Teacher Standards

Safeguarding and Child Protection TS8b Part 2a Part 2c

TS8b: develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

Part 2a: treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

Part 2a: having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

Part 2c: teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

 

CAF- Common Assessment Framework
CEOP- Child Exploitation and Online Protection Centre
CPP- Child Protection Plan
CIN- Child In Need
DBS- Disclosure and Barring Service
DP- Designated Person
DSL- Designated Safeguarding Lead
EPO- Emergency Protection Order
FGM- Female Genital Mutilation
FII- Fabricated or Induced Illness
LADO- Local Authority Designated Officer
LSCB- Local Safeguarding Children Board
MASH- Multi Agency Services Hub
NAI- Non Accidental Injury
SCR- Serious Case Review

Child Safeguarding or Child Protection?
“Child Safeguarding”
refers to all children and is defined by the government in “Working Together to Safeguard Children” (DfE, 2013) as:

  • protecting children from abuse and maltreatment
  • preventing harm to children’s health or development
  • ensuring children grow up with the provision of safe and effective care
  • taking action to enable all children and young people to have the best outcomes.

“Child Protection” applies to distinct children at risk of serious harm

The best place to read to most up to date statutory safeguarding guidance – The Department for Education website

Surprising facts
– children are more likely to be abused by someone in/close to their family than a stranger
– research has shown that children hardly ever make false allegations and are more likely to minimise than exaggerate
– research also suggests boys are less likely to seek help than girls

Types of Abuse – Keeping Children Safe in Education (DfE, 2013)
1) Physical (hitting/shaking/burning etc/ FII/ FGM)
2) Emotional (conveying they are worthless/ preventing them from expressing themselves/ limiting exploration/ preventing normal social interaction/ exploitation
3) Sexual (forcing or enticing a child to partake in sexual activity not necessarily involving violence whether or not the child is aware of what is happening) Includes non-contact
4) Neglect (persistent failure to meet a child’s physical or psychological needs

 

Recognising Abuse and Neglect

A child may:
– become insecure
– fall behind with school work
– become withdrawn/ isolated
– suffer unexplained depression/ anxiety
– act fearful/aggressive
– change normal behaviour towards a parent/carer/adult
– have an unusual reluctance to change clothes (eg. for PE)
– have unexplained absence from school –> At university we were visited by a Safeguarding Officer from a local school and in the majority of Safeguarding cases she has experienced, attendance was the first noticeable factor of recognising and reporting concern.

  1. Signs of physical abuse

Typical Accidental Injury Sites- skull/nose/chin/shoulder/elbow/hip/lower back/lower leg/knee

Typical Non-Accidental Injury Sites- eye/ear/cheek/mouth/neck/shoulder blade/chest/stomach/back of knee/ groin/ inner thigh/

It is of course necessary to be aware that children are susceptible to accidental bruising which is not of concern (eg. playing outside/ bike riding/ team sports activities / gymnastics…)

When should you be concerned?
– if it looks like it was caused deliberately (non typical areas)
– if the child’s explanation is inconsistent or unclear
– if medical assistance was needed and not sought
– if there is a pattern
–> Report it to the Designated Safeguarding Lead (DSL) immediately

 

2. Signs of emotional abuse
– delayed development
– nervous of change
– reluctance for parents to be contacted
– self-critical – low confidence and self-esteem
– overreaction to mistakes
– disruptive or extremely passive
-socially isolates

 

3) Signs of Sexual Abuse
– sexually explicit play
– inappropriate age related sexual knowledge (vocabulary / drawings)
– self-harming or eating disorders

 

4. Signs of Neglect
– persistent non-attendance
– underweight
– inappropriate clothing (or dirty/ wrong size)
– excessive hunger/scavenging
– excessive tiredness
-poor hygiene
-socially isolated
– failure to keep medical appointments

 

Children more vulnerable to abuse and neglect (though can happen to anybody)
– children in residential care
– children who are homeless
– children seeking asylum
– children with disabilities (they are dependent on others for intimate care and treatment)

 

MY NEXT STEPS
– make it a priority to find out the DSL in all new settings
– familiarise self with the safeguarding and child protection policy in all new settings
– stay up to date with safeguarding legislation and guidance via the DfE website
– make use of any further opportunities to update my safeguarding training during my career

 

 

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