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• Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right.’ (EYFS 2023)
• Staff working with children at Fordcombe Preschool are advised to maintain an attitude of ‘it could happen here’ where safeguarding is concerned.
• The Directors of Fordcombe Preschool believe that all those directly involved with our nursery have an essential role to play in making it safe and secure. Our preschool aims to create the safest environment within which every child has the opportunity to achieve their full potential and we take seriously our responsibility to promote the welfare and safeguard all the children and young people entrusted to our care.
• Fordcombe Preschool recognise our statutory responsibility to safeguard and promote the welfare of all children. Safeguarding is everybody’s responsibility and all those directly connected (staff, volunteers, governors, leaders, parents, families, and children) are an important part of the wider safeguarding system for children and have an essential role to play in making this community safe and secure.
• Fordcombe Preschool believe that the best interests of children always come first. All children (defined as those up to the age of 18) have a right to be heard and to have their wishes and feelings taken into account and all children regardless of age, gender, ability, culture, race, language, religion or sexual identity, have equal rights to protection.
• Staff working with children at Fordcombe Preschool will maintain an attitude of ‘it could happen here’ where safeguarding is concerned. When concerned about the welfare of a child, staff will always act in the best interests of the child and if any member of our community has a safeguarding concern about any child or adult, they should act and act immediately.
• As part of the safeguarding ethos of the preschool we are committed to:
• Maintaining children’s welfare as our paramount concern
• Providing an environment and culture in which children feel safe, secure, valued and respected, confident to talk openly and sure of being listened to
• Developing appropriate and positive relationships between children and the adults that care for them
• Providing suitable support and guidance so that children have a range of appropriate adults who they feel confident to approach if they are in difficulties
• Using learning opportunities to increase self-awareness, self-esteem, assertiveness and decision making. This is so that young children develop a range of contacts and strategies to ensure their own protection and understand the importance of protecting others.
• Working with parents/carers to build an understanding of the preschool ’s responsibility to ensure the welfare of all children including the need for referral to other agencies in some situations
• Ensuring all staff have regular and appropriate training (including induction) to enable them to recognise the signs and symptoms of abuse and ensure they are aware of the preschool ’s procedures and reporting mechanisms
• Monitoring children who have been identified as ‘in need’ including the need for protection, keeping confidential records which are stored securely and shared appropriately with other professionals.
• Developing effective and supportive liaison with other agencies.
• Fordcombe Preschool adheres to the KSCMP Safeguarding Children Procedures. The full KSCMP procedures document and additional guidance relating to specific safeguarding issues can be found on the KSCMP website: www.kscmp.org.uk
• This policy has been developed in accordance with the principles established by the Children Acts 1989 and 2004 and has due regard to the related guidance. This includes:
• DfE Keeping Children Safe in Education 2021 (KCSIE)
• Working Together to Safeguard Children 2018 (WTSC)
• Ofsted: Education Inspection Framework’
• Framework for the Assessment of Children in Need and their Families 2000
• Kent Safeguarding Children Procedures (Online)
• Early Years and Foundation Stage statutory Framework 2021 (EYFS)
• This policy has been implemented to ensure compliance with section 3, the safeguarding and welfare requirements of the EYFS.
• The way the nursery is currently operating in response to coronavirus (Covid-19), however, our safeguarding principles in accordance with KCSIE 2020 and related government guidance, remain the same. We will continue to follow government guidance and will amend this policy, as necessary.
• We acknowledge that some children may return to the preschool having been exposed to a range of adversity and trauma including bereavement, anxiety and in some cases increased welfare and safeguarding risks. We will work with local services (such as health and the local authority) to ensure necessary services and support are in place to support children and their families.
• Working Together to Safeguard Children (2018) states that safeguarding and promoting the welfare of children is defined as:
• protecting children from maltreatment
• preventing impairment of children’s mental and physical health or development.
• ensuring that children grow up in circumstances consistent with the provision of safe and effective care.
• taking action to enable all children to have the best outcomes.
• It also reminds us that safeguarding “is everyone’s responsibility” (WTSC). Everyone who comes into contact with children and families has a role to play. Everyone should consider wider environmental factors in a child’s life that may be a threat to their safety and/or welfare.
• The Preschool acknowledges that this policy will incorporate a range of specific safeguarding issues including (but not limited to):
• Abuse and neglect
• Bullying (including cyberbullying)
• Children with family members in prison
• Children Missing Education (CME)
• Child missing from home or care
• Child Sexual Exploitation (CSE)
• Child Criminal Exploitation (CCE)
• Contextual Safeguarding (Risks outside the family home)
• County Lines and gangs
• Domestic Abuse
• Drugs and alcohol misuse
• Fabricated or induced illness
• Faith abuse
• Gangs and youth violence
• Gender based abuse and violence against women and girls
• Hate
• Homelessness
• Human trafficking and modern slavery
• Mental health
• Nude or semi-nude image sharing aka youth produced/involved sexual imagery or “sexting”
• Online safety
• Peer on Peer Abuse
• Prevent duty (radicalisation and extremism)
• Private fostering
• Relationship abuse
• Serious Violence
• Sexual violence and sexual harassment
• Human trafficking and modern slavery
• Serious Violence
• So called “honour based” abuse including Female Genital Mutilation (FGM) and forced marriage
• ‘Upskirting’
• Annex A of ‘Keeping Children Safe in Education’ (KCSIE) contains important additional information about specific forms of abuse and safeguarding issues. Staff at the nursery who work directly with children will read this annex.
• If staff have any concerns about a child’s welfare, they should act on them immediately. They should follow this child protection policy and speak to the Designated Safeguarding Lead (or deputy)
• We are aware that safeguarding is fundamental to the welfare of all children in our care. This policy is therefore one of a series in the nursery ’s integrated safeguarding portfolio and should be read in conjunction with the policies as listed below:
• Behaviour Management
• Online Safety: Mobile Technology and Social Media
• Anti-Bullying
• Data Protection and Information Sharing
• Image Use
• Drugs
• Personal and Intimate Care
• Health and Safety
• Risk Assessments (e.g. trips, use of technology, nursery reopening)
• First Aid and Accidents (including medicines)
• Managing Allegations Against Staff
• Code of Conduct for Staff, including Acceptable Use of Technology (AUP)
• Safer Recruitment
• Whistleblowing Supporting Guidance (to be read and followed alongside this document)
• “Guidance for Safer Working Practice for Adults who Work with Children and Young People in Education Nursery s” - Safer Recruitment Consortium, May 2019.
• “What to do if you are worried a child is being abused” – DfE, March 2015
• Early Years Foundation Stage 2021 Welfare Requirements These documents can be found in the office
• Fordcombe Preschool will review this policy at least annually (as a minimum) and will update it as needed, so that it is kept up to date with safeguarding issues as they emerge and evolve, including lessons learnt. The policy will also be revised following any national or local updates, significant local or national safeguarding events and/or learning, and/or any changes to our own procedures.
• All staff including temporary staff and volunteers will be provided with a copy of this policy and part one of KCSIE. This is found in the office.
• Parents/carers can obtain a copy of the Child Protection Policy and other related policies on request.
• The policy forms part of our development plan and will be reviewed annually by the nursery manager who has responsibility for oversight of safeguarding and child protection systems.
• The Designated Safeguarding Lead and manager will ensure the owner receives regular reporting on safeguarding activity and systems. They will not receive details of individual children’s situations or identifying features of families as part of their oversight responsibility.
2.1 LEADERSHIP AND MANAGEMENT
• The registered person have a strategic responsibility for our safeguarding arrangements and will comply with both their oversight responsibility and their duties under legislation.
• The registered person have regard to the EYFS 2023 and KCSIE 2021 guidance and will ensure our policies, procedures and training is effective and complies with the law at all times.
• The registered person will ensure that the Designated Safeguarding Lead is supported in their role and is provided with sufficient time so they can provide appropriate support to staff and children regarding any safeguarding and welfare concerns.
• The manager will ensure that our child protection and safeguarding policies and procedures are understood and followed by all staff.
• The EYFS 2023 states: ‘a practitioner must be designated to take lead responsibility for safeguarding children in every nursery ’. The directors of Fordcombe Preschool, whose responsibility it is to ensure all legal requirements are met, have appointed an appropriately qualified and experienced Designated Safeguarding Lead (DSL) to fulfil this role in our nursery.
• The nursery manager is the Designated Safeguarding Lead.
• The DSL has overall responsibility for the day to day oversight of safeguarding and child protection systems (including on line safety) at Fordcombe Preschool. Whilst the activities of the DSL may be delegated to the deputies, the ultimate lead responsibility for safeguarding and child protection remains with the DSL and this responsibility will not be delegated.
• It is the role of the DSL to:
• Act as the central contact point for all staff to discuss any safeguarding concerns
• Maintain a confidential recording system for safeguarding and child protection concerns
• Coordinate safeguarding action for individual children
• When supporting children with a social worker or looked after children the DSL should have the details of the child’s social worker and the name of the virtual school head in the authority that looks after the child (with the DSL liaising closely with the designated teacher)
• Liaise with other agencies and professionals in line with KCSIE 2021 and WTSC 2018
• Ensure that locally established procedures as put in place by the three safeguarding partners as part of the Kent Safeguarding Children Multi-Agency Partnership procedures (KSCMP), including referrals, are followed, as necessary.
• Represent, or ensure the setting is appropriately represented at multi-agency safeguarding meetings (including child protection conferences)
• Manage and monitor the setting role in any multi-agency plan for a child.
• Be available during setting hours for staff to discuss any safeguarding concerns and ensuring adequate and appropriate DSL cover arrangements in response to any closures and out of hours and/or out of term activities.
• Ensure all staff access appropriate safeguarding training and relevant updates in line with the recommendations within EYFS 2023.
• The DSL will undergo appropriate and specific training to provide them with the knowledge and skills required to carry out their role. Deputy DSLs will be trained to the same standard as the DSL. The DSLs training will be updated formally at least every two years, but their knowledge and skills will be updated through a variety of methods at regular intervals and at least annually.
• The EYFS 2023 requires providers ‘to take all necessary steps to keep children safe and well’’ and accordingly, everyone involved in the care of young children has a role to play in their protection. All members of staff in the setting are part of the wider safeguarding system for children and are in a unique position to observe any changes in a child’s behaviour or appearance.
• All members of staff have a responsibility to:
• Provide a safe environment in which children can learn.
• Be aware of the indicators of abuse and neglect so that they can identify cases of children who may need help or protection.
• Know what to do if a child tells them that he or she is being abused or neglected and understand the impact abuse and neglect can have upon a child.
• Be able to identify and act upon indicators that children are, or at risk of developing mental health issues.
• Be prepared to identify children who may benefit from early help.
• Understand the early help process and their role in it.
• Understand the settings safeguarding policies and systems.
• Undertake regular and appropriate training which is regularly updated.
• Be aware of the local process of making referrals to children’s social care and statutory assessment under the Children Act 1989.
• Know how to maintain an appropriate level of confidentiality.
• Reassure children who report concerns that they are being taken seriously and that they will be supported and kept safe.
• Feel safe, be listened to, and have their wishes and feelings taken into account.
• Confidently report abuse, knowing their concerns will be treated seriously, and knowing they can safely express their views and give feedback.
• Receive help from a trusted adult.
• Learn how to keep themselves safe, including online
• Understand and adhere the relevant policies and procedures.
• Talk to their children about safeguarding issues with their children and support the setting in their safeguarding approaches.
• Identify behaviours which could indicate that their child is at risk of harm including online.
• Seek help and support from the setting or other agencies.
• All staff in Fordcome preschool are made aware of the definitions and indicators of abuse and neglect as identified by Working Together to Safeguard Children (2018), EYFS 2023 and Keeping Children Safe in Education 2021. This is outlined locally within the Kent Support Levels Guidance.
• Fordcome Preschool recognises that when assessing whether a child may be suffering actual or potential harm.
there are four categories of abuse:
• Physical abuse
• Sexual abuse
• Emotional abuse
• Neglect
• For further information see Appendix 1.
• Fordcombe Preschool recognises that concerns may arise in many different contexts and can vary greatly in terms of their nature and seriousness. The indicators of child abuse and neglect can vary from child to child. Children develop and mature at different rates, so what appears to be worrying behaviour for a younger child might be normal for an older child. It is important to recognise that indicators of abuse and neglect do not automatically mean a child is being abused however all concerns should be taken seriously and will be explored by the DSL on a case-by-case basis.
• Fordcombe Preschool recognises abuse, neglect, and safeguarding issues are rarely standalone events and cannot always be covered by one definition or one label alone. In many cases, multiple issues will overlap with one another, therefore staff will always be vigilant and always raise concerns with a DSL.
• Parental behaviours can indicate child abuse or neglect, so staff will be alert to parent-child interactions or concerning parental behaviours; this could include parents who are under the influence of drugs or alcohol or if there is a sudden change in their mental health.
• Children may report abuse happening to themselves, their peers or their family members. All reports made by children to staff will be taken seriously and will be responded to in line with this policy.
• Safeguarding incidents and/or behaviours can be associated with factors and risks outside the setting. Children can be at risk of abuse or exploitation in situations outside their families; extra-familial harms take a variety of different forms and children can be vulnerable to multiple harms including (but not limited to) sexual exploitation, criminal exploitation, sexual abuse, serious youth violence and county lines.
• Technology can be a significant component in many safeguarding and wellbeing issues. Children are at risk of abuse online as well as face to face and in many cases, abuse will take place concurrently via online channels and in daily life. Children can also abuse their peers online.
• By understanding the indicators or abuse and neglect, we can respond to problems as early as possible and provide the right support and services for the child and their family.
• All members of staff are expected to be aware of and follow this approach if they are concerned about a child: BE ALERT ASK FOR HELP REFER QUESTION BEHAVIOURS ‘WHAT TO DO IF YOU ARE WORRIED A CHILD IS BEING ABUSED’ 2015
• In all cases, if staff are unsure, they will always speak to the DSL or deputy • Fordcome Preschool recognises that some children have additional or complex needs that may require access to intensive or specialist service to support them.
• If staff are made aware of a child protection concern, they are expected to:
• listen carefully to the concern and be non-judgmental.
• only use open questions to clarify information where necessary, e.g. who, what, where, when or Tell, Explain Describe (TED).
• not promise confidentiality as concerns will have to be shared further, for example, with the DSL and potentially Integrated Children’s Services.
• be clear about boundaries and how the report will be progressed
• record the concern in line with setting record keeping requirements.
• inform the DSL (or deputy), as soon as practically possible.
• The DSL or a deputy should always be available to discuss safeguarding concerns. If in exceptional circumstances, a DSL is not available, this should not delay appropriate action being taken. Staff should speak to the Denise Fuller and/or take advice from Education Safeguarding Service or via consultation with a social worker from the Front Door. In these circumstances, any action taken will be shared with a DSL as soon as is practically possible.
• Fordcombe Preschool will respond to concerns in line with the Kent Safeguarding Children Multi-Agency Partnership procedures (KSCMP).
• The full KSCMP procedures and additional guidance relating to reporting concerns and specific safeguarding issues can be found on their website: www.kscmp.org.uk
• Specific information and guidance to follow with regards to accessing Early Help and Preventative Services and/ or Children’s Social Work Services as part of Integrated Children’s Services (ICS) in Kent can be found here: www. kelsi.org.uk/support-for-children-and-young-people/integrated-childrens-services
• Where a child is suffering, or is likely to suffer from harm, or is in immediate danger, a ‘request for support’ will be made immediately to Integrated Children’s Services (via the ‘Front Door’) and/or the police, in line with KSCMP procedures.
• Fordcombe Preschool recognise that in situations where there are immediate child protection concerns for a child as identified in line with Support Level Guidance, it is NOT to investigate as a single agency, but to act in line with KSCMP guidance which may involve multi-agency decision making.
• The DSL may seek advice or guidance from their Area Education Safeguarding Advisor from the Education Safeguarding Service before deciding next steps.
• They may also seek advice or guidance from a social worker at the Front Door service who are the first point of contact for Integrated Children’s Services (ICS).
• In the event of a request for support to the Front Door being necessary, parents/carers will be informed and consent to this will be sought by the DSL in line with guidance provided by KSCMP and ICS. Parents/carers will be informed of this, unless there is a valid reason not to do so, for example, if to do so would put a child at risk of harm or would undermine a criminal investigation.
• All staff are aware of the process for making request for support referrals for statutory assessments under the Children Act 1989, along with the role they might be expected to play in such assessments. • Where is it is identified a child may benefit from Early Help support (as provided by ICS) , the DSL (or deputy) will generally lead as appropriate and make a request for support via the Front Door.
• The DSL will keep all early help cases under constant review and consideration will be given to escalating concerns to the Front Door or seeking advice via the Education Safeguarding Service if the situation does not appear to be improving or is getting worse.
• If, after a request for support or any other planned external intervention, a child’s situation does not appear to be improving or there is a concern regarding decisions made, the DSL will consider following KSCMP escalation procedures to ensure their concerns have been addressed and, most importantly, that the child’s situation improves. DSLs may request support with this via the Education Safeguarding Service.
• All safeguarding concerns, discussions and decisions, and reasons for those decisions, will be recorded in writing on the setting safeguarding incident/concern form and passed without delay to the DSL.
• Incident/Welfare concern forms are kept in each room on the back of the registers and in the office
• Records will be completed as soon as possible after the incident/event, using the child’s words and will be signed and dated by the member of staff. Child protection records will record facts and not personal opinions. A body map will be completed if injuries have been observed.
• If there is an immediate safeguarding concern the member of staff will consult with a DSL before completing the form as reporting urgent concerns takes priority.
• If members of staff are in any doubt about recording requirements, they will discuss their concerns with the DSL.
• Child protection records will include a clear and comprehensive summary of the concern, details of how the concern was followed up and resolved and details regarding any action taken, decisions reached and the outcome.
• Child protection records will be kept confidential and stored securely. Child protection records will be kept for individual children and will be maintained separately from all other records relating to the child in the setting. Child protection records are kept in accordance with data protection legislation and are retained centrally and securely by the DSL.
• All child protection records will be transferred in accordance with data protection legislation to the child’s subsequent setting, under confidential and separate cover as soon as possible. Child Protection files will be transferred securely to the new DSL, separately to the child’s main file, and a confirmation of receipt will be obtained.
• In addition to the child protection file, the DSL will also consider if it would be appropriate to share any information with the DSL at the new setting in advance of a child leaving, for example, information that would allow the new setting to continue to provide support.
• Where the setting receives child protection files, the DSL will ensure key staff such as the special educational needs co-ordinator (SENCO) will be made aware of relevant information as required.
• Fordcombe Preschool recognises and is committed to its responsibility to work within the KSCMP multi-agency safeguarding arrangements. The leadership team and DSL will work to establish strong and co-operative local relationships with professionals in other agencies in line with statutory guidance.
• Fordcombe Preschool recognises the importance of multi-agency working and is committed to working alongside partner agencies to provide a coordinated response to promote children’s welfare and protect them from harm. This includes contributing to KSCMP processes as required. Such as, participation in relevant safeguarding multiagency plans and meetings, including Child Protection Conferences, Core Groups, Strategy Meetings, Child in Need meetings or other early help multi-agency meetings.
• Fordcombe Preschool recognises our duty and powers to hold use and share relevant information with appropriate agencies in matters relating to child protection at the earliest opportunity as outlined within WTSC 2018 and KCS.
• The manager or DSL will disclose information about a learner on a ‘need to know’ basis.
• All members of staff must be aware that whilst they have duties to keep any information confidential, they also have a professional responsibility to share information with other agencies to safeguard children.
• Fordcombe Preschool has an appropriately trained Data Protection Officer (DPO) as required by the General Data Protection Regulations (GDPR) to ensure that we are complaint with all matters relating to confidentiality and information sharing requirements. The Preschool manager acts as DPO.
• The Data Protection Act 2018 and GDPR do not prevent the sharing of information for the purposes of keeping children safe. Fears about sharing information must not be allowed to stand in the way of the need to safeguard and promote the welfare and protect the safety of children. All members of staff must be aware that whilst they have duties to keep information confidential, in line with our confidentiality policy, they also have a professional responsibility to be proactive in sharing information as early as possible to help identify, assess, and respond to risks or concerns about the safety and welfare of children; this may include sharing information with the DSL and with other agencies as appropriate. All staff are aware they cannot promise confidentiality in situations which might compromise a child’s safety or wellbeing.
• All members of our community should feel able to raise or report any concerns about children’s safety or potential failures in our safeguarding regime. The setting has a complaints procedure available to parents, members of staff and visitors who wish to report concerns or complaints. This can be found on the Website.
• Whilst we encourage members of our community to report concerns and complaints directly to us, we recognise this may not always be possible. Children, young people, and adults who have experienced abuse can contact the NSPCC ‘Report Abuse in Education’ helpline on 0800 136 663 or via email: help@nspcc.org.uk
• Staff can also access the NSPCC whistleblowing helpline if they do not feel able to raise concerns regarding child protection failures internally.
• Staff can call 0800 028 0285 (8:00 AM to 8:00 PM Monday to Friday) or email: help@nspcc.org.uk. • The leadership team at Fordcombe Preschool take all concerns reported seriously and all complaints will be considered and responded to in line with the relevant and appropriate process.
• Anything that constitutes an allegation against a member of staff or volunteer will be dealt with in line with section 8 of this policy.
• Fordcombe Preschool is aware of a range of specific safeguarding issues and situations that can put children at greater risk of harm. Whilst some of these issues may be more likely to involve older children, early years children may still be at risk at harm, for example where there are concerns involving family members.
• Where staff are unsure how to respond to specific safeguarding issues, they should follow the processes as identified in part 3 of this policy and speak with the DSL or a deputy.
• All members of staff at Fordcombe Preschool recognise that children are capable of abusing their peers, and that it can happen both inside and outside of the setting and online.
• Fordcombe Preschool recognises that peer on peer abuse can take many forms, including but not limited to:
• Bullying, including cyberbullying, prejudice-based and discriminatory bullying
• abuse in intimate personal relationships between peers
• physical abuse which can include hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm
• sexual violence and sexual harassment
• consensual and non-consensual sharing of nudes and semi-nude images and/or videos (also known as sexting or youth produced sexual imagery)
• causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party
• upskirting (which is a criminal offence), which typically involves taking a picture under a person’s clothing without their permission, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm
• initiation/hazing type violence and rituals
• Fordcombe Preschool believes that abuse is abuse and it will never be tolerated or dismissed as “banter”, “just having a laugh”, “part of growing up” or “boys being boys” as this can lead to a culture of unacceptable behaviours and an unsafe environment for children.
• Fordcombe Preschool recognises that even if there are no reported cases of peer on peer abuse, such abuse is still likely to be taking place.
• All staff have a role to play in challenging inappropriate behaviours between peers. Staff recognise that that some peer on peer abuse issues may be affected by gender, age, ability and culture of those involved, i.e. for gender based abuse, girls are more likely to be victims and boys more likely to be perpetrators.
• In order to minimise the risk of peer-on-peer abuse, Fordcombe Preschool want children to feel able to confidently report abuse and know their concerns will be treated seriously. All allegations of peer on peer abuse will be reported to the DSL and will be recorded, investigated, and dealt with in line with associated policies, including child protection, anti-bullying and behaviour. Children who experience abuse will be offered appropriate support, regardless of where the abuse takes place
• Alleged victims, perpetrators and any other child affected by peer on peer abuse will be supported by:
• Taking reports seriously, listening carefully, avoiding victim blaming, working with parents/carers, providing an environment that promotes kindness and a culture of listening, following procedures in our anti-bullying, behaviour policy, and where necessary and appropriate, informing the police and/or IC
• When responding to concerns relating to child on child sexual violence or harassment, Fordcombe Preschool will follow the guidance outlined in Part Five of KCSIE 2021 and the DfE ‘Sexual Violence and Sexual Harassment Between Children in Schools and Colleges’ guidance.
• Fordcombe Preschool recognises sexual violence and sexual harassment can occur between two children of any age and sex. It can occur through a group of children sexually assaulting or sexually harassing a single child or group of children and can occur online and face to face (both physically and verbally). Sexual violence and sexual harassment is never acceptable.
• All victims of sexual violence or sexual harassment will be reassured that they are being taken seriously and that they will be supported and kept safe. A victim will never be given the impression that they are creating a problem by reporting sexual violence or sexual harassment or be made to feel ashamed for making a report.
• When there has been a report of sexual violence or harassment, the DSL will make an immediate risk and needs assessment which will be considered on a case-by-case basis which explores how best to support and protect the victim and the alleged perpetrator (and any other children involved/impacted).
• The risk and needs assessment will be recorded and kept under review and will consider the victim (especially their protection and support), the alleged perpetrator, and all other children, adult students and staff and any actions that are required to protect them.
• Reports will initially be managed internally by the setting and where necessary will be referred to Integrated Children’s Services and/or the Police.
• The decision making and required action taken will vary on a case by case basis, but will be informed by the wishes of the victim, the nature of the alleged incident (including whether a crime may have been committed), the ages and developmental stages of the children involved, any power imbalance, if the alleged incident iis a one-off or a sustained pattern of abuse, if there are any ongoing risks to the victim, other children, adult students or setting staff, and, any other related issues or wider context.
• If at any stage the DSL is unsure how to proceed, advice will be sought from the Education Safeguarding Service.
The term ‘sharing nudes and semi-nudes’ is used to mean the sending or posting of nude or semi-nude images, videos or live streams of/by young people under the age of 18. Creating and sharing nudes and semi-nudes of under-18s (including those created and shared with consent) is illegal which makes responding to incidents complex. The UKCIS ‘Sharing nudes and semi-nudes: advice for education settings working with children and young people’ guidance outlines how all educational settings should respond to incidents and should be read and understood by DSLs working will all age groups, not just older learners.
• Fordcombe Preschool recognises that consensual and non-consensual sharing of nudes and semi-nude images and/or videos (also known as youth produced/involved sexual imagery or “sexting”) can be a safeguarding issue; all concerns will be reported to and dealt with by the DSL (or deputy).
• When made aware of concerns involving consensual and non-consensual sharing of nudes and semi-nude images and/or videos by children, staff are advised to:
• Report any concerns to the DSL immediately.
• Never view, copy, print, share, store or save the imagery, or ask a child to share or download it – this may be illegal. If staff have already viewed the imagery by accident, this will be immediately reported to the DSL.
• Not delete the imagery or ask the child to delete it.
• Not say or do anything to blame or shame any children involved.
• Explain to child(ren) involved that they will report the issue to the DSL and reassure them that they will receive appropriate support and help.
• Not ask the child or children involved in the incident to disclose information regarding the imagery and not share information about the incident with other members of staff, the child(ren) involved or their, or other, parents and/or carers. This is the responsibility of the DSL.
• DSLs will respond to concerns as set out in the non-statutory UKCIS guidance: Sharing nudes and semi-nudes: advice for education settings working with children and young people’ and the local KSCMP guidance. When made aware of a concern involving consensual and non-consensual sharing of nudes and semi-nude images and/or videos:
• the DSL will hold an initial review meeting to explore the context and ensure appropriate and proportionate safeguarding action is taken in the best interests of any child involved. This may mean speaking with relevant staff and the children involved as appropriate.
• parents and carers will be informed at an early stage and be involved in the process to best support children, unless there is good reason to believe that involving them would put a child at risk of harm. All decisions and action taken will be recorded in line with our child protection procedures.
• a referral will be made to ICS and/or the police immediately if:
• the incident involves an adult (over 18).
• there is reason to believe that a child has been coerced, blackmailed, or groomed, or there are concerns about their capacity to consent, for example, age of the child or they have special educational needs.
• the image/videos involve sexual acts and a child under the age of 13, depict sexual acts which are unusual for the child’s developmental stage, or are violent
• a child is at immediate risk of harm owing to the sharing of nudes and semi-nudes.
• The DSL may choose to involve other agencies at any time if further information/concerns are disclosed at a later date.
• If DSLs are unsure how to proceed, advice will be sought from the Education Safeguarding Service.
• Fordcombe Preschool recognises that CSE and CCE are forms of abuse that occur where an individual or group takes advantage of an imbalance in power to coerce, manipulate or deceive a child into taking part in sexual or criminal activity, in exchange for something the victim needs or wants, and/or for the financial advantage or increased status of the perpetrator or facilitator and/or through violence or the threat of violence. CSE and CCE can affect children, both male and female and can include children who have been moved (commonly referred to as trafficking) for the purpose of exploitation.
• If staff are concerned that a child may be at risk of CSE or CCE, immediate action should be taken by speaking to the DSL or a deputy.
• All staff are made aware of the indicators which may signal children are at risk from or are involved with serious violent crime. These may include unexplained gifts or new possessions, increased absence, a change in friendships or relationships with older individuals or groups, a significant decline in performance, signs of self-harm or a significant change in wellbeing, or signs of assault or unexplained injuries.
• Any concerns regarding serious violence will be reported and responded to in line with other child protection concerns.
• The initial response to child victims is important and staff will take any allegations seriously and work in ways that support children and keep them safe.
• So-called ‘honour’-based abuse (HBA) encompasses incidents or crimes which have been committed to protect or defend the honour of the family and/or the community, including female genital mutilation (FGM), forced marriage, and practices such as breast ironing.
• All forms of HBA are abuse (regardless of the motivation) and concerns should be responded to in line with section 3 of this policy. Staff will report any concerns about HBA to the DSL (or a deputy).
• Fordcombe Preschool is aware of our duty under section 26 of the Counter-Terrorism and Security Act 2015 (the CTSA 2015), to have “due regard to the need to prevent people from being drawn into terrorism”, also known as the Prevent duty and the specific obligations placed upon us as an education provider regarding risk assessments, working in partnership, staff training, and IT policies.
• Fordcombe Preschool recognises that children are vulnerable to extremist ideology and radicalisation and staff will be alert to changes in children’s behaviour which could indicate that they may be in need of help or protection
• Staff will report any concerns to the DSL (or a deputy), who is aware of the local procedures to follow.
• Fordcombe Preschool acknowledges that children with special educational needs or disabilities (SEND) or certain health conditions can face additional safeguarding challenges and barriers for recognising abuse and neglect.
• Fordcombe Preschool recognises that children with SEND may face additional communication barriers and experience difficulties in managing or reporting abuse or challenges. Children with SEND will be appropriately supported to communicate and ensure that their voice is heard and acted upon. • All members of staff will be encouraged to appropriately explore possible indicators of abuse such as behaviour, mood changes or injuries and not to assume that they are related to the child’s disability. Staff will be mindful that children with SEND or certain medical conditions may be disproportionally impacted by behaviours such as abuse or bullying, without outwardly showing any signs.
• Members of staff are encouraged to be aware that children with SEND can be disproportionally impacted by safeguarding concerns, such as exploitation, peer group isolation or bullying including prejudice-based bullying.
• To address these additional challenges, our setting will always consider implementing extra support and attention for children with SEND. The DSL will work closely with the SENCO to plan support as required.
• All staff will be made aware that mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation. Staff are aware that children’s experiences, for example where children have suffered abuse and neglect, or other potentially traumatic adverse childhood experiences, can impact on their mental health, behaviour and education.
• Staff are well placed to observe children day-to-day and identify those whose behaviour suggests that they may be experiencing a mental health problem or be at risk of developing one.
• If staff have a mental health concern about a child that is also a safeguarding concern, immediate action should be taken by speaking to the DSL or a deputy.
• The DSL will hold details of social workers working with children in the setting so that decisions can be made in the best interests of the child’s safety, welfare, and educational outcomes.
• Where children have a social worker, this will inform setting decisions about their safety and promoting their welfare, for example, responding to unauthorised absence and provision of pastoral and/or academic support.
• Fordcombe Preschool recognises the common reason for children becoming looked after is as a result of abuse and/or neglect and a previously looked after child also potentially remains vulnerable.
• Where a child is looked after, the DSL will hold details of the social worker and the name of the virtual school head in the authority that looks after the child.
• Where the setting believes a child is being cared for as part of a private fostering arrangement (occurs when a child under 16 or 18 if the child is disabled is cared for and lives with an adult who is not a relative for 28 days or more) we have a duty to recognise these arrangements and inform the Local Authority via the front door.
The EYFS 2023 recommends settings access the UK Council for Internet Safety (UKCIS) ‘Safeguarding children and protecting professionals in early years settings: online safety considerations’ guidance.
• It is essential that children are safeguarded from potentially harmful and inappropriate material or behaviours online. Junior’s day nursery will adopt a whole setting approach to online safety which will empower, protect, and educate children and staff in their use of technology and establish mechanisms to identify, intervene in, and escalate any concerns where appropriate.
• Fordcombe preschool identifies that the breadth of issues classified within online safety is considerable, but can be categorised into four areas of risk:
• Content: being exposed to illegal, inappropriate or harmful content. For example pornography, fake news, racism, misogyny, self-harm, suicide, anti-Semitism, radicalisation and extremism.
• Contact: being subjected to harmful online interaction with other users. For example peer to peer pressure, commercial advertising and adults posing as children or young adults with the intention to groom or exploit them for sexual, criminal, financial or other purposes.
• Conduct: personal online behaviour that increases the likelihood of, or causes, harm. For example, making, sending and receiving explicit images (e.g. consensual and non-consensual sharing of nudes and semi-nudes and/or pornography), sharing other explicit images and online bullying.
• Commerce: risks such as online gambling, inappropriate advertising, phishing and or financial scams
• Fordcombe Preschool will ensure online safety is safety is reflected as required in all relevant policies. Online safety is considered as a running and interrelated theme when devising and implementing our policies and procedures and when planning our curriculum, staff training, the role and responsibilities of the DSL and parental engagement.
• Fordcombe Preschool recognises that technology, and the risks and harms related to it, evolve and changes rapidly. The setting will carry out an annual review of our approaches to online safety, supported by an annual risk assessment which considers and reflects the risks our children face.
• The manager/registered person will be informed of online safety concerns by the DSL, as appropriate
• The DSL has overall responsibility for online safety within the setting but will liaise with other members of staff.
• The DSL will respond to online safety concerns reported in line with our child protection and other associated policies, including our anti-bullying, social media and behaviour policies.
• Internal sanctions and/or support will be implemented as appropriate.
• Where necessary, concerns will be escalated and reported to relevant partner agencies in line with local policies and procedures.
• Fordcombe Preschool uses a wide range of technology. This includes laptops, tablets and other digital devices, the internet, and email systems.
• All setting owned devices and systems will be used in accordance with our acceptable use policies and with appropriate safety and security measures in place
• Fordcombe Preschool recognises the specific risks that can be posed by mobile and smart technology, including mobile phones, cameras and wearable technology. In
accordance with the EYFS 2022 Fordcombe Preschool has appropriate mobile and smart technology and image use policies in place, which are shared and understood by all members of the community.
• Fordcombe Preschool will do all we reasonably can to limit staff and children’s exposure to online risks through setting provided IT systems and will ensure that appropriate filtering and monitoring systems are in place.
• All users will be informed that use of our systems can be monitored, and that monitoring will be in line with data protection, human rights, and privacy legislation.
• Filtering breaches or concerns identified through our monitoring approaches will be recorded and reported to the DSL who will respond as appropriate
• Any access to material believed to be illegal will be reported immediately to the appropriate agencies, such as the Internet Watch Foundation and the police.
• When implementing appropriate filtering and monitoring, Fordcombe will ensure that “over blocking” does not lead to unreasonable restrictions as to what children can be taught with regards to online teaching and safeguarding.
• Fordcombe Preschool acknowledges that whilst filtering and monitoring is an important part of our online safety responsibilities, it is only one part of our approach to online safety.
• Children’s internet and technology use will be directly supervised by staff.
• Children will be directed to use age appropriate online resources and tools by staff.
• All the nursery devices are protected by a PIN so no unsupervised access will occur
6.3 INFORMATION SECURITY AND ACCESS MANAGEMENT
• Fordcombe Preschool is responsible for ensuring an appropriate level of security protection procedures are in place, in order to safeguard our systems as well as staff and children. Further information can be found in acceptable use policies
• Fordcombe Prechool will review the effectiveness of these procedures periodically to keep up with evolving cybercrime technologies.
• Fordcombe Preschool will ensure that all staff receive online safety training as part of induction and that ongoing online safety training and update for all staff will be integrated, aligned and considered as part of our overarching safeguarding approach.
• Fordcombe Preschool will ensure a comprehensive response is in place to enable all children to learn about and manage online risks effectively as part of providing a broad and balanced age appropriate curriculum.
6.6 WORKING WITH PARENTS/CARERS
• Fordcombe Preschool will build a partnership approach to online safety and will support parents/carers to become aware and alert of the potential online benefits and risks for children by providing information on our website
• All members of staff have been provided with a copy of part one of ‘Keeping Children Safe in Education’ 2021 which covers safeguarding information for staff
• Setting management staff, including the DSL will read KCSIE in its entirety.
• Setting management staff and all members of staff who work directly with children will read annex B.
• The DSL will ensure that all new staff and volunteers (including agency and third-party staff) receive safeguarding and child protection training (including online safety), including information to ensure they are aware of the setting internal safeguarding processes, as part of their induction. Through E learning. Basic safeguarding, FGM, CSE, Channel awareness and training through the DSL
• All staff members (including agency and third-party staff) will receive appropriate child protection training (including online safety) to ensure they are aware of a range of safeguarding issues; this training will be updated at least annually.
• In addition to specific child protection training, all staff will receive regular safeguarding and child protection updates, at least annually, to provide them with relevant skills and knowledge to safeguard children effectively. Through sharing e bulletins in staff e-mails and during staff meetings and supervisions
• Staff will be encouraged to contribute to and shape setting safeguarding arrangements and child protection policies. Through input during staff meetings and after attending any specific training
• All members of staff are required to work within our clear guidelines on safer working practice as outlined in our staff code of conduct.
• The DSL will ensure that all staff and volunteers (including agency and third-party staff) have read the child protection policy and are aware of our expectations regarding safe and professional practice via the staff code of conduct and Acceptable Use Policy (AUP).
• Staff will be made aware of the setting behaviour management and physical intervention policies. Staff will manage behaviour effectively to ensure a good and safe educational environment and will have a clear understanding of the needs of all children. Physical interventions and/or use of reasonable force will be in line with our agreed policy and procedures and national guidance.
• All staff will be made aware of the professional risks associated with the use of social media and electronic communication (such as email, mobile phones, texting, social networking). Staff will adhere to relevant policies including code of conduct, mobile phone policy, image use policy, Acceptable Use Policies, and social media.
• The induction process will include familiarisation with child protection responsibilities and procedures to be followed if members of staff have any concerns about a child’s safety or welfare.
• The setting will ensure that members of staff are provided with appropriate supervision in accordance with the statutory requirements of Early Years Foundation Stage (EYFS) 2023.
• The manager recognises regular, planned, and accountable supervision, which is a two-way process, offers support and develops the knowledge, skills and values of an individual, group or team. We see its purpose is to monitor the progress of professional practice and to help staff to improve the quality of the work they do, thus improving outcomes for children as well as achieving agreed objectives. Supervision also provides an opportunity to discuss sensitive issues including the safeguarding of children and any concerns raised about an individual or colleague’s practice.
• The setting will ensure all members of staff and volunteers will receive regular and planned supervision sessions. Uninterrupted time will be set aside to ensure any supervision sessions effective for both practitioner and management to ensure that:
• All staff are competent to carry out their responsibilities for safeguarding and promoting the welfare of children
• All staff are supported by the DSL in their safeguarding role.
• All members of staff have regular reviews of their own practice to ensure they improve over time.
• Any member of staff affected by issues arising from concerns for children’s welfare or safety can seek support from the DSL.
• The DSL will also put staff in touch with outside agencies for professional support if they so wish. Staff can also approach organisations such the Education Support Partnership or our health and well-being support service (Avensure Zest) . Details of which can be found in the staff areas.
Fordcombe Preschool is committed to ensure that develop a safe culture and that all steps are taken to recruit staff and volunteers who are safe to work with children and staff. All staff should be aware that abuse, neglect, and safeguarding issues are rarely standalone events that can be covered by prevent harm. They may be abused by an adult or adults or another child or children. It should be noted that abuse can be carried involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit this crime.
• The registered person of Fordcombe Preschool nursery is responsible for ensuring that the setting follows safe recruitment processes outlined within guidance, including accurate maintenance of the staff records/Single Central Record (SCR). The SCR is a list of staff, volunteers and registered person/trustees/committee members and includes appropriate information which may include:
• Dates of recruitment
• References
• Identity checks
• Criminal records check reference number, including date and details of person who completed it
• Eligibility to work in the UK checks
• Other essential key data.
• The setting will obtain an enhanced check by Disclosure and Barring Service (DBS) in respect of every person aged 16 and over (including for unsupervised volunteers, and supervised volunteers who provide personal care) who:
• works directly with children
• lives on the premises on which the childcare is provided and/or
• works on the premises on which the childcare is provided (unless they do not work on the part of the premises where the childcare takes place, or do not work there at times when children are present).
• An additional check by the DBS (or checks if more than one country) will also be made for anyone who has lived or worked abroad.
• The registered person of Fordcombe Preschool is responsible for ensuring that the setting adopts an application, vetting and recruitment process which places safeguarding at its centre, regardless of employee or voluntary role.
• The registered person of Fordcombe Preschool is responsible for ensuring that the setting follows safe recruitment processes outlined within guidance. At least one member of the interview panel must have completed safer recruitment training.
• The registered person of Fordcombe Preschool is aware of the requirements to make appropriate checks regarding the disqualification status of all staff, including volunteers and temporary staff.
• We advise all staff to disclose any reason that may affect their suitability to work with children including convictions, cautions, court orders, cautions and warnings. We ask staff and potential staff to fill out a staff suitability form prior to interview.
• We will ensure that all staff and volunteers have read the staff code of conduct and understand that their behaviour and practice must be in line with it.
• Fordcombe Preschool recognises that it is possible for any member of staff, including volunteers, contractors, agency and third-party staff (including supply staff) and visitors to behave in a way that:
• Indicates they have harmed a child, or may have harmed a child
• Means they have committed a criminal offence against or related to a child
• behaved towards a child or children in a way that indicates he or she may pose a risk of harm to children or
• behaved or may have behaved in a way that indicates they may not be suitable to work with children.
• In depth information regarding staff allegations can be found within our Procedures for Managing Allegations against Staff policy. This can be found in the office.
• As part of our approach to safeguarding, the setting adopts an open and transparent culture in which all concerns are dealt with promptly and appropriately. All staff and volunteers should feel able to raise concerns about poor or unsafe practice and potential failures in the setting safeguarding regime. The leadership team at Fordcombe Preschool takes all concerns or allegations received seriously.
• Allegations should be referred immediately to the manager who will contact the Local Authority Designated Officer (LADO) to agree further action to be taken in respect of the child and staff member. In the event of allegations of abuse being made against the manager, staff are advised that allegations should be reported to the next senior management who will contact the LADO.
• Where managers are unsure how to respond to a concern about a member of staff, advice will be sought via the Local Authority Designated Officer (LADO) Enquiry Line and/or the Education Safeguarding Service.
• All members of staff are made aware of the settings Whistleblowing procedure. It is a disciplinary offence not to report concerns about the conduct of a colleague that could place a child at risk.
• Staff can access the NSPCC whistleblowing helpline if they do not feel able to raise concerns regarding child protection failures internally. Staff can call 0800 028 0285 (8:00 AM to 8:00 PM Monday to Friday) or email help@ nspcc.org.uk.
• Fordcombe Preschool has a legal duty to refer to the Disclosure and Barring Service (DBS) anyone who has harmed, or poses a risk of harm, to a child, or if there is reason to believe the member of staff has committed one of a number of listed offences, and who has been removed from working (paid or unpaid) in regulated activity or would have been removed had they not left. The DBS will consider whether to bar the person.
• Fordcombe Preschool have a duty to inform Ofsted of any allegations of serious harm or abuse by any person living, working, or looking after children at the premises (whether the allegations relate to harm or abuse committed on the premises or elsewhere). We will also notify Ofsted of the action taken in respect of the allegations. Notifications will be made as soon as is reasonably practicable, but at the latest within 14 days of the allegations being made and are aware that to not do so would be an offence.
• Fordcombe Preschool recognises that children learn best when they are healthy, safe, and secure, when their individual needs are met, and when they have positive relationships with the adults caring for them. Our setting will provide a welcoming, safe, and stimulating environment where children can enjoy learning and grow in confidence.
• We recognise that early years settings play an essential role in helping children to understand and identify the parameters of what is appropriate child and adult behaviour; what is ‘safe’; to recognise when they and others close to them are not safe; and how to seek advice and support when they are concerned.
• Fordcombe Preschool will provide age appropriate educational opportunities to enable early years children to develop self awareness, self-esteem, social and emotional understanding, assertiveness, and decision making so that they have a range of contacts and strategies to ensure their own protection and understand the importance of protecting others, including online.
• We recognise that a one size fits all approach may not be appropriate for all children, and a more personalised or contextualised approach for more vulnerable children, victims of abuse and some SEND children might be needed.
• Systems have been established to support the empowerment of children to talk to a range of staff. Children at Fordcombe Preschool will be listened to and heard, and their concerns will be taken seriously and acted upon as appropriate.
• Staff will be made aware of the behaviour management and physical intervention policies, and any physical interventions and/or use of reasonable force must be in line with our agreed policy and procedures and national guidance.
• All members of staff have a responsibility for maintaining awareness of buildings and grounds security and for reporting concerns that may come to light.
• Appropriate checks will be undertaken in respect of visitors and volunteers coming into the setting as outlined within guidance. Visitors will be expected to, sign in and out via the office visitors log and to display a visitor’s badge whilst on site.
• Staff and visitors will be expected to adhere to any safety arrangements implemented because of Covid-19 restrictions.
• Any individual who is not known or identifiable on site should be challenged for clarification and reassurance.
• Fordcombe Preschool will not accept the behaviour of any individual (parent or other) that threatens security or leads others (child or adult) to feel unsafe. Such behaviour
will be treated as a serious concern and may result in a decision to refuse access for that individual to the site.
• All members of staff at Fordcombe Preschool are made aware of local support available.
• Contact details for Area Safeguarding Advisor (Education Safeguarding Service) • 03301 651440
• www.kelsi.org.uk/support-for-children-and-young-people/child-protection-and-safeguarding/ safeguarding-contacts
• Contact details for Online Safety in the Education Safeguarding Service
• 03301651500 415797
• esafetyofficer@theeducationpeople.org (non-urgent issues only)
• Contact details for the LADO (local authority designated officer)
• 03000 410888
• kentchildrenslado@kent.gov.uk
• Integrated Children’s Services
• Front door: 03000 411111
• Out of Hours Number: 03000 419191
• Kent Police • 101 or 999 if there is an immediate risk of harm
• Kent Safeguarding Children Multi-Agency Partnership (KSCMP)
• 03000 421126 • Adult Safeguarding • Adult Social Care via 03000 41 61 61 (text relay 18001 03000 41 61 61) • social.services@kent.gov.uk
All staff should be aware that abuse, neglect, and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases multiple issues will overlap with one another. Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. They may be abused by an adult or adults or another child or children. It should be noted that abuse can be carried out both on and offline and be perpetrated by men, women and children. Sexual abuse: involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. Signs that MAY INDICATE Sexual Abuse
of being left with relatives, a child minder or lodger.
• Unexplained gifts or money
• Depression and withdrawal
• Fear of undressing for PE
• Sexually transmitted disease
• Fire nursery Physical abuse: a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child. Signs that MAY INDICATE physical abuse.
• Bruises and abrasions around the face
• Damage or injury around the mouth
• Bi-lateral injuries such as two bruised eyes
• Bruising to soft area of the face such as the cheeks
• Fingertip bruising to the front or back of torso
• Bite marks
• Burns or scalds (unusual patterns and spread of injuries)
• Deep contact burns such as cigarette burns
• Injuries suggesting beatings (strap marks, welts)
• Covering arms and legs even when hot
• Aggressive behaviour or severe temper outbursts.
• Injuries need to be accounted for. Inadequate, inconsistent or excessively plausible explanations or a delay in seeking treatment should signal concern. Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone. Signs that MAY INDICATE emotional abuse
Over reaction to mistakes
• Lack of self-confidence/esteem
• Sudden speech disorders
• Self-harming
• Eating Disorders
• Extremes of passivity and/or aggression
• Compulsive stealing
• Drug, alcohol, solvent abuse
• Fear of parents being contacted
• Unwillingness or inability to play
• Excessive need for approval, attention and affection Neglect: the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs. Signs that MAY INDICATE neglect.
• Constant hunger
• Poor personal hygiene
• Constant tiredness
• Inadequate clothing
• Frequent lateness or non-attendance at School
• Untreated medical problems
• Poor relationship with peers
• Compulsive stealing and scavenging
• Rocking, hair twisting and thumb sucking
• Running away
• Loss of weight or being constantly underweight
• Low self esteem
• NSPCC ‘Report Abuse in Education’ Helpline 0800 136 663 or help@nspcc.org.uk National Organisations
• NSPCC: www.nspcc.org.uk
• Barnardo’s: www.barnardos.org.uk
• Action for Children: www.actionforchildren.org.uk
• Children’s Society: www.childrenssociety.org.uk Support for Staff
• Education Support Partnership: www.educationsupportpartnership.org.uk
• Professional Online Safety Helpline: www.saferinternet.org.uk/helpline
• Harmful Sexual Behaviour Support Service: https://swgfl.org.uk/harmful-sexual-behaviour-support-service Support for Learners
• ChildLine: www.childline.org.uk
• Papyrus: www.papyrus-uk.org
• The Mix: www.themix.org.uk
• Shout: www.giveusashout.org
• Fearless: www.fearless.org
• Victim Support: www.victimsupport.org.uk Support for Adults
• Family Lives: www.familylives.org.uk
• Crime Stoppers: www.crimestoppers-uk.org
• Victim Support: www.victimsupport.org.uk
• The Samaritans: www.samaritans.org
• NAPAC (National Association for People Abused in Childhood): www.napac.org.uk
• MOSAC: www.mosac.org.uk
• Action Fraud: www.actionfraud.police.uk
• Shout: www.giveusashout.org
• Advice now: www.advicenow.org.uk Support for Learning Disabilities Support for Learning Disabilities
• Respond: www.respond.org.uk
• Mencap: www.mencap.org.uk
• Council for Disabled Children: councilfordisabledchildren.org.uk
• Domestic abuse services: www.domesticabuseservices.org.uk
• Refuge: www.refuge.org.uk
• Women’s Aid: www.womensaid.org.uk
• Men’s Advice Line: www.mensadviceline.org.uk
• Mankind: www.mankindcounselling.org.uk
• National Domestic Abuse Helpline: www.nationaldahelpline.org.uk
• Respect Phoneline: respectphoneline.org.uk Criminal and Sexual Exploitation
• National Crime Agency: www.nationalcrimeagency.gov.uk/who-we-are
• It’s not okay: www.itsnotokay.co.uk
• NWG Network: www.nwgnetwork.org Honour Based Abuse
• Forced Marriage Unit: www.gov.uk/guidance/forced-marriage
• FGM Factsheet: assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/ file/496415/6_1639_HO_SP_FGM_mandatory_reporting_Fact_sheet_Web.pdf
• Mandatory reporting of female genital mutilation: procedural information: www.gov.uk/government/publications/ mandatory-reporting-of-female-genital-mutilation-procedural-information Peer on Peer abuse, including bullying, sexual violence and harassment
• Rape Crisis: rapecrisis.org.uk
• Brook: www.brook.org.uk
• Disrespect Nobody: www.disrespectnobody.co.uk
• Upskirting – know your rights: www.gov.uk/government/news/upskirting-know-your-rights
• Lucy Faithfull Foundation: www.lucyfaithfull.org.uk
• Stop it Now! www.stopitnow.org
• Parents Protect: www.parentsprotect.co.uk
• Anti-Bullying Alliance: www.anti-bullyingalliance.org.uk
• Diana Award: www.antibullyingpro.com
• Bullying UK: www.bullying.co.uk
• Kidscape: www.kidscape.org.uk Online Safety
• CEOP: www.ceop.police.uk
• Internet Watch Foundation (IWF): www.iwf.org.uk
• Think U Know: www.thinkuknow.co.uk
• Childnet: www.childnet.com
• UK Safer Internet Centre: www.saferinternet.org.uk
• Report Harmful Content: reportharmfulcontent.com
• Marie Collins Foundation: www.mariecollinsfoundation.org.uk
• Internet Matters: www.internetmatters.org
• NSPCC: www.nspcc.org.uk/onlinesafety
• Get Safe Online: www.getsafeonline.org
• Parents Protect: www.parentsprotect.co.uk
• Cyber Choices: nationalcrimeagency.gov.uk/what-we-do/crime-threats/cyber-crime/cyberchoice
• National Cyber Security Centre (NCSC): www.ncsc.gov.uk Mental Health
• Mind: www.mind.org.uk
• Moodspark: moodspark.org.uk
• Young Minds: www.youngminds.org.uk
• We are with you (formerly Addaction): www.wearewithyou.org.uk/services/kent-for-young-people
• Anna Freud: www.annafreud.org/schools-and-colleges Radicalisation and hate
• Educate against Hate: www.educateagainsthate.com
• Counter Terrorism Internet Referral Unit: www.gov.uk/report-terrorism
• True Vision: www.report-it.org.uk Children with Family Members in Prison
• National information Centre on Children of Offenders (NICCO): www.nicco.org.uk
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