Child Protection

The Governors and staff of Vita et Pax Preparatory School fully recognise its responsibilities towards child protection. We recognise that all staff, including volunteers, have a full and active part to play in protecting our pupils from harm.

All staff and Governors believe that our school should provide a caring, positive, safe and stimulating environment which promotes the social, physical and moral development of the individual child.

Aims

The aims of this policy are:

• To support the child’s development in ways that will foster security, confidence and independence, by providing a safe environment in which they can learn and develop.
• To operate safe recruitment procedures, in line with DCSF guidelines, ensuring that all adults within our school who have access to children have been checked as to their suitability.
• To raise the awareness of both teaching and non-teaching staff of the need to safeguard children and of their responsibilities in identifying and reporting possible cases of abuse.
• To provide a systematic means of monitoring children known or thought to be at risk of harm.
• To develop and implement a structured procedure within the school for identifying and reporting cases, or suspected cases, of abuse.
• To include opportunities in the curriculum for children to develop the skills they need to recognise and stay safe from abuse.

Procedures

Our school procedures for safeguarding children will be in line with the Education Children Service and Leisure (ECSL) and the Local Children Safeguarding Board (LCSB) procedures. The LCSB have adopted and follow the London Child Protection Procedures and in all aspects, apply to both the main school and Early Years Foundation stage.

Objectives

We will ensure that:

• We have a designated member of staff who undertakes regular training, updated every two years
• All other staff will undertake training in child protection, updated every three years and that part-time and voluntary staff who work with children are made aware of these arrangements.
• Any deficiencies or weaknesses in our child protection arrangements will be remedied without delay.
• The governing body will undertake an annual review of the child protection policy and procedures and of the efficiency with which the related duties have been discharged.
• Every member of the staff (including temporary and volunteer staff) and Governing Body know the name of the designate person for Early Years Foundation Stage and the main school (Mrs. Margaret O’Connor).
• We have a member of staff who will act in the designated teacher’s absence for Early Years Foundation Stage and the main school. (Mrs. Elaine Hall-Freeman).
• All members of staff develop their understanding of the signs and indicators of abuse.
• All parents/carers are made aware of the responsibilities of staff members with regard to child protection procedures.
• Our procedures will be regularly reviewed and updated.
• All new members of staff will be given a copy of our child protection procedures as part of their induction into the school.

Pre-appointment checks

The DCSF advises that the following checks should be made on all people working in an education service:

• references
• identity
• UK residence or permission to work in UK
• CRB enhanced disclosure (unless the person has continuity of employment)
• List 99 check
• overseas criminal record check (where necessary)
• medical fitness
• qualifications
• professional status (for qualified teachers, confirmation of registration with the General Teaching Council for England, although this is not a requirement to work in independent schools.)
• complete induction and/or probationary period, as required for the position

Responsibilities

The designated teacher is responsible for:

• Adhering to the ECSL, LCSB and school procedures with regard to referring a child if there are concerns about possible abuse
• Keeping written records of concerns about a child even if there is no need to make an immediate referral
• Ensuring that all such records are kept confidentially and securely and are separate from pupil records
• Ensuring that any pupil currently on the child protection register who is absent without explanation for two days is referred to Social Services

Supporting Children

We recognise that a child who is abused or witnesses violence may find it difficult to develop and maintain a sense of self worth. We recognise that a child in these circumstances may feel helpless and humiliated. We recognise that a child may feel self blame.

We recognise that the school may provide the only stability in the lives of children who have been abused or who are at risk of harm.

We accept that research shows that the behaviour of a child in these circumstances may range from that which is perceived to be normal to aggressive or withdrawn.

Our school will support all pupils by:

• Encouraging self-esteem and self-assertiveness whilst not condoning aggression or bullying
• Promoting a caring, safe and positive environment within the school
• Liaising and working together with all other support services and those agencies involved in the safeguarding of children
• Notifying Social Services as soon as there is a significant concern
• Providing continuing support to a pupil about whom there have been concerns who leaves the school by ensuring that appropriate information is forwarded under confidential cover to the pupil’s new school

Confidentiality

We recognise that all matters relating to Child Protection are confidential. The Head teacher or Designated Teacher will disclose any information about a pupil to other members of staff on a need to know basis only.

All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children. All staff must be aware that they cannot promise a child to keep secrets.

Supporting Staff

We recognise that staff working in the school who have become involved with a child who has suffered harm, or appears to be likely to suffer harm, may find the situation stressful and upsetting. We will support such staff by providing an opportunity to talk through their anxieties with the designated teacher and to seek further support as appropriate.

Allegations Against Staff

We understand that a pupil may make an allegation against a member of staff.

If such an allegation is made, the member of staff receiving the allegation will immediately inform the Head teacher (in her absence the other designated teacher who will immediately convey the information to the appointed governor).

The Designated Person for the main school and Early Years is Mrs. Margaret O’Connor or in her absence Mrs. Elaine Hall-Freeman, who will refer any issues to Mrs Sandra Fennessy, the designated governor.

The Head teacher on all such occasions will discuss the content of the allegation with the LEA Lead Officer for Child Protection. If the allegation made to a member of staff concerns the Headteacher, the deputy will immediately inform the Designated Governor who will consult with the LEA's Lead Officer for Child Protection. The school will follow the LEA procedures for managing allegations against staff, a copy of which will be readily available in the school.

Whistleblowing

We recognise that children cannot be expected to raise concerns in an environment where staff fail to do so. All staff should be aware of their duty to raise concerns, where they exist, about the attitude or action of colleagues. It should be noted that:

• confidentiality cannot be promised to a pupil giving evidence.
• asking leading questions should be avoided.
• All staff should ensure that their behaviour and actions do not place pupils or themselves at risk of harm or of allegations of harm to a pupil e.g. in 1-1 tuition, sports coaching, conveying a pupil by car, engaging in inappropriate electronic communication with a pupil.

Physical Intervention

Our policy on physical intervention by staff is set out in a separate policy. We acknowledge that staff must only ever use physical intervention as a last resort, and that at all times it must be the minimal force necessary to prevent injury to another person or to themselves.

We understand that physical intervention of a nature which causes injury or distress to a child may be considered under child protection or disciplinary procedures.

Bullying

Our policy on bullying is set out in a separate policy and acknowledges that to allow or condone bullying may lead to consideration under child protection procedures.

Racist Incidents

Our policy on racist incidents is set out in a separate policy and acknowledges that repeated racist incidents or a single serious incident may lead to consideration under child protection procedures and will in all cases be reported under confidential items to the Governing Body at the first opportunity.

Child Missing From School Procedure

On a day to day basis any child, both in the Early Years and main school, who has not been registered and a reason for their absence has not been recorded will be investigated.

The school secretary will call the parents/carer to clarify the reason for absence in all cases as soon as the registers have been checked each morning.

If a child is found to be missing during the school day, e.g. missing from the playground, or not accounted for at afternoon registration, etc, the following procedure will be followed.

If the children are outside in the playground, the bell will be rung and all pupils lined up in their usual places for a roll call.  The pupils must then remain in their lines, supervised by one teacher to two classes. The other teacher should present themselves to join the search party.

If a pupil is reported missing whilst the children are normally inside, then all pupils should return to their classrooms and a full roll call taken. Pupils will remain in their classrooms until otherwise told.

As the schools’ outside door and gates are locked once the bell has rung in the morning, the first check made by the Head/Deputy would be on these to test whether security has been breached.

All remaining staff would be allocated an area of the building to search. All rooms and areas of the school would be searched, paying particular attention to areas where a child could hide (in cupboards, behind items of furniture, under stairs, etc). A thorough search of the outside area would also take place, paying particular attention to behind trees, shrubs and the sheds in the Nursery area.

The distribution of staff is as follows:-

Outside area

1. Nursery grounds - 1 member of staff
2. Main playgrounds - 1 member of staff

School building

1. Top floor and stairwells - 1 member of staff
2. First floor and stairwells - 2 members of staff
3. Ground floor - 2 members of staff

Late Collection Procedures

Late Collection

If a child in early Years or the main school is not collected at the end of the school day and no communication has been received from the parents/guardians, the pupil will be taken to the Late Club where they will be supervised.

If at 4:30pm the child has not been collected, the Late Club supervisor will bring the child to the school office where the secretary will try to contact all those names on the medical form.

The Head teacher or a member of the Senior Management Team will supervise the pupil until one of the contacts arrives at the school to pick the child up.

If at 6:00pm the child remains at the school and none of the contacts have responded, the member of the Senior Management Team will contact the local police (0300 123 12120) and follow their advice.

Playground Supervision

In order that parents of older children may leave their child before the beginning of the school day the playground is supervised from 8.15 when the gates open.

The member of staff is responsible for the safety of the playground and to ensure that play equipment is not used or ball games played before the school day begins.

Parents who leave their child in the playground do so with the full knowledge that their child must be responsible and not make any attempt to leave the premises.

The teacher on duty will position themselves in full view of both gates to ensure that no person unknown to the school comes on to the premises or that any child leaves. Any adult who requires assistance must be directed to the main door where he/she will be met by the school secretary.

A staff rota of all playground supervision is displayed in the staffroom and any changes whether temporary or permanent must be notified to the Deputy for approval.

Prevention

We recognise that the school plays a significant part in the prevention of harm to our pupils by providing pupils with good lines of communication with trusted adults, supportive friends and an ethos of protection.

The school community will therefore:

• Establish and maintain an ethos where children feel secure and are encouraged to talk and are always listened to
• Ensure that all children know there is an adult in the school whom they can approach if they are worried or in difficulty
• Include in the curriculum opportunities for PSHCE which equip children with the skills they need to stay safe from harm and to know to whom they should turn for help.

Health & Safety

Our Health & Safety policy, set out in a separate document, reflects the consideration we give to the protection of our children both within the school environment and when away from the school when undertaking school trips and visits.

Categories of abuse

Physical abuse

Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child.

Sexual abuse

Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative (such as rape or buggery) or non-penetrative acts. They may include involving children in looking at, or in the production of, pornographic material, or encouraging children to behave in sexually inappropriate ways.

Emotional abuse

Emotional abuse is the persistent emotional ill-treatment of a child causing severe and persistent adverse effects on the child's emotional development, often by:

• making them feel they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person;
• age-inappropriate or developmentally inappropriate expectations being imposed on children, causing children frequently to feel frightened;
• the exploitation or corruption of children.

Neglect

Neglect is the persistent failure to meet a child's basic physical and/or psychological needs, likely to result in serious impairment of the child's health or development, such as failing to provide adequate food, shelter and clothing; or neglect of, or unresponsiveness to, a child's basic emotional needs.

All the above definitions were taken from the guidance document What to do if you're worried a child is being abused (as revised in 2006 www.teachernet.gov.uk)