognises its duty under the DDA (as amended by the SENDA):
  3. Not to discriminate against disabled pupils in their admissions and exclusions, and provision of education and associated services
  4. Not to treat disabled pupils less favourably
  5. To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage
  6. To publish an Accessibility Plan.
  7. In performing their duties, governors and staff will have regard to the DRC Code of Practice (2002);
  8. The school recognises and values parents’ knowledge of their child’s disability and its effect on his/her ability to carry out normal activities, and respects the parents’ and child’s right to confidentiality;
  9. The school provides all pupils with a broad and balanced curriculum, differentiated and adjusted to meet the needs of individual pupils and their preferred learning styles; and endorses the key principles in the National Curriculum 2000 framework, which underpin the development of a more inclusive curriculum.
  10. Setting suitable learning challenges
  11. Responding to pupils’ diverse learning needs
  12. Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

Activity

This section outlines the main activities which the school undertakes, and is planning to undertake, to achieve the key objective (above).

  1. a) Education & related activities

The school will continue to seek and follow the advice of LEA services, such as specialist teacher advisers and SEN inspectors/advisers, and of appropriate health professionals from the local NHS Trusts etc.

[See checklist provided on page 29 DfES Guidance “Accessible Schools: Planning to increase access to schools for disabled pupils”]

  1. b) Physical environment

The school will take account of the needs of pupils and visitors with physical difficulties and sensory impairments when planning and undertaking future improvements and refurbishments of the site and premises, such as improved access, lighting, acoustic treatment and colour schemes, and more accessible facilities and fittings etc.

[See checklist on page 30 of DfES Guidance, and HCC schools self-audit questionnaire circulated in March 2007.]

  1. c) Provision of information

The school will make itself aware of local services, including those provided through the LEA, for providing information in alternative formats when required or requested etc.

[See checklist on page 30 of DfES Guidance.]

Linked Policies

This Plan will contribute to the review and revision of related school policy, e.g.

  • School improvement Planning
  • Staff performance management and professional development
  • Building and site development planning
  • SEN policy
  • Equal opportunities policy
  • Curriculum policy

Date of revised plan: February 2017

Date of Review: February 2019

Members of staff responsible: Headteacher / Health and Safety Representative

Governor/Committee responsible: H & S Governor / Finance Committee

The original plan was drawn up by a working group comprising of: Headteacher, H & S Governor and Site Manager and shared with governors via the finance committee.

The plan is also available in the other formats, on request to the school office: e.g. e-mail, enlarged print version etc.

Appendix 1 Schools Disability Discrimination Act (DDA) Advisory Service Self Audit Form is available on request

SEN

Special Educational Needs and Disability

Reviewed by: FGB/Staffing Sub-Committee Responsibility: FGB
Last Review: January 2017 Next Review: January 2018
Review Cycle: Yearly Ratified by FGB: 16th January 2017

The Code of Practice (2014), states that all children and young people are entitled to an education that enables them to make progress so that they:

  • achieve their best
  • become confident individuals living fulfilling lives, and
  • make a successful transition into adulthood, whether into employment, further or higher education or training.

At Warren Park Primary School we are committed to offering an inclusive, broad and balanced curriculum to all our pupils, this should ensure the best possible progress for all children regardless of the needs or abilities.

The main aims of our SEND policy are to ensure

  • All pupils with special educational needs are identified and their differing needs are met. This will be facilitated through a range of support structures including trained staff, specialist equipment and resources.
  • All pupils regardless of ability make the best possible progress.
  • All parents are informed of the child’s needs and the provision that is being made for them and that we work in partnership with the parents.
  • We as a school promote effective partnerships and involve outside agencies where appropriate.

Identifying and supporting SEND in Warren Park

Warren Park has a clear approach to identifying and responding to SEND.

We say a child has SEND where their learning difficulty or disability calls for provision different from or additional to that is normally available to children of the same age.

This could include support from: speech and language therapists, specialist teachers for the hearing or vision impaired, occupational therapists or physiotherapists, Emotional Literacy Support Assistants, as well as teaching in smaller classed based groups or one-to-one learning.

Under the provisions of the Children and Families Act 2014, the designations of School Action and School Action Plus have been replaced by SEND support, a graduated approach to supporting children with SEND. This change will be reflected in the School Census. However at Warren Park we refer to children having additional support.

Class teachers, supported by the senior leadership team, make regular assessments of progress for all children. We seek to identify children making less than expected progress given their age and individual circumstances. This can be characterised by progress which:

  • is significantly slower than that of their peers starting from the same baseline
  • fails to match or better the child’s previous rate of progress

It can include progress in areas other than attainment – for instance where a child needs to make additional progress with wider development or social needs

The Code of Practice (2014) provides an overview of the range of needs, which is divided into 4 broad areas. These areas are:

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health Difficulties
  • Sensory and or Physical Needs.

Staff will communicate with parents on a regular bases and will inform parents of their child’s additional support at parents’ evening and in the child’s report.

Identifying children with SEND is an on-going process and may take place at any time during their time at Warren Park Primary School.

Tracking, record keeping and IPP’s

All children on the SEND register will be closely tracked and monitored. The class teachers will set targets that reflect the next steps in the children’s learning. The Special Education Needs Co-ordinator (SENCO) will be responsible for overseeing interventions and for gathering entry and exit data, to ensure that they have a significant impact on the children’s learning and an appropriate ratio gain

IPP’s (Individual Provision Plans) will be set for those children who have a Statement of special educational needs or Education Health Care plan (EHC). An IPP will outline the provision a child needs to be able to copy in mainstream. These are also completed to ensure children with a statement/EHC are monitored in light of their annual reviews.

Working with other agencies

It is the SENCO’s role to liaise with external agencies where it is felt that their input will benefit any child with SEND. The range of agencies available to work with children include, Educational Psychologists, Specialist Teacher Advisory Service, Physiotherapy and Occupational Therapy, Speech and Language services, Primary Behaviour Support and School Nurses.

Working with other schools

The SENCO is involved with the local SENCO Circle which allows close liaison with other SENCO’s in the areas to enable sharing of good practise and developments in SEND teaching and assessment.

In addition, the school has close relationships with local specialist schools that offer outreach services. These schools provide advice and services for children with MLD and Speech and language issues.

Working with parents

The school encourages close relationships with parents. Through this we are able to support parents to be involved in their child’s education and be aware of the additional work that is being done to enable their child to achieve to their maximum potential. Parents have opportunities to discuss their child additional provision with the SENCO. It is a legal requirement to report annually to parents. The Spring term reports will inform parents of their child’s additional needs. This can be differentiated for all children and will inform parents of their child’s needs and the additional support they are receiving.

Working with Governors

The SENCO will provide an annually report to governors.

Training

In line with the school ethos, the SENCO will help to ensure that all staff are trained appropriately either in house or by attending relevant courses.

Local Offer

Full details of our SEND Local Offer can be found on the school website.

The School’s present SENCO is Angela Branchett who has obtained the National Award for SENCOs.

Sex Education

Sex and Relationships Policy

What is SRE?

Reviewed by: FGB/Staffing Sub-Committee Responsibility: FGB
Last Review: January 2017 Next Review: January 2018
Review Cycle: Yearly Ratified by FGB: 16th January 2017

The term sex and relationships education -SRE- is used in this policy rather than sex education. This is to stress that our approach goes beyond the provision of biological information to also focus on clarifying attitudes and values, and developing self esteem and the skills to manage relationships.

Aim of our SRE policy

There are three main elements to our SRE programme.

  • Gaining knowledge and understanding
    • Learning and understanding physical development at appropriate stages.
    • Understanding human sexuality, sexual health, emotions and relationships.
  • Developing positive attitudes and values
    • Learning the importance of values and individual consciences and moral considerations.
    • Learning the value of family life and stable and loving relationships for the nurture of children.
    • Developing critical thinking as part of decision making.
  • Extending personal and social skills
    • Learning to manage emotions and relationships confidently and sensitively.
    • Developing self-respect and empathy and respect for others.

Organisation of SRE

SRE is part of our National Curriculum Science programme. Other aspects are taught through PSHE and Citizenship and also some areas of relationships through lessons in Literacy and RE.

Occasionally, where appropriate experienced visitors may be invited.

Content

In key stage 1 pupils learn to name main points of the body (including external genitalia), learn recognise similarities and differences between themselves and others, identify and share their feelings with each other, recognise safe and unsafe situations and identify and be able to talk to someone they trust.

In key stage 2 pupils learn to express their opinions about relationships and bullying and to listen and support others, including respecting other people’s viewpoints and beliefs.

Life processes are also discussed including the physical changes that take place at puberty, why they happen and how to manage them.

The specific National Curriculum guidance for SRE learning outcomes in key stage 1 and 2 in Science and PSHE can be found in appendix 1.

Specific issues within SRE

Ground rules

Teachers and pupils will mutually agree ground rules to create a safe environment where all concerned do not feel embarrassed or anxious.

These may include

  • No one pupil or teacher will have to answer a personal question
  • No one will be forced to take part in a discussion
  • Only the correct names for body parts will be used
  • Meanings of words will be explained in a sensible and factual way.

Dealing with questions

Questions arising from SRE teaching will be answered in accordance with the ground rules established by the school. Questions which are deemed too explicit, too old or inappropriate for the whole class or raise questions of abuse should be dealt with at a later time by the teacher having sought guidance from the PSHE manager if appropriate. If abuse is suspected the teacher should follow the schools child protection guidelines.

Parents

The school recognises that parents are key in:

  • Teaching their children about sex and relationships;
  • Maintaining the culture and ethos of the family;
  • Helping their children cope with the emotional and physical aspects of growing up; and
  • Preparing them for the challenges and responsibilities that sexual maturity brings.

However the school is also aware the parents may need support in:

  • Helping their children learn the correct names of the body;
  • Talking to their children about feelings and relationships; and
  • Answering questions about growing up, having babies and relationships.

Withdrawal

Parents have the right to withdraw the children from all or part of the SRE provided by the school except those parts included in the statutory National Curriculum.

Dissemination of policy

This policy will be shared with the staff, including LSA’s and office staff as well as with the Governors.

The policy will also be available to the parents.

Other relevant policies

PSHE and citizenship

Drug education

Child protection

Confidentiality – please refer to ‘Safeguarding – Child Protection’

Supporting pupils with medical needs

Supporting Pupils with Medical Needs

Reviewed by: FGB Sub-Committee Responsibility: FGB
Last Review: January 2017 Next Review: January 2019
Review Cycle: 2 Yearly Ratified by GB:

Introduction

Section 100 of The Children and Families Act 2014 places a duty on the Governing Body of this school to make arrangements for supporting children at their premises with medical conditions. The Department for Education have produced statutory guidance ‘Supporting Pupils with Medical Conditions’ and we will have regard to this guidance when meeting this requirement (this document is set for review in 2017).

At Warren Park Primary School the governing body and the Head Teacher is committed to ensuring children with medical conditions are supported so that they have full access to education, including school trips and physical education. The aim is to ensure that all children will medical conditions, in terms of both their physical and mental health, are properly supported in school so that they can play a full and active role in school life, remain healthy and achieve their academic potential.

Roles and Responsibilities

It is our policy to ensure that all medical information will be treated confidentially by the Governing Body, Head Teacher and staff. All administration of medicines is arranged and managed in accordance this document. All staff have a duty of care to follow and co-operate with the requirements of this policy. This policy will be available for all of the above to review and refer to on the teacher’s pool.

The Governing Body

  • They are responsible for making arrangements to support pupils with medical conditions in school, including making sure that a policy for supporting pupils with medical conditions in school is developed, implemented and regularly reviewed (yearly).
  • They will ensure that pupils with medical conditions are supported to enable the fullest participation possible in all aspects of school life.
  • They will ensure that sufficient staff have received suitable training and are competent before they take on responsibility to support children with medical conditions.
  • They will also ensure that any members of school staff who provide support to pupils with medical conditions are able to access information and other teaching support materials as needed (INSET training, staff meeting and teacher’s pool).

Head Teacher

  • They will ensure that their school’s policy is developed and effectively implemented with partners. This includes ensuring that all staff are aware of the policy for supporting pupils with medical conditions and understand their role in its implementation.
  • They will ensure that all staff who need to know are aware of the child’s condition. They will also ensure that sufficient trained numbers of staff are available to implement the policy and deliver against all individual healthcare plans, including in contingency and emergency situations. This may involve recruiting a member of staff for this purpose.
  • They have overall responsibility for the development of individual healthcare plans. They will also make sure that school staff are appropriately insured and are aware that they are insured to support pupils in this way.
  • They will contact the school nursing service in the case of any child who has a medical condition that may require support at school, but who has not yet been brought to the attention of the school nurse or appropriate medical agencies.
  • They will support the teachers and teaching staff by insuring the relevant training.

Teachers and Support Staff

  • They may be asked to provide support to pupils with medical conditions, including the administering of medicines, although they cannot be required to do so. Although administering medicines is not part of teachers’ professional duties, they will take into account the needs of pupils with medical conditions that they teach.
  • School staff will receive sufficient and suitable training and achieve the necessary level of competency before they take on responsibility to support children with medical conditions. Any member of school staff will know what to do and respond accordingly when they become aware that a pupil with a medical condition needs help.
  • They will be responsible for the recording of medicines given, using the schools ‘Administration of Medicines Policy’
  • They will work with external medical agencies to report back changes in conditions.
  • They will review children’s individual care plans for pupils in their care.

Year Group Leaders and Angela Branchett

  • Angela Branchett will ensure Care Plans are passed on to the new year groups; and that an opportunity the ask questions and plan in training occurs during transition meetings in July
  • Year Group Leaders must ensure all staff are aware of the Care Plan and are comfortable with their responsibilities for the care of individuals.
  • Year Group Leaders must be aware of any changes and pass these on as above

School Nurses/ Medical Agencies

  • The school has access to school nursing services. They are responsible for notifying the school when a child has been identified as having a medical condition which will require support in school. Wherever possible, they should do this before the child starts at the school.
  • They would not usually have an extensive role in ensuring that schools are taking appropriate steps to support children with medical conditions, but may support staff on implementing a child’s individual healthcare plan and provide advice and liaison, for example on training.
  • School nurses can liaise with lead clinicians locally on appropriate support for the child and associated staff training needs – for example, there are good models of local specialist nursing teams offering training to local school staff, hosted by a local school.
  • Community nursing teams are also a valuable potential resource for a school seeking advice and support in relation to children with a medical condition.

Identifying Children with Health Conditions

It is a statutory requirement that the schools governing body and head teacher will ensure that this policy sets out the procedures to be followed whenever a school is notified that a pupil has a medical condition.

  • We will aim to identify children with medical needs on entry to the school by working in partnership with parents/ carers and following the process of induction with a ‘Medical Form’
  • We will use the ‘Medical Form’ to obtain the information required for each child’s medical needs to ensure that we have appropriate arrangements in place prior to the child commencing at the school to support them accordingly.
  • Where a formal diagnosis is awaited or is unclear, we will plan to implement arrangements to support the child, based on the current evidence available for their condition.
  • We will ensure that every effort is made to involve some formal medical evidence and consultation with the parents.
  • From all of the above information we will ensure a care plan is produced for the individual child.

Individual health care plans

It is a statutory requirement that the schools governing body and head teacher will ensure that this policy covers the role of individual healthcare plans, and who is responsible for their development in supporting children at school with medical conditions.

We recognise that Individual Care Plans are recommended in particular where conditions fluctuate or where there is a high risk that emergency intervention will be needed. That Care Plans and are likely to be helpful in the majority of other cases, especially where medical conditions are long term and complex, however not all children will require one. The school, healthcare professional and parent will agree based on evidence when a healthcare plan would be inappropriate or disproportionate. Where children require an individual healthcare plan Michelle Copping will work with parents and relevant healthcare professionals to write the plan.

A healthcare plan (and its review) may be initiated in consultation with the parent/carer, by a member of school staff or by a healthcare professional involved in providing care to the child. The Michelle Copping, and where appropriate Angela Branchett, will work in partnership with the parents/carer, and a relevant healthcare professional e.g. school, specialist or children’s community nurse, who can best advise on the particular needs of the child to draw up and/or review the plan. Where a child has a special educational need identified in a statement or Educational Health Care (EHC) plan, the individual healthcare plan will be linked to or become part of that statement or EHC plan.

If a child is returning following a period of hospital education or alternative provision (including home tuition), that we will work with Hampshire County Council and education provider to ensure that the individual healthcare plan identifies the support the child will need to reintegrate effectively.

Each plan will be reviewed annually unless a child’s arrangements or condition changes, in which case the plan will be reviewed accordingly.

Statutory Requirement of Care Plans

The governing body and the head teacher should ensure that all plans are reviewed at least annually or earlier if evidence is presented that the child’s needs have changed. This will be monitored through spot checks from the Governing Body. Plans should be developed with the child’s best interests in mind and ensure that the school assesses and manages the risks to the child’s education, health and social well-being and minimise disruption.

Care Plans Will Include Consideration of the Following:

  • the medical condition, its triggers, signs, symptoms and treatments;
  • the pupil’s resulting needs, including medication (dose, side effects and storage) and other treatments, time, facilities, equipment, testing, access to food and drink where this is used to manage their condition, dietary requirements and environmental issues e.g. crowded corridors, travel time between lessons;
  • specific support for the pupil’s educational, social and emotional needs – for example, how absences will be managed, requirements for extra time to complete exams, use of rest periods or additional support in catching up with lessons, counselling sessions;
  • the level of support needed (some children will be able to take responsibility for their own health needs) including in emergencies. If a child is self-managing their medication, this should be clearly stated with appropriate arrangements for monitoring;
  • who will provide this support, their training needs, expectations of their role and confirmation of proficiency to provide support for the child’s medical condition from a healthcare professional; and cover arrangements for when they are unavailable;
  • who in the school needs to be aware of the child’s condition and the support required;
  • arrangements for written permission from parents and the Headteacher for medication to be administered by a member of staff, or self-administered by the pupil during school hours;
  • separate arrangements or procedures required for school trips or other school activities outside of the normal school timetable that will ensure the child can participate, e.g. risk assessments;
  • where confidentiality issues are raised by the parent/child, the designated individuals to be entrusted with information about the child’s condition; and
  • what to do in an emergency, including whom to contact, and contingency arrangements. Some children may have an emergency healthcare plan prepared by their lead clinician that could be used to inform development of their individual healthcare plan.

Staff Training

It is a statutory requirement that the schools governing body and head teacher will ensure that this policy sets out how staff will be supported in carrying out their role to support children with medical conditions, and how this will be reviewed. It should specify how training needs will be assessed and by whom training will be commissioned and provided. Any member of school staff, at Warren Park Primary School, providing support to a child with medical needs should have received suitable training. Staff must not administer prescription medicines or undertake any health care procedures without the appropriate training (updated to reflect any individual healthcare plans)

  • All new staff will be inducted on the policy when they join the school through the school induction procedures. Records of this training will be stored in the Health and Safety training folder.
  • All nominated staff will be provided awareness training on the school’s policy for supporting children with medical conditions which will include what their role is in implementing the policy. This training will be carried out following each review of the policy.
  • The awareness training will be provided to staff at a staff meeting. We will retain evidence that staff have been provided the relevant awareness training on the policy by the use of signature sheets.
  • Where required we will work with the relevant healthcare professionals to identify and agree the type and level of training required and identify where the training can be obtained from. This will include ensuring that the training is sufficient to ensure staff are competent and confidence in their ability to support children with medical conditions. The training will include preventative and emergency measures so that staff can recognise and act quickly when a problem occurs and therefore allow them to fulfil the requirements set out in the individual healthcare plan.
  • Any training undertaken will form part of the overall training plan for the school and refresher awareness training will be scheduled at appropriate intervals agreed with the relevant healthcare professional delivering the training.
  • A ‘Staff training record’ is kept by Anna Evans which records any awareness training undertaken, the date of training and the competent professional providing the training.

The Child’s Role

Where possible and in discussion with parents, children that are competent will be encouraged to take responsibility for managing their own medicines and procedures. This will be recorded in their individual healthcare plan. The healthcare plan will reference what will happen should a child who self-administers refuse to take their medication (this will normally be informing the parent/carer at the earliest opportunity).

Where possible we will endeavour to ensure that children have easy access to allow for quick self-medication. We will agree with relevant healthcare professionals/parent the appropriate level of supervision required and document this in their healthcare plan.

Managing medicines on School Premises

The administration of medicines is the overall responsibility of the parents/carers. Where clinically possible we will encourage parents to ask for medicines to be prescribed in dose frequencies which enable them to be taken outside of school hours. However, the Head Teacher is responsible for ensuring children are supported with their medical needs whilst on site, which may include managing medicines where it would be detrimental to a child’s health or school attendance not to do so.

We will not give prescription or non-prescription medicines to a child under 16 without their parent’s/carers written consent (a ‘parental agreement for setting to administer medicines’ form will be used to record this), except in exceptional circumstances where the medicine has been prescribed to the child without the knowledge of the parents. In such cases, we will make every effort to encourage the child or young person to involve their parents while respecting their right to confidentiality.

  • A documented tracking system to record all medicines received in and out of the premises is in place.
  • The name of the child, dose, expiry and shelf life dates will be checked before medicines are administered.
  • If a child refuses to take their medication the parents will be informed at the earliest available opportunity.
  • We will only accept prescribed medicines that are in date, labelled, provided in the original container as dispensed by the pharmacist and include instructions for administration, their dosage and storage. Insulin is the exception, which must still be in date but will generally be available to schools inside an insulin pen or a pump, rather than its original container.
  • Children who are able to use their own inhalers themselves are encouraged to do so. If the child is too young or immature to take personal responsibility for their inhaler, staff should help.
  • All inhalers are stored in a safe but readily accessible place (usually in the pods in classes, the OC have a shared inhaler in their first aid kit), and clearly marked with the child’s name.
  • Controlled drugs will be securely stored in a non-portable container which only named staff will have access to. We will ensure that the drugs are easily accessible in an emergency situation. A record will be kept of any doses used and the amount of the controlled drug held in school. There may be instances where it is deemed appropriate for a child to administer their own controlled medication. This would normally be at the advice of a medical practitioner. Where an individual child is competent to do so and following a risk assessment, we may allow them to have prescribed controlled drugs on them with monitoring arrangements in place.
  • We will only administer non-prescribed medicines on request from the parent if they are in clearly identifiable packaging and only on a short term basis (Where the school have concerns they will seek further guidance from their link School Nurse).
  • We may administer age appropriate school Calpol/Ibuprofen, at parent’s request, after a phone call explaining symptoms. This will be recorded following school procedures and parents will be informed.
  • All other pain relief medicine will not be administered without first checking maximum dosages and when previously taken. We will always inform parents.
  • Any homeopathic remedies to be administered will require a letter of consent from the child’s doctor and will be administered at the discretion of the Head Teacher.
  • Emergency medicines will be stored in a safe location but not locked away to ensure they are easily accessible in the case of an emergency.

Types of emergency medicines include:

  • Injections of adrenaline for acute allergic reactions
  • Inhalers for asthmatics
  • Injections of Glucagon for diabetic hypoglycaemia
  • Other emergency medication i.e. Rectal diazepam or Buccal Midazolam for major seizures will be stored in accordance with the normal prescribed medicines procedures (see storage section).

Storage

  • All medication other than emergency medication will be stored safely in the school office where it cannot be easily tampered with and cannot be easily removed from the premise.
  • Where medicines need to be refrigerated, they will be stored in a refrigerator in the staff room, clearly labelled. There must be restricted access to a refrigerator holding medicines.
  • Children will not be allowed to access medicines for themselves but will report to the school office when medication is due.
  • Medicines such as asthma inhalers, blood glucose testing meters and adrenaline pens will always be readily available to children and not locked away. We will also ensure that they are readily available when outside of the school premises or on school trips.
  • Storage of medication whilst off site will be maintained at steady temperature and secure. There will be appropriately trained staff present to administer day to day and emergency medication and copies of individual health care plans will be taken off site to ensure appropriate procedures are followed.

Disposal

It is the responsibility of the parents/carers to dispose of their child’s medicines. It is our policy to return any medicines that are no longer required including those where the date has expired to the parents/carers. Parents/carers will be informed of this when the initial agreements are made to administer medicines. Medication returned to parent/ carers will be documented on the tracking medication form.

When necessary, sharps boxes will be in place for the disposal of needles. Collection and disposal of these will be arranged locally through the School Nursing Team.

Medical Accommodation

The Medical Room will be used for all medical administration/treatment purposes. The location/room will be made available when required. For security the medical room has a latch at the top of the door which ensures children seek the help of an adult before entering the door.

Record Keeping

A record of what has been administered including how much, when and by whom, will be recorded. The form will be kept on file. Any possible side effects of the medication will also be noted and reported to the parent/carers.

Emergency Procedures

Where a child has an individual healthcare plan, this will clearly define what constitutes an emergency and provide a process to follow. All relevant staff will be made aware of the emergency symptoms and procedures. We will ensure other children in the school know what to do in the event of an emergency i.e. informing a teacher immediately if they are concerned about the health of another child.

Where a child is required to be taken to hospital, a member of staff will stay with the child until their parents arrives, this includes accompanying them to hospital by ambulance if necessary (taking any relevant medical information, care plans etc. that the school holds).

Trips and Residential

Before arranging a trip/residential teachers will review Care Plans and ensure that are aware of how a child’s medical condition will impact on their participation in any off site activity or day trip, we will ensure that there is enough flexibility for all children to participate according to their own abilities within reasonable adjustments.

Teachers will consider what reasonable adjustments we might make to enable children with medical needs to participate fully and safely on visits.

We will carry out a risk assessment so that planning arrangements take account of any steps needed to ensure that pupils with medical conditions are included. We will consult with parents and pupils and advice from the relevant healthcare professional to ensure that pupils can participate safely.

Teachers should provide a risk assessment that plans in arrangements and takes account of any steps needed to ensure that pupils with medical conditions are included. We will consult with parents and pupils and advice from the relevant healthcare professional to ensure that pupils can participate safely.

Unacceptable Practice

Staff are expected to use their discretion and judge each child’s individual healthcare plan on its merits, it is not generally acceptable practice to:

  • prevent children from easily accessing their inhalers and medication and administering their medication when and where necessary
  • assume that every child with the same condition requires the same treatment
  • ignore the views of the child or their parents; or ignore medical evidence or opinion (although this may be challenged)
  • send children with medical conditions home frequently or prevent them from staying for normal school activities, including lunch, unless this is specified in their individual healthcare plans
  • if the child becomes ill, send them to the school office or medical room unaccompanied or with someone unsuitable
  • penalise children for their attendance record if their absences are related to their medical condition, e.g. hospital appointments
  • prevent pupils from drinking, eating or taking toilet or other breaks whenever they need to in order to manage their medical condition effectively
  • require parents, or otherwise make them feel obliged, to attend school to administer medication or provide medical support to their child, including with toileting issues. No parent should have to give up working because the school is failing to support their child’s medical needs
  • prevent children from participating, or create unnecessary barriers to children participating in any aspect of school life, including school trips e.g. by requiring parents to accompany the child.

Liability and Indemnity

Staff at the school are indemnified under the County Council self-insurance arrangements.

The County Council’s is self-insured and have extended this self-insurance to indemnify school staff who have agreed to administer medication or undertake a medical procedure to children. To meet the requirements of the indemnification, we will ensure that staff at the school have parents’ permission for administering medicines and members of staff will have had training on the administration of the medication or medical procedure.

Complaints

Should parents or children be dissatisfied with the support provided they can discuss their concerns directly with the Head Teacher. If for whatever reason this does not resolve the issue, they may make a formal compliant via the school’s complaints procedure.

Whistle Blowing Policy

Procedure for Protected Disclosures (“Whistle blowing”)

Reviewed by: FGB Sub-Committee Responsibility: FGB
Last Review: January 2017 Next Review: January 2019
Review Cycle: 2 Yearly Ratified by GB: 16th January 2017

1. Introduction

This procedure is intended to operate in accordance with the provisions of the Public Interest Disclosure Act 1998 (as amended) (hereafter known as ‘the Act’). The Act gives protection to staff and workers who report colleagues they believe are doing something wrong or illegal, or who are neglecting their duties. The matters that come within scope of the Act and this procedure are set out in Step 2 of the procedure below.

The ‘Whistleblowing’ procedure has been developed for use in maintained schools and can also be adopted by, and used in, Academy schools. It is intended to enable staff to report wrongdoing in the school where it would be in the public interest to do so. The wrongdoing has to be such as to potentially affect the general public, rather than simply being a complaint of an individual nature, such as a personal grievance*, which is not normally covered under whistleblowing law. [*An individual personal grievance will normally need to be dealt with via other internal school procedures.]

The ‘Whistleblowing’ procedure provides for matters to be referred externally where necessary, ultimately to a ‘prescribed person’ (see Step 5.2 of the procedure below). However, the procedure encourages staff to raise their concerns initially within the school as a first priority, rather than to make a disclosure outside of the school. In the vast majority of cases this will enable matters to be dealt with much more efficiently and speedily.

The Act applies to all workers as well as staff and this procedure applies to all teaching and other staff, whether employed by the County Council or employed directly by the school, external contractors providing services on behalf of the school or the County Council, teacher trainees and other trainees, volunteers and other individuals who work for or provide services on behalf of the school. These individuals are collectively referred to in this procedure as staff or staff members.

2. Principles

The Governing Body of the school will treat all disclosures made under the procedure very seriously and allegations about such matters will be dealt with quickly and with appropriate confidentiality at all times.

The procedure gives protection from victimisation, discrimination or disadvantage to staff who make such a disclosure in the public interest. This protection applies in respect of such a detriment arising from an act, or a failure to act, either by the employer or by a fellow worker, whether the latter be with or without the employer’s knowledge. The procedure also ensures that the person making the disclosure receives an appropriate response to their disclosure and is made aware of how they may pursue the matter outside of the school if the response given is not satisfactory.

This “Whistleblowing” Procedure should not be confused with others, such as individual or collective grievance procedures that exist to enable staff to raise concerns about their own employment. It is designed to deal with issues that fall outside of the scope of those procedures and therefore excludes all matters that are more appropriately covered by them.

3. Time limits

There are no time limits on raising concerns under this procedure, but they should be raised at the earliest opportunity. Where time limits are included within this procedure, they exist to ensure that disclosures are dealt with as quickly as possible, and to ensure a prompt initial response from management. The investigation that takes place after a disclosure is made is not time limited, but will be conducted as quickly as possible within the circumstances of the disclosure.

4. Representation

Staff are entitled to representation by a professional association/trade union representative/work colleague at any meeting or interview held in relation to the disclosure made. Staff should specify that they are making a disclosure under this procedure.

5. Unfounded or improperly made allegations

  • If an allegation is unfounded or unsubstantiated (i.e. there is no factual basis or evidence to support the allegation) but the staff member has made the allegation honestly and in the reasonable belief that it was in the public interest, no action will be taken against
  • If an allegation is deemed to have been made falsely, maliciously, frivolously or for personal gain, then the person making the allegation may face disciplinary action. Care should be taken in dealing with such allegations as some facts may not be wholly untrue. Some parts of an allegation may have been fabricated or exaggerated but elements may be based on

Model Procedure

Step 1 – Raising a concern

Concerns under this procedure should initially be raised with the staff member’s immediate line manager. If the staff member believes their manager is involved in the malpractice, they may raise their concerns with a more senior member of staff, including the Headteacher. If the staff member believes it is not appropriate to raise the matter with the Headteacher, he/she may approach the Chair of Governors. (In the event that the matter cannot be raised within the school, the staff member may raise their concerns in accordance with Step 5). The relevant manager is encouraged to take advice from Education Personnel Services who may involve other departments of Hampshire County Council or other relevant external organisations where appropriate.

Within ten working days of a concern being raised, the person receiving it will write to the staff member acknowledging receipt and indicating what initial steps will be taken to deal with it. Where possible an estimate will be given of the time it will take to provide a final response.

Concerns may be raised orally or, preferably, in writing. These disclosures should provide as much information as possible about the matter, including dates, individuals involved, other possible sources of information, etc. Staff must be able to demonstrate to the person hearing the disclosure that there are reasonable grounds for making the allegations.

Staff may wish to make anonymous disclosures although it may be important for the investigating manager to know the source of information to enable a full investigation. The manager would also need to take into account the nature and credibility of an allegation before deciding to proceed with an investigation. However, staff should be re-assured that all disclosures will be treated in confidence and every effort will be made to preserve anonymity. The Act provides protection against victimisation to anyone who makes a protected disclosure in good faith.

Step 2 – Determine whether the concern raised is a Protected Disclosure

Qualifying disclosures are disclosures of information where the staff member reasonably believes (and it is in the public interest) that one or more of the following matters is either happening, has taken place, or is likely to happen in the future:

  • a criminal offence (e.g. fraud, corruption, sexual or physical abuse of pupils/students or others);
  • a failure by a person to comply with any legal obligation to which he/she is subject;
  • a miscarriage of justice;
  • a danger to the health or safety of any individual;
  • damage to the environment, or
  • a deliberate attempt to conceal any of the above

Following disclosure of one of the above matters, the person receiving the disclosure must determine whether it is a ‘qualifying disclosure’ under the Act, by considering the following:

  • whether any factual information was actually disclosed, as opposed to opinion only, to the employer (or relevant person);
  • whether the individual making the disclosure believed that the information tended to show that one of the matters above has occurred, is occurring or is likely to occur; and
  • whether that belief was

If the above criteria are met, the disclosure will qualify as a protected disclosure, and the remainder of this procedure will apply. If the criteria are not all met but the staff member’s disclosure was made in good faith, investigations should still take place into the allegations and the staff member should not be discriminated against because they have raised such an allegation. If it is found that the disclosure was made for malicious purposes or for personal gain, the school should deal with this under the disciplinary procedure, where relevant (guidance on disciplinary issues can be found in the Manual of Personnel Practice).

Step 3 – Investigation

A preliminary investigation will need to be undertaken to establish whether the alleged act or omission could actually have occurred, be occurring or be likely to occur in the future. The investigation is not, at this stage, to determine whether the alleged act or omission has actually occurred, but to determine the facts of the case (e.g. was the alleged individual actually where they were purported to be, what does the evidence show). More about investigations can be found in the Manual of Personnel Practice:.

Allegations that have some foundation to them should be followed up with a full internal investigation, which may result in one or more of the following:

  • no case to answer;
  • disciplinary action taken against the alleged individual;
  • referral to Social Services or the Police, or other relevant organisation;
  • referral to Internal Audit or other County Council departments (for County Council maintained schools).

If the allegations are unfounded (no evidence or proper basis that supports the allegation), or unsubstantiated (can neither be proven nor disproven), no action need be taken by the school, although it would be pertinent to determine why the staff member felt the need to raise the allegation in the first place, e.g. is there a training need within the school?

If it is found that the allegation was made for malicious purposes or for personal gain, the school should deal with this under the disciplinary procedure (guidance on disciplinary issues can be found in the Manual of Personnel Practice).

Step 4 – Communication

Subject to legal constraints and the need to protect the rights of individuals, the staff member raising the concern will be informed of the outcome of any investigation at the earliest practicable opportunity. Such information will not include confidential details about formal action taken against another staff member.

For reasons of sensitivity and confidentiality, all communications with a staff member who takes action under this procedure will be sent to their home address, unless an alternative arrangement has been mutually agreed.

Step 5 – Taking the matter further

In the event that a staff member feels that their concerns have not been resolved through the above process, they may write to the Chair of the Governing Body, if he/she has not already been involved, outlining their concern, the action taken to date and the reasons for their dissatisfaction.

Within 10 working days of a concern being raised, the Chair of Governors will write to the staff member to acknowledge that the concern has been received and indicate what further steps will be taken, as well as providing an estimate of the time it will take to provide a final response. The Chair of Governors may decide to set up a small group of governors, where appropriate, to investigate the concerns. The Chair of Governors will then inform the staff member of the outcome of this process on the same basis as required of the manager above. Where appropriate, the Chair of Governors should also involve the relevant Diocese at an early opportunity.

In the event that the matter cannot be satisfactorily resolved within the school, the staff member may escalate their concerns further. How they do this will depend on the status of the school, as follows:

5.1 Hampshire County Council maintained schools

Staff should raise their concerns, in writing, with the following officers of the County Council, and in the following order:

  1. Area Director for the relevant school
  2. Director of Children’s Services
  3. Chief Executive of Hampshire County Council

These officers will follow the same basic procedure outlined above in the same timescales and will feed back the outcome to the staff member. The address for all of the above is: Children’s Services Department, Hampshire County Council, Elizabeth II Court West, The Castle, Winchester, SO23 8UG or childrens.services@hants.gov.uk.

If a staff member is dissatisfied with the response of the Governing Body and the County Council, and subject to the concern being a protected disclosure (see step 2 above), they can raise the matter, as appropriate, with any of the following:

  • an elected Member of the County Council;
  • the Local Government Ombudsman;
  • others as set out

5.2 Hampshire County Council Maintained and Academy and Independent schools

Staff in Hampshire County Council maintained schools who are dissatisfied after having raised concerns under 5.1 above, and staff in Academy and Independent schools, can also raise their concerns, as appropriate, with any of the following, subject to the concern being a protected disclosure (see step 2 above):

  • a local Member of Parliament;
  • a relevant professional body or inspectorate (e.g. Ofsted or Health & Safety Executive);
  • A ‘prescribed person’ as designated by the Act, a full list of whom can be found on the uk website under “Whistleblowing: list of prescribed people and bodies”.

Staff can only make a disclosure to a prescribed person if they:

  • make the disclosure in good faith;
  • reasonably believe the information is substantially true;
  • reasonably believe they are disclosing the issue to the appropriate person or body (e.g. Health and Safety issues to the HSE).

In taking their concern outside of the school, staff must ensure that, as far as possible, the matter is raised without personal information relating to other staff, or confidential information about unrelated matters, being disclosed. A staff member who approaches an accredited legal advice centre, e.g. Public Concern at Work (0207 404 6609 or www.pcaw.org.uk) or Citizens Advice Bureau, must not breach the duty of confidence in this procedure to the Governing Body.

6. Failure to follow this procedure

Any staff member who unreasonably and without justification raises such issues on a wider basis, such as with the press, without following the steps and advice in this procedure may be liable to disciplinary action.