Keeping Pupils Safe in Education Assignment

1 – Please summaries the following:

A. Keeping Children Safe in Education – part 1 (DfE, 2022)

Part one of KCSIE 2022 refers to all school staff and highlights that everyone has a
responsibility to protect and promote the well-being of children. Professionals
should always take the child's best interests into consideration.

All staff should:

 Create a secure environment to learn for children.
 Feel confident to use safeguarding school system and to know where can find
school policies.
 Know the role and identity of designated safeguarding lead.
 Receive safeguarding and child protection training, which needs to be
regularly updated.
 Know what to do if a child discloses to them.
Early help:
All staff should know how to identify children who may benefit from early help. This
can include: a health condition, if the child has SEN, if the child frequently goes
missing from home, if use alcohol or drugs, if the child has a family member in
prison, if a child is at risk of abuse such as Female Genital Mutilation or Forced
Marriage, if a child shows anti-social and criminal behaviour.

Staff should be aware of the signs of abuse and neglect

Abuse is when someone causes harm or distress and can take many forms:
PHYSICAL ABUSE – can be when a child is hit, shaken, thrown, poisoned, burned, or
scalded, drowned, suffocated.
EMOTIONAL ABUSE - The child's emotional development is severely and negatively
impacted by ongoing emotional abuse.
SEXUAL ABUSE – this can include rape, oral sex, masturbation, kissing, rubbing,
watching sexual activities.
NEGLECT – is the most ordinary form of child abuse and can have long-lasting impact
on a child life.

Child-on-child abuse
All staff should be aware that children can abuse other children.
Form of child-on-child abuse:
- Bullying.
- Physical abuse (hitting, kicking, shaking, biting, hair pulling).
- Sexual abuse (rape, assault by penetration, sexual comments, remarks, jokes
and online sexual harassment).
- Up skirting.
Child criminal exploitation (CCE) and child sexual exploitation (CSE)
Are signs of maltreatment where a person or group uses an imbalance of power to
persuade, trick, or manipulate a child into engaging in sexual or illegal behaviour.
CCE – a child can be manipulated to transport drugs/money through country lines,
shoplifting, vehicle crime.
CSE, staff should now which students it can affect, some of them do not realise they
have been exploited.

Domestic abuse
Can negatively affect children health, happiness, development, and their ability to
learn.

Female Genital Mutilation

Staff should speak with designated safeguarding lead about any concerns. If a
teacher discovers that FGM has been carried out on a girl under the age of 18, they
need to report this to the police.

Mental Health
Can be a sign that a child has experienced abuse, neglect, or exploitation.
Any concern about a child mental health suspicion should be reported immediately
following school child protection policy and speak with DSL or deputy.

Serious violence
Staff should be aware of the next indicators:
- If the student is missing from school.
- if student forms friendships with older people.
- A decline in school performance.
- Unexplained injuries
- Self-harm.
- A change in wellbeing.
- Unexplained gifts.
Who is at risk: males, someone who experienced maltreatment, people involved in
theft and robbery.

IF STAFF HAVE CONCERNS ABOUT A CHILD, they should act immediately following
school child protection and speak to DSL as soon as possible.
If DSL or Deputy are not available staff should not delay acting and speak to a
member of a senior leadership team.
IF A CHILD IS IN IMMEDIATE DANGER staff should make a referral to local authority
children's social care and police, when appropriate.

Poor practice
- Failing to act on the early signs of abuse and neglect.
- Poor record keeping.
- Failing to listen to the views of the child.
- Failing to reassess concerns when the situation does not improve.
- Not sharing information or sharing it too slowly.
 - Not challenging those who are not acting.
Concerns about a staff member
Staff should tell the headteacher immediately if:
-They are worried about a staff member harming students because of safeguarding
issues.
-An allegation is made against another member of staff.

Concerns about safeguarding practice

Staff should follow school whistle-blowing procedures if they are worried about poor
practice, so these concerns can be raised with the senior leadership team.

Some changes have been made between KCSIE 2021 and KCSIE 2022:
- Child-on-child abuse is now Peer-on-Peer abuse.
- The DfE’s separate guidance on Sexual Violence and Sexual harassment will
now be absorbed into KCSIE.
- Schools should have a zero-tolerance approach to sexism, misogyny,
homophobia, and sexual violence/harassment.
- In relation to Domestic Abuse, children who witness domestic abuse are also
victims. Children can be victims in their own relationships too.
- A reminder that professionals should use their ‘professional curiosity’ as
children may not feel ready, or know how, to disclose.

Working Together to Safeguard Children (DfE, 2018)

This document is for inter-agency working to safeguard and promote the welfare of
children.
The aim:
- To protect children from maltreatment.
- To avoid compromising the health or development of children.
- To make sure that children are raised in safe environments.
- To ensure that all children achieve the highest results.
There are three key agencies:
-The Local Authority.
-The Police
-Clinical Commissioning Group (CCG)

Health professionals and Organizations have a key role to play in safeguarding

children:

-To make sure the interventions are appropriate and on time.

- Safeguarding and supporting their well-being is an essential component of their
care.
- Health care providers who interact with children have safeguarding responsibilities.
- All health professionals must be able to identify risk factors and participate in the
safeguarding process.

Working Together to Safeguard Children is divided in five chapters, as:

Chapter one: Assessing Need and Providing Help

The first chapter highlights the significance of early intervention, referral,
assessment, and procedural details.
Early intervention focusses on gangs and organized crime organizations, missing
people, drug and alcohol misuse, radicalization, trafficking, and exploitation.
Chapter Two: Organizational Responsibilities
Outlines organizations obligations to protect children's welfare.
All professionals working in nonprofit, charitable, social business, and faith-based
organizations have a responsibility to protect children.
Chapter Three: Multi-agency Safeguarding Arrangements
Assigns duties to the three statutory safeguarding partners to create new local
safeguarding arrangements:
-Safeguarding partners are the Local Authority, Police and Clinical Commissioning
Group (CCG).
- The partners are fully and equally responsible for creating efficient safeguarding
plans.
- Organizations identified as Relevant Agencies must comply with the arrangements.
Chapter Four: Improving Child Protection and Safeguarding Practice
The procedure for the safeguarding practice reviews. There is now a new National
Child Safeguarding Review Panel. All notices of major incidents will be sent to the
panel by the local government.
The panel will determine which cases present issues that should be examined as part
of national child protection practice reviews.
Safeguarding partners oversee finding and ordering local reviews.
Chapter Five: Child Death Reviews
The obligation for the child death review partners to create new arrangements to
evaluate child deaths is outlined in this chapter.

C. Education Act 2011

The Education Act 2011 is an Act of the Parliament of the United Kingdom.
This will help school staff to raise standards in education with new powers to root
out misbehavior and underperformance.

The Act has the following provisions:

- Give teachers the authority to search students for anything that might hurt or
injure them.
- Allow for after-school detentions on the same day.
 - New pre-charge reporting restrictions on criminal complaints submitted by
students against teachers at their school.

D. The Prevent Duty

To prevent people being drawn into terrorism.

Staff responsibilities:
School staff should look out for changes in students' behavior and report to the
designated safeguarding lead.
Ensuring that the classroom is a secure environment and students can speak.
Promoting British Values.
Behaviors that may be cause for concern:
-Emotional.
-Verbal.
-Physical.
-Being part of a new group.
-Isolating themselves from family.
-Speech appears to be contrived.
-Increase in anger.
-Using violent language.
How to raise concerns:
Report to DSL immediately.
Report extremism:
- Contact the local authority designated officer.
- Send a report at report extremism in education.
British values are part of the Prevent strategy:
- Democracy.
-The rule of law.
-Individual liberty.
-Mutual respect and tolerance of different faiths and beliefs.

2 – Research your school’s safeguarding policy and procedures. Add details about
how you follow them and give an example of how you would deal with a disclosure.

Protecting vulnerable people from abuse, neglect, or other harm is what is meant by
safeguarding. Adults, children, or anybody who works closely with these vulnerable
people may cause harm.
In our school, all staff members have a responsibility to protect students. Our
Safeguarding Policy is put in place, is annually reviewed, and is available on Keys
Portal so staff can access it at any time.
Safeguarding policy include:
- Providing a Safe and Secure Environment. Each staff member is DBS
checked. Staff understand their responsibilities to safeguard pupils. Staff are
responsible for their own actions and are working in a transparent way. We
 have a Whistleblowing policy in place and staff can voice their concerns
without fear of repercussion.
- Ensuring children are safe at school and at home. Staff are trained to
observe any physical, behavioural, and emotional signs. A good relationship
between staff and students/parents/carers can lead to an abuse disclosure.
Protecting children is a vital part of the school’s approach and we understand
that sometimes students can be attracted to extremist ideology and
radicalisation, and because of that staff receive regularly training to help
them to identify vulnerable children. For any concern they will report to DSL.
The school will promote British Values into the PSHE lessons to help them to
challenge extremist views.
- Allegations made against/Concerns raised in relation to teaching staff,
including supply teaching staff, other staff, volunteers, and contractors. Any
allegations made against a member of staff will be managed by the Head
Teacher. All concerns will be recorded on CPOMS. Inappropriate behaviour
can be being overfriendly with students, having favourites, taking photos on
personal phone or humiliating students.
- Child Protection Procedures. The aim is to clarify the responsibilities of
everyone within our school regarding safeguarding.
- Pupil Information. The school maintains accurate information about students
(name, emergency details, if the child is a Child Looked After, if the child is
subject to a Child Protection Plan and any court orders, GP details). All this
information is stored on Arbor and CPOMS.

- Responding to concerns and follow up actions. Staff should report any

suspicion that a child in injured, marked or bruised, any behaviours which
give rise to suspicion that a child may have suffered harm, inadequate care, ill
treatment, emotional maltreatment.
Responding to disclosure
Students may feel embarrassed, humiliated, or even feel threatened and because of
that they may not feel ready to tell staff that they are abused, exploited, or
neglected. Any disclosure or information received from pupils, parents/carers or
other members of the public must be reported on CPOMS immediately. Information
cannot remain confidential, and staff should not promise to keep it secret.
When a child makes a disclosure staff will:
 Listen to and take seriously any disclosure.
 Clarify the information.
 Use TED technique “Tell me, explain to me, describe to me.”
 Try not to show signs of shock, horror, or surprise.
 Not express feelings or judgements.
 Reassure and support the child.
 Explain what will happen next.
 Record details in the child’s words.
3 – Who is the designated safeguarding lead at your school? Detail their role and
responsibilities as the DSL. Who is the deputy DSL? Why do you think it is important
to report safeguarding concerns as quickly as possible to the DSL?

At Snowhill school The Designated Safeguarding lead (DSL) who takes the lead for
Child Protection is Jonathan Gillie and The Deputy Designated Safeguarding lead is
Aaron Walklate.

Roles and responsibilities:

 They will ensure that all staff receive appropriate safeguarding and child
protection training at induction.
 They will ensure that the school has an effective Safeguarding Policy and
Child Protection procedures in place. The policy will be reviewed and updated
on an annual basis.
 They will ensure that the school has a code of conduct and that this is
provided to all staff on induction. The policy includes acceptable use of
technology, staff/pupil relationships and communications including the use of
social media.
 They will ensure that the school has appropriate safeguarding arrangements
in place to respond to children who go missing from education, particularly
on repeat occasions.
 They will ensure that the school operates safer recruitment procedures and
makes sure that all appropriate checks are carried out on staff and volunteers
who work with children.
 They will ensure that individuals are referred to the Disclosure and Barring
Service in cases where a person is dismissed or removed due to risk/harm to
a child.
The designated safeguarding lead is expected to refer cases:
 Of suspected abuse and neglect to the local authority children’s social care as
required and support staff who make referrals to local authority children’s
social care.
 To the Channel programme where there is a radicalisation concern as
required and support staff who make referrals to the Channel programme.
 Where a person is dismissed or left due to risk/harm to a child to the
Disclosure and Barring Service as required.
 Where a crime may have been committed to the Police as required.

The Designated lead is expected to:

 Act as a source of support and advice for all staff.
 Act as a point of contact with the safeguarding partners.
  Work with the senior leaders in the school, taking lead responsibility for
promoting educational outcomes by knowing the welfare, safeguarding and
child protection issues that children in need are experiencing, or have
experienced, and identifying the impact that these issues might be having on
children’s attendance, engagement, and achievement at school.
 Ensure that the school knows who its cohort of children who have or have
had a social worker are, understanding their academic progress and
attainment, and maintaining a culture of high aspirations for this cohort.
 Support teaching staff to provide additional academic support or reasonable
adjustments to help children who have or have had a social worker reach
their potential, recognising that even when statutory social care intervention
has ended, there is still a lasting impact on children’s educational outcomes.

Safeguarding is a vital process that protects children from harm, abuse, and neglect.
Any disclosure must be reported immediately because can enable early interventions
to prevent the escalation of risk, can prevent abuse and harm, can help to prevent
death.

4 – Research and write about two serious case reviews and how they have impacted
on safeguarding procedures.

 The Soham Murders

The Soham murders were a double child murder committed in Soham, England on 4
August 2002. The victims were two 10-year-old girls who were lured into the home
of a local resident and a school caretaker who subsequently murdered the children.
He was convicted of the murder of both girls. His girlfriend, the girls' teaching
assistant, had knowingly provided Huntley with a false alibi to pervert the course of
justice.
The Soham case reveals serious weaknesses in the process of hiring, which is meant
to keep people out of jobs in schools where they could endanger children. After this
case, the rules changed and now anyone who works with children must pass a CRB
check to determine if they are associated with these types of crime or not.

Why do we have a DBS policy in place in our school?

 To safeguard all children and vulnerable persons within the school.
 To prevent unsuitable people from working with children.
 To ensure that safer recruitment practice and pre-employment checks are
rigorously undertaken before any appointment is confirmed.

 Murder of Victoria Climbie

Victoria Climbie (eight-year-old) was the victim of sever abuse, both violent and
neglect, resulting in murder by her aunt and aunt's boyfriend.
The Children Act 2004 made several key changes to the child protection framework:
 Places a duty on local authorities in England to decide to promote co-
operation with key partners and local agencies, with a view to improving the
well-being of children in the authority’s area.
 Places a duty on a range of agencies, including local authorities, the police
and health services, to ensure that they consider the need to safeguard and
promote the welfare of children when carrying out their functions.
 Establishes the roles and responsibilities of safeguarding partners (the local
authority, NHS Clinical Commissioning Groups, and the police), which are
responsible for determining how safeguarding arrangements should work in
their area.

5 – Write about recent safeguarding and health & safety training you have
completed since starting your apprenticeship. General safeguarding and Prevent
training must be completed and summarized in this section. For each, detail what
the training was, when you completed it and what you learnt from it.

A. My last Safeguarding training was on the 5th of September 2023, at Snowhill,

with Aaron Walklate, who is our Deputy Designated Safeguarding lead.
What I have learned is that we all need to look out for changes in a child, such as:
- If they have difficulty concentrating and if they don’t do well in school.
- If they become withdrawn.
- To look out for mood/ behaviour changes.
- For risk-taking behaviour.
- Self-harming.
- Mental health needs.

We had a great discussion about how some children can be more vulnerable than
others and to look after specific signs, like:
- If the students are persistently absent from education.
-If they are frequently missing from care or home.
-If they live in challenging family circumstances.
-Some of them can be at risk of modern slavery, trafficking or exploitation.
-Is misusing drugs/alcohol.
-Is a young carer.
-If is lesbian, gay, bisexual, transgender or questioning.
-Is at risk of radicalisation.
-Has SEND.
Discussed about the 4 main types of abuse:
-Neglect.
-Physical abuse.
-Emotional abuse.
-Sexual abuse.

B. On our first day back at school this year, on the 4th of September, we had First
Aid Training. We learned how to provide basic life support, how to perform
CPR (cardiopulmonary resuscitation) and how to use an AED (automated
external defibrillator) to revive a person in cardiac arrest. We also learned
how to treat injuries such as cuts, burns and scalds, fractures. We learned
how to put a person in a recovery position, what to do in case of anaphylactic
shock and learned about the Heimlich maneuver. Throughout the training,
we put lots of questions to clarify all the new information. We were given a
booklet, with all the information that has been discussed and we had a final
written assignment.
C. Disciplinary Policy
This policy is designed to help staff to achieve the required standards of conduct and
to understand the consequences of any misconduct.
In case of disciplinary action staff need to:
- To attend an investigation meeting if you are asked to do.
- To co-operate during the investigation process and act in the best interests of the
people we support by being open, honest and professional.
Misconduct
Types of conduct that may be considered misconduct:
-Breaches of the DBS Code of Practice.
-Abuse of a position of authority.
-Neglect of safety/hygiene/security rules.
-Failure to follow instructions, policies, practices and procedures.
-Insubordination.
-Absenteeism and failure to comply with absence notification procedure.
-Time keeping (lateness, extended breaks, excessive time away from the job).
-Leaving the site without permission.
-Misuse or unauthorised use of Company facilities (company vehicle, telephone,
internet access, email, or internet).
-Using a personal mobile phone on shift without permission.
-Smoking in prohibited areas.
-Making false or malicious allegations.
Gross Misconduct
-Any breach of Child Protection procedures, including failure to follow care plans and
risk assessments.
-Forming any sexual relationship with a person in our care or making any kind of
sexual advance.
-Having any form of relationship or contact outside of working hours with a person in
our care.
-Any act of neglect and/or physical assault regarding a person we support or a
colleague.
-Harassment, bullying or discrimination of any kind towards the people we support,
colleagues.
-Any indecent act.
-Leaving your place of work or people in your care without permission and without
appropriate care.
-Supplying to a person in our school, tobacco, alcohol or illegal drugs / substances.
-Supplying/possessing and/or taking illegal drugs or alcohol on the premises.
-Presenting yourself for work under the influence of alcohol or drugs.
-Failing to report alleged abuse.
-Failure to disclose any criminal conviction.
-Theft, fraud and deliberate falsification of records.
-Neglect of duty.
-Gross insubordination.
-Abusive, objectionable or insulting behaviour or language.
-Gambling on the premises.
-Sleeping while on duty.
-Absent without authorisation.
-Failure to comply with the Company’s “whistleblowing” policy.

D. Absence Management Policy

Notification of Absence
-If unable to attend for duty you must personally inform your line manager by
telephone.
-If you appear unfit for work or appear to present a risk to yourself, the workplace,
other colleagues or third parties, your manager may send you home. If you are sent
home due to being unwell, you will be paid for the hours you have worked only.
Medical Appointments
Hospital, doctor or dentist appointments should be arranged out of working hours in
order to cause minimal disruption to the working day.
If requesting leave, you should provide your manager with appropriate
documentation confirming the appointment.

6 – Please write about the Prevent Duty. Write about what it is, why it is in place,
how British Values link to it and what your responsibilities are as an educational
practitioner.

The Prevent Duty requires all education providers ‘to have due regard to the need to
prevent people from being drawn into terrorism.’ This includes safeguarding
children, young people and adult learners from extremist ideologies and
radicalisation. School staff should consider the needs of children at each stage of the
safeguarding process. Providers should consider radicalisation concerns in line with
their existing safeguarding processes, skills, and experience.

Core aims:

 Respond to the ideological challenge of terrorism and the threat we face

from those who promote it.
  Prevent people from being drawn into terrorism and ensure that they are
given appropriate advice and support.
 Work with sectors and institutions where there are risks of radicalisation
which we need to address.

British values and the Prevent duty:

The British values are defined as:

 Democracy.
 The rule of law.
 Individual liberty and mutual respect.
 Tolerance of those with different faiths and beliefs.

The British Values are four values established to ensure the safety and well-being of
children and are mandatory for all providers following EYFS.
British Values are fundamental to help children become compassionate, considerate
adults who form part of a fair and equal society.
The Prevent Duty became law in 2015. To protect children in care, we need to be
aware of sources of concern in children's lives, both at home and elsewhere. This
includes recognition of the expression of extremist views.
The promotion of British values is firmly embedded in the work that we do.

Our responsibilities are to recognize the warning signs such as abnormal behaviors or
changes in vocabulary. School staff are aware of these signs, and we are always on
the lookout for signs of stress in our pupils.

What staff should do:

 Protect students from radicalising influences.

 Build students’ resilience to extremist narratives.
 Identify any vulnerabilities or worrying changes in behaviour.
 Know what to do if you have concerns about a student.

How to report a concern:

If a staff member has a concern about a student, they should follow the school’s
safeguarding procedure, including discussing with the school’s designated
safeguarding lead.
7 – Please research and write about the policies and procedures listed below, which
are in place at your school. Detail how you follow each and give examples.
 E-Safety
Our Online Safety Policy aims to provide guidance to all school staff members
relating to the safe use of the Internet. We need to make sure that young people are
able to access the internet in a safe and appropriate manner at all times.
Sources of Internet Access at SnowHill:
1. Desktop computers – our computers have software installed to provide a
level of protection from potential misuse. Appropriate supervision of the
equipment by the staff is the only way to ensure safety and staff are vigilant
at all times. During ICT lessons and brake times we always sit next to our
students.
2. Mobile Phones - staff must ensure that students are aware that they need to
be very careful about the images they share online. It is very easy for
inappropriate images to be shared around. Once a young person has sent an
image, they have lost control of it. These images can be used in child abuse
sites.
Staff must inform students to know not to open files that are from people they do
not know because they can contain a virus, or an inappropriate image or film.
If indecent images are found on mobile phones, staff must secure the device for
potential police examination. Staff must not request to see any images, check
mobile phones or other devices for images.
If a young person shows a member of staff an image or film without staff requesting
this or being aware of what they are about to be shown, then staff must:
a. Explain that these images are not appropriate.
b. Explain to the young person that the Police will be informed.
c. Informed the Police explaining the situation clearly.
d. Record the incident accurately, explaining that the image was shown without
the staff member’s consent.

 Health and safety

 First aid procedures
 Reporting accidents, incidents, and illness

8 - External Agencies Table

Please complete the table below to highlight your understanding of external
safeguarding agencies, their roles and how you could refer to them if necessary.

AGENCY ROLE HOW TO REFER

Clinical Responsible for arranging Contact number
Commissioning emergency and urgent care services. 03001231461
Group Integrated care boards (ICBs)
replaced clinical commissioning
groups (CCGs) in the NHS in England
from 1 July 2022.
Disclosure and Employers can use it to make more DBS helpline
Barring Service secure hiring choices and keep 03000 200 190
(DBS) unsuitable people from working with
children and adults in risky
situations.
Local authority The legislative responsibility to LADO
social services protect and promote the welfare of John Hanlon
vulnerable children and adults relies 01782235100
on local authority social services. A
designated officer for managing
complaints against people who work
with children is assigned by local
authorities.
Care Quality In England, hospitals, care homes, To make a formal
Commission doctors, and dentists all provide complaint, you must
health and social care services that contact the service itself on
are monitored, inspected, and their website.
regulated by the Care Quality
Commission.
Police The Police investigate allegations of For non-emergency phone
criminal abuse against children and 101 or visit a Police Station.
adults. The police also have a duty to
refer to the Local Authority those
children ‘in need’ whom they come
into contact with within the course
of their work.
Child and Assess and treat young people with You can contact CAMHS
Adolescent Mental emotional, behavioral, or mental through YoungMinds Textline
Health Services health difficulties. or Parents Helpline and
(CAMHS) Webchat.
Local Safeguarding Local Safeguarding Children are If you are worried about a
Children multi-agency bodies set up by every child or young person you
local authority. They lead and co- can call the Children’s
ordinate the effectiveness of the Advice and Duty Service
safeguarding work of their members (CHaD):
and partner agencies to protect  Between office
children and adults at risk. hours (8.30am - 6pm
Monday - Friday) on
01782 235100
 For out of these
hours, you can
contact 01782
234234