Safeguarding and Child Protection September2013

SAFEGUARDING AND CHILD PROTECTION UPDATE
Please find enclosed in this update a number of issues relating to safeguarding; the whole school policy, child protection conferences and core groups and a reminder on statutory responsibilities.
WHOLE SCHOOL POLICY FOR CHILD PROTECTION AND TO SAFEGUARD AND PROMOTE THE WELFARE OF CHILDREN
Introduction
Attached is a template for an updated whole school policy for child protection and safeguarding based on current statutory guidance and local policy. This replaces the previous version of the whole school policy issued on 31 July !!". Together with the school policy template there are a number of other template documents which can be used to support the whole school policy; the use of which will be e#plained further in this document. The main amendments to the policy have been in response to the learning from two recent $erious %ase &eviews. The main issues are with regard to the timely recording, content and storage of any information with regard to children where there have been identified vulnerabilities or concerns and the point at which this information is shared. 't has become apparent that when pieces of information are not held centrally this may well increase the ris( of oversight or lac( of a coordinated response which can ultimately contribute to the ris( of death, ris( or serious in)ury. $afeguarding and promoting the welfare of children is the overarching *process of protecting children from abuse or neglect and preventing the impairment of their health and development, and ensuring they are growing up in circumstances consistent with the provision of safe and effective care that enables children to have optimum life chances and enter adulthood successfully+ ,-or(ing Together !1! p ./. %hild protection is the specific process of *protecting individual children identified as either suffering, or li(ely to suffer, significant harm as a result of abuse or neglect+ ,-or(ing Together !1! p ./. The policies developed are
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intended to support schools in fulfilling their functions in relation to safeguarding and child protection and to assist in avoiding the situation referred to above. 't is important to recognise that any safeguarding or child protection concern is a continuous event. 't is therefore important to have a well developed safeguarding environment where staff are alert to triggers which may signify potential safeguarding or child protection issues and staff should feel empowered to voice any concerns in a timely way. &egular training and discussions within the school environment are important. The most beneficial intelligence is from those who (now the individual child. $chools are in an e#cellent position to (now and understand the child and be alert to any changes in their behaviour. 5uilding trusting and open environments that are positive is crucial. The school policy should be available for staff, parents and anyone who uses the school so it should be user friendly and robust. The policy and templates provided may be customised to be readily identified as belonging to a particular school and structure.
TEMPLATES AND APPENDICES

The 6ocal Authority has a duty to provide templates, however, it is not incumbent on schools to use them as long any alternatives used are in line with safeguarding re7uirements. The templates provided are to support the application of a whole school policy into practice8 Appendi# 1 Appendi# Appendi# 3 Appendi# 2 Appendi# 3 Appendi# ; Appendi# . Appendi# 4 Appendi# " Appendi# 1! Appendi# 11 &oles and &esponsibilities 'dentifying %oncerns %onfidentiality &ecords and 9onitoring Template8 :ront $heet Template8 %hronology Template8 <etailed %oncerns Template8 %oncerns $hared by =thers 5ody 9ap >uidance for $chools and 5ody 9ap Template Template8 $afeguarding %hildren <ata 5ase Template8 $chool?s $afeguarding Action Plan
Appendi# 1 e#plains the roles and responsibilities of (ey staff; Appendi# the process by identifying concerns; Appendi# 3 the process confirming the issues of confidentiality; Appendi# 2 e#plains the issues relating to records and monitoring. The subse7uent templates are forms which may be used in practice ie a front sheet ,3/ when dealing with concerns ,. and 4/. Appendi# 1! can be used to trac( children, particularly if used in an e#cel format. Appendi# 11 is an e#ample of an action plan template arising from an audit for e#ample. 't is anticipated that the forms will encourage discussion and analysis within clear roles and responsibilities. The importance of accurate records cannot be underestimated.
MAIN SCHOOL FILE AND A CONCERN FILE
The main school file is the usual pupil file which would be the initial repository for information about any pupil. A @concern? file ,often (nown as a child protection file/ should be commenced in the event of8 A referral to children?s social care. A number of minor concerns on the child?s main school file which increase the level of concern0ris(. Any child open to social care ie %P06A%.
The decision to commence a concern file rests with the designated senior person. The establishment of a @concern? file, which is separate from the child?s main school file, is an important principle in terms of storing and collating information about children which relates to either a child protection or safeguarding concern or an accumulation of concerns about a child?s welfare which are outside of the usual range of concerns which relate to ordinary life events. 't needs to be borne in mind that what constitutes a @concern? for one child may not be a @concern? for another and the particular child?s circumstances and needs will differ ie a child sub)ect to a child protection plan, loo(ed after, %'A may be loo(ed at differently to a child recently bereaved, parental health issues etc. Professional )udgement therefore will be an important factor when ma(ing this decision and will need clear lin(s between pastoral staff and designated safeguarding leads in school ,named designated person/. Baving too low a threshold for a concern file may be as problematic as having too a high a threshold. 't is suggested that within a child?s @concern? file that there is a8 :ront sheet. %hronology. A record of concern in more detail and body map where appropriate. A record of concerns and issues shared by others.
Please note that whilst the particular @name? given to the file ie concern or child protection is a matter for the school using the term child protection may give the impression that this )ust relates to child protection issues when this should not be the case if we consider the broader safeguarding concerns. &esearch indicates that it is invariably children who are not necessarily formally considered to be @at ris(? through the provision of a child protection plan, who are (illed or seriously harmed. 't is therefore important to loo( beyond the child protection planning process when considering potential ris( of harm.
RECORDING ON A CHILDS FILE

As stated the importance of clear and concise recording on a child?s file cannot be underestimated. There is clear guidance in the appendices of the whole school policy. -here a separate concern ,formerly child protection/ file is maintained, it is important that the child?s main file notes this through a red % written on the top right hand corner of the file. Another type of coding can be used as long as it is widely (nown and understood within the staffing group and consistently used.
't is also important for schools to recognise that their files will be sub)ect to e#ternal scrutiny for e#ample through the serious case review process or through audit. C7ually, it is important for schools to understand why recording is important and appreciate relevant messages from research into serious case reviews. These identified that there were often significant concerns about the 7uality of records in schools and educational establishments and also a failure of establishments to pass on information when children and young people left.
CONTACT POINT
'f you have any 7ueries regarding the attached policy templates please contact8 Terri Johnson $ervice 9anager, $afeguarding ,$trategic/ %ounty Ball -est 5ridgford Aottingham A> .DP Tel8 !113 ". .3" 1 e mail8 terri.)ohnsonEnottscc.gov.u( or %heryl $tollery $afeguarding %hildren in Cducation =fficer who also acts as the 6ocal Authority <esignated =fficer ,6A<=/ for schools 9eadow Bouse 6ittleworth 9ansfield Aotts A>14 T5 Tel8 !1; 3 2 333 e mail8 cheryl.stolleryEnottscc.gov.u(
CHILD PROTECTION CONFERENCE

The school input into the child protection process needs to be clear and comprehensive and submitted in a written report format. There is an e#ample on -'&C< in the $afeguarding %ommunity, document library, under specialist services.
CORE GROUPS
-hen a child is made sub)ect to a child protection plan a core group will be identified. :or a school age child, this will include a relevant member of staff from the school. %ore groups should occur ten days after the initial conference and si# wee(ly thereafter whilst the child is the sub)ect of a child protection plan ,%PP/. 't is important that each agency is committed to
attending the core group as it is here that the %PP will be monitored, reviewed and progressed. Cffective participation is therefore vital.
STATUTORY RESPONSIBILITIES
5oth the %hildren Act 1"4" and the supplementary guidance in -or(ing Together !1! sets out the infrastructure and arrangement that should be in place to ensure that those wor(ing within the education service have the s(ills necessary to ensure that children and young people are protected from harm. Proprietors of independent schools also have a duty to safeguard and promote the welfare of pupils at school under $ection 13. of the Cducation Act !! and the Cducation ,'ndependent $chools $tandards/ 'n Cngland &egulations !!3. $afeguarding %hildren and $afer &ecruitment in Cducation !!. is statutory guidance and sets out the responsibilities on all local authorities, schools and :C colleges to safeguard and promote the welfare of children setting out recruitment best practice and dealing with allegations. C7ually in relation to dealing with allegations of abuse against teachers and other staff -or(ing Together !1! Appendi# 3 and the Aottinghamshire $afeguarding %hildren 5oard ,A$%5/ $afeguarding %hildren Procedures ,%hapter ./ apply.
TEMPLATE
WHOLE SCHOOL POLICY FOR CHILD PROTECTION AND TO SAFEGUARD AND PROMOTE THE WELFARE OF CHILDREN
FFFFFFFFFFFF ,$chool AameAorth -hetaley % of C Primary school / recognises its responsibilities for safeguarding children and protecting them from harm. This %hild Protection Policy will be reviewed by the Pupils and Personnel %ommittee of the >overning 5ody. <ate of last review8 <ate of ne#t review8 &ole <esignated >overnor for %hild Protection <esignated $enior Person for %hild Protection <esignated <eputy Person for %hild Protection 6A %hild Protection %ontact06A<= Aame &ev 9ar( %antrill Joanna Ball 9ar( Clliott , $turton Primary/ %heryl $tollery %ontact <etails !."43 1;!;"2 !12 . 44!2!" 0 !."!! ;! 4!2 !12 . 33!42 !1; 3 2 333
Sc oo! Co""it"#nt =ur policy applies to all staff, governors and volunteers wor(ing in the school. -e have developed this policy in consultation with the Aottinghamshire $afeguarding %hildren 5oard. All parents0carers are made aware of the school?s responsibilities with regard to child protection procedures and how we will safeguard and promote the welfare of their children through the publication of the school?s safeguarding and child protection policy. The school has certain duties and responsibilities as set out within the Cducation Act !! , B9 >uidance $afeguarding %hildren and $afer &ecruitment in Cducation !!. and -or(ing Together !1! which are incorporated into this policy.
Introduction There are five main elements to our policy8 Cstablishing a safe environment in which children can learn and develop. Cnsuring we practice safe recruitment in chec(ing the suitability of staff and volunteers to wor( with children. <eveloping and then implementing procedures for identifying and reporting cases, or suspected cases of abuse. $upporting pupils who have been abused in accordance with his0her child protection plan. &aising awareness of safeguarding children, child protection and e7uipping children with the s(ills needed to (eep them safe.
'ncluded within the policy are a number of appendices8 Appendi# 1 Appendi# Appendi# 3 Appendi# 2 Appendi# 3 Appendi# ; Appendi# . Appendi# 4 Appendi# " Appendi# 1! Appendi# 11 &oles and &esponsibilities 'dentifying %oncerns %onfidentiality &ecords and 9onitoring Template8 :ront $heet Template8 %hronology Template8 <etailed %oncerns Template8 %oncerns $hared by =thers 5ody 9ap >uidance for $chools and 5ody 9ap Template Template8 $afeguarding %hildren <ata 5ase Template8 $chool?s $afeguarding Action Plan
T # Po!ic$ To %ro&id# ' (')# 'nd !#'rnin* #n&iron"#nt t # (c oo! +i!!, Cstablish and maintain an environment where children feel secure, are encouraged to tal( and are listened to. Cnsure children (now that there are adults in the school whom they can approach if they are worried. Cnsure that every effort is made to establish effective wor(ing relationships with parents and colleagues from other agencies. 'nclude opportunities in the P$BC curriculum for children to develop the s(ills they need to recognise and stay safe from abuse8 o o o o availability of local and online advice recognising and managing ris(s including online and running away developing healthy relationships and awareness of domestic violence, bullying and abuse recognising how pressure from others can affect their behaviour.
Ta(e all reasonable measures to ensure ris(s of harm to children?s welfare are minimised. Ta(e all appropriate actions to address concerns about the welfare of a child, wor(ing to local policies and procedures in full wor(ing partnership with agencies. Cnsure robust child protection arrangements are in place and embedded in the daily life and practice of the school. Promote pupil health and safety. Promote safe practice and challenge unsafe practice. Cnsure that procedures are in place to deal with allegations of abuse against staff and volunteers ,Chapter 5: Dealing with Allegations of Abuse Against Teachers and Other Staff, HM Go ern!ent Guidance Safeguarding Children and Safer "ecruit!ent in #ducation $%%& and set out within the 'ocal (nter)agenc* +rocedures,. Put in place and promote robust antiGbullying ,including cyber bullying/ strategies. Provide first aid and meet the health needs of children with medical conditions. Cnsure school site security. Address drugs and substance misuse issues. $upport and plan for young people in custody and their resettlement bac( into the community. -or( with all agencies with regard to missing children, antiGsocial behaviour0gang activity and violence in the community0(nife crime. Cveryone having a duty to safeguard children inside0outside the school environment including school trips, e#tended schools, activities and vocational placements.
W# +i!! )o!!o+ t # %roc#dur#( (#t out -$ t # Nottin* '"( ir# S')#*u'rdin* C i!dr#n Bo'rd .NSCB/ 'nd t'0# 'ccount o) *uid'nc# i((u#d -$ t # D)E to, Cnsure we have a designated senior and deputy person for child protection who has received appropriate training and support for this role. Cnsure we have a nominated governor responsible for child protection. Cnsure every member of staff ,including temporary and supply staff and volunteers/ and the governing body (nows the name of the designated senior person responsible for child protection and their role. Cnsure all staff and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the designated senior person responsible for child protection. Cnsure that parents have an understanding of the responsibility placed on the school and staff for child protection by setting out its obligations in the school prospectus. Aotify %hildren?s $ocial %are if there is an une#plained absence of more than two days of a pupil who is sub)ect to a child protection plan. <evelop effective lin(s with relevant agencies and cooperate as re7uired with their en7uiries regarding child protection matters, including attendance at child protection conferences. Heep written records of concerns about children, even where there is no need to refer the matter immediately; documenting and collating information on individual children to support early identification, referral and actions to safeguard. Cnsure all records are (ept securely; separate from the main pupil file, and in loc(ed locations.
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<evelop and then follow procedures where an allegation is made against a member of staff or volunteer. Cnsure safe recruitment practices are always followed. Apply confidentiality appropriately. Apply the escalation policy if there is any concern about the actions or inaction of social care staff or staff from other agencies.
Su%%ortin* c i!dr#n -e recognise that children who are abused or who witness violence may find it difficult to develop a sense of self worth. They may feel helplessness, humiliation and some sense of blame. The school may be the only stable, secure and predictable element in the lives of children at ris(. -hen at school their behaviour may be challenging and defiant or they may be withdrawn. The school will endeavour to support the pupil through8 The content of the curriculum. A school ethos which promotes a positive, supportive and secure environment and gives pupils a sense of being valued. The school behaviour policy which is aimed at supporting vulnerable pupils in the school. The school will ensure that the pupil (nows that some behaviour is unacceptable but they are valued and not to be blamed for any abuse which has occurred. 6iaison with other agencies that support the pupil such as %hildren?s $ocial %are ,in line with Pathway to Provision/, behaviour and attendance service and education psychology service, use of JAT and %A: etc. Cnsuring that, where a pupil leaves and is sub)ect to a child protection plan or where there have been wider safeguarding concerns, their information is transferred to the new school immediately and that the child?s social wor(er is informed.
S')# St')) 'nd Su%%ortin* St')) $afer recruitment processes will be followed in accordance with -Safeguarding Children and Safer "ecruit!ent in #ducation $%%&./ %hec(s and references are an essential part of this process. $taff will have access to advice on the boundaries of appropriate behaviour. The >uidance for $afer -or(ing Practices for Adults who wor( with %hildren and Ioung People ,<:%$ !!"/. This should assist in limiting complaints against staff of abuse of trust and0or allegations. 'n the event of any complaint or allegation against a member of staff, the headteacher ,or the $enior0<eputy <esignated Person/ if the headteacher is not present, should be notified immediately. 'f it relates to the headteacher, the chair of governors should be informed. $taff may find some of the issues relating to child protection upsetting and may need support which will be provided.
Lin0( to ot #r Loc'! Aut orit$ %o!ici#( This policy, together with the following, should be read alongside and in con)unction with other policies regarding the safety and welfare of children. These together ma(e up the suite of
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policies to safeguard and promote the welfare of children in this school 0each school to add on an* others as rele ant, +h*sical inter ention1positi e handling 2eha iour Manage!ent Attendance +olic* Anti)2ull*ing 2M# and #3ualit* Health and Safet* and Access +olic* Disabilit* #3ualit* Action +lan Special #ducational 4eeds +athwa* to +ro ision 04CC, #scalation polic* 04CC,
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ROLES AND RESPONSIBILITIES S#nior D#(i*n't#d P#r(on Ro!# -e have a senior designated person for safeguarding children and child protection who has received appropriate training and support for this role. This $enior <esignated Person is a senior member of the school leadership team. -e also have a <eputy <esignated Person who will provide additional support to ensure the responsibilities for child protection and safeguarding children are fully embedded within the school ethos and that specific duties are discharged. This entails supporting the $enior <esignated Person in dealing with referrals, attending %hild Protection %onferences and supporting the child0children. -e ac(nowledge the need for effective and appropriate communication between all members of staff in relation to safeguarding pupils. =ur $enior <esignated Person will ensure there is a structured procedure within the school, which will be followed by all of the members of the school community in cases of suspected abuse. The $enior <esignated Person is responsible for the following8 R#)#rr'!(3 Tr'c0in* 'nd Monitorin* The $enior <esignated Person will8 &efer cases of suspected abuse or allegations to the relevant investigating agencies. Act as a source of support, advice and e#pertise within the educational establishment when deciding whether to ma(e a referral by liaising with relevant agencies. 6iaise with the headteacher0principal ,where the $enior <esignated Person role is not carried out by the headteacher/ to inform him0her of any issues and ongoing investigations. The $enior <esignated Person will ensure there is always cover for this role. 9aintain an overview of all children about whom there are concerns ie sub)ect to a children protection plan, %iA plan, 6A%, %A: or there is a concerns file 0Appendi5 6 !a* assist,/
Tr'inin* The $enior <esignated Person will attend training in order to8 Bave a wor(ing (nowledge of how the Aottinghamshire $afeguarding %hildren 5oard operates, the conduct of a child protection conference, and be able to attend and contribute to these effectively when re7uired to do so. &ecognise how to identify signs of abuse and when it is appropriate to ma(e a referral. Cnsure each member of staff has access to and understands this policy especially new or partGtime staff who may wor( with different educational establishments.
Cnsure all staff receive induction training covering child protection and are able to recognise and report any concerns immediately they arise. 5e able to (eep detailed, accurate and secure written records of referrals0concerns. 5e proactive in identifying suitable training courses that would develop and enhance their (nowledge and attend any relevant or refresher training courses at least every two years.
R'i(in* A+'r#n#(( The $enior <esignated Person will8 Cnsure the school?s safeguarding and child protection policy is updated and reviewed annually, and wor( with the governing body0proprietor regarding this. %ontribute to any development wor( within the school 0Appendi5 7% !a* assist,/ Cnsure parents have access to copies of the safeguarding and child protection policy which alerts them to the fact that referrals may be made and the role of the establishment in this to avoid conflict later. Cnsure when children leave the school, that their safeguarding0child protection file is discussed with the $enior <esignated Person at the new school, as soon as possible and ma(e sure that the concern file is transferred separately from the main pupil file. This file will document all concerns as well as child protection and safeguarding concerns.
Ro!#( 'nd R#(%on(i-i!iti#( o) t # #'dt#'c #r The headteacher of the school will ensure that8 The policies and procedures adopted by the governing body are fully implemented, and followed by all staff. $ufficient resources and time are allocated to enable the $enior <esignated Person and other staff to discharge their responsibilities, including ta(ing part in strategy discussions and interGagency meetings, and contributing to the assessment of children. All staff and volunteers feel able to raise concerns about poor or unsafe practice in regard to children, and such concerns are addressed sensitively and effectively in a timely manner in accordance with agreed whistleGblowing policies.
Ro!#( 'nd R#(%on(i-i!iti#( o) our *o&#rnin* -od$ The governing body is responsible for ensuring that safeguarding arrangements are fully embedded within the school?s ethos and reflected in the school?s day to day safeguarding practices by8 Cnsuring that the school has effective policies and procedures in place in accordance with this policy, and monitor the school?s compliance with them. Cnsuring there is an individual member of the governing body to champion child protection issues within the school, liaise with the headteacher about them, and provide information and reports to the governing body. Bowever, it will not be appropriate for that person to ta(e the lead in dealing with allegations of abuse made against the
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headteacher. That is more properly the role of the chair of governors or, in the absence of a chair, the vice chair. Cnsuring that the governing body is collectively responsible for the school?s safeguarding arrangements. All members of the governing body will underta(e training about child protection to ensure they have the (nowledge and information needed to perform their functions and understand their responsibilities. Cnsuring that the headteacher, and all other staff who wor( with children, underta(e training which is (ept upGtoGdate by refresher training at three yearly intervals. Cnsuring the temporary staff and volunteers who wor( with children are made aware of the school?s arrangements for child protection and their responsibilities. C#ercising their disciplinary functions in respect of allegations against a member of staff or as a conse7uence of dealing with a complaint.
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Id#nti)$in* Conc#rn( All members of staff, volunteers and governors will (now how to respond to a pupil who discloses abuse, and will be familiar with procedures to be followed. 'f a child chooses to tell a member of staff about alleged abuse, there are a number of actions that staff will underta(e to support the child8 The (ey facts will be established in language that the child understands and the child?s words will be used in clarifying0e#panding what has been said. Ao promises will be made to the child eg to (eep secrets. $taff will stay calm and be available to listen. $taff will actively listen with the utmost care to what the child is saying. Duestion normally without pressurising and only using open 7uestions. L#'din* 5u#(tion( ( ou!d -# '&oid#d '( "uc '( %o((i-!#6 $taff will not put words in the child?s mouth but note the main points carefully. A full written record will be (ept by the staff and all duly signed, dated including the time the conversation with the child too( place, outline what was said, the child?s body language, etc. 't is not appropriate for staff to ma(e children write statements about abuse that may have happened to them. $taff will reassure the child and let them (now that they were right to inform them and inform the child that this information will now have to be passed on. The $enior <esignated Person will be immediately informed, unless the disclosure has been made to them.
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Con)id#nti'!it$ -e recognise that all matters relating to child protection are confidential, however, a member of staff must never guarantee confidentiality to a pupil. -here there is a child protection concern it will be passed immediately to the <esignated $enior Person and0or to %hildren?s $ocial %are. The headteacher or <esignated $enior Person will disclose personal information, including the level of involvement of other agencies, about a pupil to other members of staff only on a @need to (now? basis. All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children.
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R#cord( 'nd Monitorin* Any concerns about a child will be recorded in writing within 2 hours. All records will provide a factual and evidence based account and there will be accurate recording of any actions. &ecords will be signed, dated and, where appropriate, witnessed. 't is advised that a chronology is (ept in the main school file prior to the commencement of a concern file. $taff, particularly pastoral staff, will record any minor concerns on the chronology and will ta(e responsibility for alerting the designated person should the number of concerns rise or, in their professional )udgement, become significant. At the point at which a concern file ,see below/ is commenced then the chronology can be transferred to the concern file. $afeguarding, child protection and welfare concerns will be recorded and (ept in a separate secure file (nown as a @concern? file ,formerly referred to as a child protection file/, this will be securely stored and away from the main pupil file. The main pupil file should have a r#d C in the top right hand corner to denote a separate file e#ists ,or a similar and consistent coding/. The establishment of a @concern? file, which is separate from the child?s main school file, is an important principle in terms of storing and collating information about children which relates to either a child protection or safeguarding concern or an accumulation of concerns about a child?s welfare which are outside of the usual range of concerns which relate to ordinary life events. 't needs to be borne in mind that what constitutes a @concern? for one child may not be a @concern? for another and the particular child?s circumstances and needs will differ ie a child sub)ect to a child protection plan, loo(ed after, %'A may be loo(ed at differently to a child recently bereaved, parental health issues etc. Professional )udgement therefore will be an important factor when ma(ing this decision and will need clear lin(s between pastoral staff and designated safeguarding leads in school ,named designated person/ Please note that whilst the particular @name? given to the file ,ie concern or child protection/ is a matter for the school, using the term child protection may give the impression that this file )ust relates to child protection issues when this should not be the case if we consider broader safeguarding concerns. &esearch indicates that it is invariably children who are not necessarily formally considered to be @at ris(? through the provision of a child protection plan, who are (illed or seriously harmed and therefore to rely on child protection processes is not a sufficient safeguard. Baving too low a threshold for a concern file may be as problematic as having too a high a threshold. 't is also important to recognise that their files will be sub)ect to e#ternal scrutiny for e#ample through the serious case review process or through audit. C7ually, it is important to understand why recording is important and appreciate that messages from research into serious case reviews identified that there were often significant concerns about the 7uality of records in schools and educational establishments and also the failure to pass on information when children and young people left.
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A @concern? file should be commenced in the event of8 A referral to %hildren?s $ocial %are. A number of minor concerns on the child?s main school file. Any child open to social care.
't is suggested that within a child?s @concern? file that there is a8 :ront sheet. %hronology. A record of concern in more detail and body map where appropriate. A record of concerns and issues shared by others.
The school will (eep written records of concerns about children even where there is no need to refer the matter to %hildren?s $ocial %are ,or similar/ immediately but these records will be (ept within the separate concerns file. 't is essential that accurate records are (ept up to date and reviewed regularly by the $enior <esignated Person to evidence and support actions ta(en by staff in discharging their safeguarding arrangements. =riginal notes will be retained ,but clearly identified as such/ as this is a contemporaneous account and are important if there are any criminal proceedings arising from current or historical allegations of abuse or neglect. 't is important to appreciate that files may be ta(en for the purpose of e#ternal scrutiny for e#ample for a serious case review or for audit. Timely and accurate recording will ta(e place when there are any issues regarding a child. A recording of each and every episode0incident0concern0activity regarding that child, including telephone calls to other professionals, needs to be recorded on a chronology (ept within the confidential file for that child. This will include any contact from other agencies who may wish to discuss concerns relating to a child. Actions will be agreed and roles and responsibility of each agency will be clarified and outcomes recorded. The chronology will be brief and log activity, the full recording will be on a record of concern. There are templates attached as guidance which include a file front sheet, chronology, record of concern and a body map. 9ore detailed recording on the record of concern will be signed and dated and include an analysis, ta(ing account of the holistic needs of the child, and any historical information held on the child?s file. $upport and advice will be sought from social care, whenever necessary. 'n this way a picture can emerge and this will assist in promoting an evidence based assessment and any action that needs to be ta(en. <iscussion with all relevant parties can lead to a decision being made. This may include no further action, whether a %A: should be underta(en, or whether a referral should be made to %hildren?s $ocial %are in line with the A%% Pathway to Provision document. $uch robust practice across child protection and in safeguarding and promoting the welfare of children will assist the school to identify early any concerns and this may prevent future harm. The $enior <esignated Person will ensure a systematic means of monitoring children (nown or thought to be at ris( of harm ,through the concern file and through an ongoing dialogue with pastoral staff/, and will ensure that we contribute to assessments of need and support multiG
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agency plans for those children. The concern file can be active or nonGactive in terms of monitoring ie a child is no longer 6A%, sub)ect to a child protection plan or %A: and this level of activity can be recorded on the front sheet as a start and end date. 'f future concerns then arise it can become active again and indicated as such on the front sheet and through the use of the chronology to review this as new information arises. 'f the child moves to another school, the concern file must be sent or ta(en, as part of the admission0transition arrangements, to the $enior <esignated Person at the new establishment0school. There will be a timely liaison between the two $enior <esignated Persons in order to ensure a smooth and safe transition for the child.
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A%%#ndi1 9
INFORMATION:FRONT SHEET
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C!'((:For", T#!#% on#, # "'i!,
Et nicit$
An$ ot #r c i!d %rot#ction r#cord( #!d in (c oo! r#!'tin* to t i( c i!d:c i!d c!o(#!$ conn#ct#d to i": #r; YES:NO WHO; M#"-#r( o) ou(# o!d
Aame Age0<=5 &elationship to child Bomewor( %ontact Ao
Si*ni)ic'nt Ot #r( .r#!'ti&#(3 )ri#nd(3 c i!d"ind#r(3 #tc/

Aame &elationship to child Address Tel Ao
Ot #r A*#nc$ In&o!&#"#nt
Aame of officer0person &ole and Agency $tatus of %hild ie %A:0%PP06A%0%iA Tel Ao <ate
A%%#ndi1 <
C rono!o*$
$heet Aumber8
CONFIDENTIAL
%omplete for all incidents of concern including where a @logging the concern? sheet has not been completed. 'f one has been completed then add a note to this chronology to cross reference ,significant information may also be added/. Aame8 <=58 <ate :orm8 'nformation0<etails of concerns or contact Print Aame and $ignature
A%%#ndi1 =
Lo**in* ' conc#rn '-out ' c i!d( (')#t$ 'nd +#!)'r#

Part 1 ,for use by any staff/
Pu%i!( N'"#, D't# 'nd Ti"# o) Incid#nt, N'"#, >>>>>>>>>>>>>>>>>>>>>>>66 >>>>>>>>>>>>>>>>>>>>>>>6 Print ?o- Tit!#, Not# t # r#'(on.(/ )or r#cordin* t # incid#nt6 Si*n'tur# D't# o) Birt , D't# 'nd Ti"# .o) +ritin*/, FORM,
R#cord t # )o!!o+in* )'ctu'!!$, W o; W 't .i) r#cordin* ' &#r-'! di(c!o(ur# -$ ' c i!d u(# t #ir +ord(/; W #r#; W #n .d't# 'nd ti"# o) incid#nt/; An$ +itn#((#(;
Pro)#((ion'! o%inion + #r# r#!#&'nt . o+ 'nd + $ "i* t t i( '&# '%%#n#d/;
Not# 'ction(3 inc!udin* n'"#( o) 'n$on# to + o" $our in)or"'tion +'( %'((#d6
An$ ot #r r#!#&'nt in)or"'tion .di(tin*ui( -#t+##n )'ct 'nd o%inion/6
C #c0 to "'0# (ur# $our r#%ort i( c!#'r to (o"#on# #!(# r#'din* it6
P!#'(# %'(( t i( )or" to $our d#(i*n't#d %#r(on )or c i!d %rot#ction6
Part
,for use by <esignated Person/
Ti"# 'nd d't# in)or"'tion r#c#i&#d -$ DP3 'nd )ro" + o"6 An$ 'd&ic# (ou* t -$ DP .d't#3 ti"#3 n'"#3 ro!#3 or*'ni('tion 'nd 'd&ic# *i&#n/6
Action t'0#n .r#)#rr'! to c i!dr#n( (oci'! c'r#:"onitorin* 'd&ic# *i&#n to '%%ro%ri't# (t')):CAF #tc/ +it r#'(on(6 Not# ti"#3 d't#3 n'"#(3 + o in)or"'tion ( 'r#d +it 'nd + #n #tc6 P'r#nt( in)or"#d Y:N 'nd r#'(on(6 Outco"# R#cord n'"#( o) indi&idu'!(:'*#nci#( + o '&# *i&#n $ou in)or"'tion r#*'rdin* outco"# o) 'n$ r#)#rr'! .i) "'d#/6 W #r# c'n 'ddition'! in)or"'tion r#*'rdin* c i!d:incid#nt -# )ound .#* %u%i! )i!#3 (#riou( incid#nt -oo0/; S ou!d ' conc#rn )i!# -# co""#nc#d i) not '!r#'d$ on#; W $; Si*n#d Print#d N'"#
A%%#ndi1 @
Lo**in* conc#rn(:in)or"'tion ( 'r#d -$ ot #r( #1t#rn'! to t # (c oo! .P'(( to d#(i*n't#d %#r(on/

Pu%i!( N'"#, D't# 'nd Ti"# o) Incid#nt, R#ci%i#nt .'nd ro!#/ o) in)or"'tion, N'"# o) c'!!#r:%ro&id#r o) in)or"'tion, Or*'ni('tion:'*#nc$:ro!#, Cont'ct d#t'i!( .t#!#% on# nu"-#r:'ddr#((:#B "'i!/ R#!'tion( i% to t # c i!d:)'"i!$, In)or"'tion r#c#i&#d, D't# o) Birt , FORM, D't# 'nd Ti"# o) r#c#i%t o) in)or"'tion, Ai' !#tt#r : t#!#% on# #tc;
Action( :R#co""#nd'tion( )or t # (c oo!,
Outco"#,
N'"#, Si*n'tur#, D't# 'nd ti"# co"%!#t#d, Count#r Si*n#d -$ D#(i*n't#d P#r(on N'"#, D't# 'nd ti"#,
A%%#ndi1 C Bod$ M'% Guid'nc# )or Sc oo!(

5ody 9aps should be used to document and illustrate visible signs of harm and physical in)uries. Always use a blac( pen ,never a pencil/ and do not use correction fluid or any other eraser. <o not remove clothing for the purpose of the e#amination unless the in)ury site is freely available because of treatment. W #n $ou notic# 'n inDur$ to ' c i!d3 tr$ to r#cord t # )o!!o+in* in)or"'tion in r#(%#ct o) #'c "'r0 id#nti)i#d #* r#d 'r#'(3 (+#!!in*3 -rui(in*3 cut(3 !'c#r'tion( 'nd +ound(3 (c'!d( 'nd -urn(, C#act site of in)ury on the body, eg upper outer arm0left chee( $iJe of in)ury G in appropriate centimetres or inches. Appro#imate shape of in)ury, eg round0s7uare or straight line %olour of in)ury G if more than one colour, say so. 's the s(in bro(enK 's there any swelling at the site of the in)ury, or elsewhereK 's there a scabK 0 any blisteringK 0 any bleedingK 's the in)ury cleanK or is there grit0fluff etcK 's mobility restricted as a result of the in)uryK <oes the site of the in)ury feel hotK <oes the child feel hotK <oes the child feel painK 'mportantly the date and time of the recording must be stated as well as the name and designation of the person ma(ing the record. Add any further comments as re7uired. A copy of the body map should be (ept on the child?s concern file.
BODYMAP .T i( "u(t -# co"%!#t#d 't ti"# o) o-(#r&'tion/

Aames for %hild8 Aame of -or(er8 <ate and time of observation8 <ate of 5irth8 Agency8
Aame of %hild8
<ate of observation8
FRONT
BACE
RIGHT
Aame of %hild8
LEFT
.
R BACE
R PALM
Aame of %hild8
TOP
BOTTOM
R INNER
R OUTER
Printed Aame and $ignature of wor(er8 &ole of -or(er =ther information8
L
<ate8 Time8
"
A%%#ndi1 2F
S')#*u'rdin* C i!dr#n D't' B'(# .-!'n0 t#"%!'t#/

N'"# o) C i!d DBOBB For" Ho"# Addr#(( P'r#nt(:c'r#r ( cont'ct d#t'i!( N'"# o) Soci'! +or0#r 'nd cont'ct d#t'i!( Ot #r A*#nci#( T$%# o) P!'n
CP CAF CIN SEN
D't#( o), Con)#r#nc#(3 R#&i#+( 'nd M##tin*(
3!
S')#*u'rdin* C i!dr#n D't' B'(# .#1'"%!# t#"%!'t#/

N'"# o) C i!d DBOBB For" Ho"# Addr#(( P'r#nt(:c'r#r ( cont'ct d#t'i!( N'"# o) Soci'! +or0#r 'nd cont'ct d#t'i!( Ot #r A*#nci#( T$%# o) P!'n D't#( o), Con)#r#nc#(3 R#&i#+( 'nd M##tin*(
Mic '#! S"it
1.G2G1"""
.CJ
4 :air Liew %arlton Aottingham. A> Tel8G
$ue, <ave >reen Tel8G mobile
Andrew Jones $ir John & -ay Tel8 !113 4233;2
6ucy >rey CP Tel8G !1; 3 233233 John Aewton '$$ Tel8G !1; 3 233233
%hild Protection
ICPC 4G;G !1! RCPC 13G 1 !1! Cor# *rou% Mtn*( 12G.G !1! .3!pm at school. "G"G !1! 13G1!G !1! ICPC 1 G11G !!" RCPC 3G3G !1! C6I6N 1 G3G !1! 1G.G!1! CIN G.G !1!
A"$ P!'nt
12G1!G1""" 4PT
" 6oveday &oad, %arlton Aottingham A> Tel8G $andy 6ane Arnold Aottingham A> Tel8G R#(%it# C'r# .3 >reen 6ane Cdwinstowe Aotts
9rs $hirley Plant 9r Peter Plant Tel8G P Plant 9ob8G 9r 5ob 5roo(s 9rs Jill 5roo(s 5ob 9ob8G Jill 9ob8G &obin, <aisy Bood Andrew %ool 9eadow Bouse 9ansfield Tel8G !1; 3 2332"4 T 9anager8G$teve Par(s
N#i! Broo0(
3G.G1""3 1!H6
Jane :orbes C-= Tel8G!1; 3 233233 Julie -alters $ Aurse Tel8G !113 "32333 Julie 5rown CP Tel8G Bayley 5arr '$$ Tel8G Joe 5rown Bealth Tel8G >ay Taylor Physio Tel8G
%hild Protection %hild 'n Aeed %hild in Aeed $tatement of $CA
SEN R#&i#+ 1"G"G !1!.
31
A%%#ndi1 22
Sc oo! S')#*u'rdin* Action P!'n

N'"# o) Sc oo!, Co"%!#t#d -$, Ai", En'-!# t # (c oo! to c'rr$ out t #ir )unction( +it ' &i#+ to (')#*u'rdin* 'nd %ro"otin* t # +#!)'r# o) c i!dr#n6 T # )o!!o+in* (')#*u'rdin* 'r#'( '&# -##n i* !i* t#d )or i"%ro&#"#nt, S')#*u'rdin* Ar#' S')#*u'rdin* R#5uir#"#nt R#(%on(# Action T'0#n B$ W o" 'nd Ti"#!in# D't#,

Safeguarding and Child Protection September2013

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Safeguarding and Child Protection September2013

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SAFEGUARDING AND CHILD PROTECTION UPDATE

TEMPLATES AND APPENDICES

MAIN SCHOOL FILE AND A CONCERN FILE

RECORDING ON A CHILDS FILE

CHILD PROTECTION CONFERENCE

C!'((:For", T#!#% on#, # "'i!,

Si*ni)ic'nt Ot #r( .r#!'ti&#(3 )ri#nd(3 c i!d"ind#r(3 #tc/

Lo**in* ' conc#rn '-out ' c i!d( (')#t$ 'nd +#!)'r#

Pro)#((ion'! o%inion + #r# r#!#&'nt . o+ 'nd + $ "i* t t i( '&# '%%#n#d/;

An$ ot #r r#!#&'nt in)or"'tion .di(tin*ui( -#t+##n )'ct 'nd o%inion/6

P!#'(# %'(( t i( )or" to $our d#(i*n't#d %#r(on )or c i!d %rot#ction6

,for use by <esignated Person/

Lo**in* conc#rn(:in)or"'tion ( 'r#d -$ ot #r( #1t#rn'! to t # (c oo! .P'(( to d#(i*n't#d %#r(on/

Action( :R#co""#nd'tion( )or t # (c oo!,

A%%#ndi1 C Bod$ M'% Guid'nc# )or Sc oo!(

BODYMAP .T i( "u(t -# co"%!#t#d 't ti"# o) o-(#r&'tion/

S')#*u'rdin* C i!dr#n D't' B'(# .-!'n0 t#"%!'t#/

D't#( o), Con)#r#nc#(3 R#&i#+( 'nd M##tin*(

S')#*u'rdin* C i!dr#n D't' B'(# .#1'"%!# t#"%!'t#/

Mic '#! S"it

4 :air Liew %arlton Aottingham. A> Tel8G

$ue, <ave >reen Tel8G mobile

Andrew Jones $ir John & -ay Tel8 !113 4233;2

%hild Protection %hild 'n Aeed %hild in Aeed $tatement of $CA

SEN R#&i#+ 1"G"G !1!.

Sc oo! S')#*u'rdin* Action P!'n

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