Safeguarding First: Keeping Children Safe and Empowered

1. Tel: 07711 443 463 E-mail: info@safeguardingfirst.com Website www.safeguardingfirst.com Pam Gartland: Safeguarding First ‘App’ available from the App Store find us on Twitter - @safeguarding1st

2. Keeping Children Safe Whole Workforce Training Keeping Children Safe Is Your Business My Business It’s Everyone's Business

3. Session Format • Quiz - What are your responsibilities in safeguarding? • Key documents and mandatory responsibilities • Serious Case Reviews and making a difference • Expectations in safeguarding • Local solutions • Legislations • Types of abuse and vulnerability • Case study • Child’s Voice and disclosure

4. Safeguarding Children Vulnerable Adults Safe People Our responsibilities to Safeguarding in schools and settings Safe Premises & Places Safe Children

5. QUIZWhat Are Your Responsibilities in Safeguarding? • Who do you need to share immediate concerns regarding children to? • Who do you need to whistleblow too? • Where is your CP Policy stored and how often is it updated? • What makes an effective CP Policy? • What duty do you have regarding the PREVENT agenda and FGM?

6. QUIZWhat are your responsibilities in safeguarding? • What is private fostering? • What responsibilities do you have to keep children safe on and off site? • Give an example of how you have used the curriculum to support transferrable skills in children to keep them safe? • Give an example of how you know your online / appropriate usage expectations have been applied outside school? • Give an example of how you have challenged something to change the outcome for a child in a positive way?

7. County lines Peer on Peer abuse Sexual Violence and Harassment Keeping Children Safe in Education 2019 Contextual Safeguarding Use of the Curriculum to Safeguard Roles, expectations and thresholds

8. Key Documents to Understand Children’s Act 1989 Working Together to Safeguard Children 2018 Keeping Children Safe in Education 2019 Your own school’s Child Protection Policy Staff Behaviour Policy Health and Safety Protocol Induction Policy Information Sharing Protocol

9. Mandatory Duties to Remember • Prevent - 1st July 2015 • FGM - 31st October 2015

10. Absent Males Toxic Trio Professional Curiosity Serious Case Reviews/National Practice Reviews Professional Challenge Resistant, Hostile & Uncooperative Parents Professional Optimism

11. Make a Difference Think Family: Not just the children you are educating. What could you have seen? Communicate: We are only one piece of the jigsaw. What else was going on for these families? Challenge: Even if it is regarding a member of the family you are not educating, speak out if you disagree. Assessment: Be part of assessments, give your views and ask to see them! History: Don’t assume other agencies will know the history that you do.

12. Make a Difference Behaviour: Don’t treat and manage the behaviour, look at the root cause. Recognise Risk Taking Behaviour: If we can’t prevent the risk taking then safety plan and build resilience. Understand CSE: Help young people understand consent, healthy relationships and vulnerability. Don’t assume there is choice. Listen to Peers: Identify vulnerability and build on self-esteem. Accept that some children will not have the level of resilience of others. View the Online World: Consider what is being accessed by young people online and its impact. Don’t dismiss ‘banter’ and look beyond bravado.

13. Expectations in Safeguarding V erify O pportunity nstinct I C ollaborate E xecute

14. Expectations in Safeguarding As A Member Of The Workforce • Culture of vigilance • Safe spaces to talk • Professional curiosity • Sharing concerns immediately • Recording actions • Safety on and off site • Use of the formal and informal curriculum

15. General Data Protection Regulations May 2018 • Understanding of what data you hold, why you hold it and for how long you are retaining it. • Review of what you record, how you record and where that data may be used. • Understanding of consent, inclusive of parents and children (13). • Information MUST be recorded where there are concerns about children and GDPR supports this.

16. Making a Referral in Sunderland • Information shared directly to the Designated Safeguarding Lead (DSL) • DSL contacts the Integrated Contact & Referral Team (ICRT) Children’s Safeguarding via on 0191 561 7007 • Followed up by written referral • DSL may contact the Police on 101 or the Police Safeguarding Department (Previously known as PVP) via the same number • in the event of any emergency call 999.

17. Making a Referral in Stockton • Information shared directly to the Designated Safeguarding Lead (DSL) • DSL contact – the Hartlepool & Stockton Children’s Hub 01429 284284 or 01642 130080 • Email: childrenshub@hartlepool.gcsx.gov.uk • Emergency Duty Team (Outside of Office Hours) 01642 524 552 • Followed up by written referral • DSL may contact the Police on 101 or the Protection of Vulnerable People Unit on 01642 326326 in the event of any emergency or if a crime has been committed.

18. Making a Referral in Durham • Information shared directly to the Designated Safeguarding Lead (DSL) • DSL contacts First Contact (multi agency partners including social care, health and police)on 03000 267 979. Online referral form: http://www.durham-scp.org.uk/concerned-about-a-child/ which is e-mailed to firstcontact@durham.gov.uk • DSL may contact the Police on 101 or the Public Protection Unit on 0191 383 9083 in the event of any emergency or if a crime has been committed.

19. Sunderland Statistics Population of 54 474 young people, 21% of the total population in Sunderland (277,307 people in the city) 26% of children live in poverty Rate of Child Protection Plans per 10,000 of the population is 95.5 compared to national average of 43.3 Rate of Children Looked After per 10,000 of the population is 109.8 compared to national average of 62 Sunderland Safeguarding Children Board Annual Report 2017-2018

20. Stockton's Statistics Population of 42,981 young people, 21.9% of the total population (195,700 people in the city) 22.6% of children live in poverty (8,449 young people) 308 children subject of Child Protection Plans 434 Looked after children Stockton-on-Tees LSCB Annual Report 2016-2017

21. Durham Statistics 23.9% Children living in Poverty 498 Children Subject to plans 71% plans in respect of Neglect 798 Looked After Children Durham LCSB Annual report: 2017-2018

22. Framework for the assessment of Children in Need and their families (DH2000) • The importance of families in caring for and protecting children and vulnerable adults • Safeguarding is everybody’s business • We identified the need to develop policy, practice and services to reflect these two points... • To promote joint working between child & adult focussed services

24. Continuum of need/risk

25. Durham Thresholds of Intervention

26. Early Identification of Need Engage children and parents in maintaining good communication with you. Act quickly and offer support before the situation needs to be resolved through statutory intervention. Record all actions, interventions and observations you make. Listen to the voice of the child and the needs of the family. You can be the person that prevents the escalation.

27. Risk of Significant Harm: Section 47 (Child Protection) Early Help Legislation: Children’s Act 1989 Section 17 (Child in Need) Children removed and placed in care (Section 20 (voluntary agreement), Section 38 (Interim Care Order) Section 31 (Care Order)

28. Types of Abuse and Neglect All school/college 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. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others Abuse can take place wholly online, or technology may be used to facilitate offline abuse. They may be abused by an adult or adults or another child or children. KCSIE 2019

29. Categories of Abuse • Physical • Neglect • Sexual • Emotional Working Together 2018

30. All staff need to be particularly alert to a child who: • is disabled and has specific additional needs • has special educational needs (whether or not they have a statutory Education, Health and Care Plan) • is a young carer • is showing signs of being drawn in to anti-social or criminal behaviour, including gang involvement and association with organised crime groups • is frequently missing/goes missing from care or from home • is at risk of modern slavery, trafficking or exploitation • is at risk of being radicalised or exploited • is in a family circumstance presenting challenges for the child, such as drug and alcohol misuse, adult mental health issues and domestic abuse • is misusing drugs or alcohol themselves • has returned home to their family from care • is a privately fostered child KCSIE 2019

31. Additional Advice/Further Areas of Vulnerability to Consider Abuse Bullying including Cyber Bullying Children and the Court System Children Missing from Education, home and care Children with family members in prison Child Sexual Exploitation – MSET Child Criminal Exploitation - County Lines Domestic Abuse Drugs and Alcohol Misuse Honour based violence ‘so called’ (FGM, Forced Marriage and Breast Ironing) Health and Well Being Homelessness Online Private Fostering Radicalisation Peer on Peer Abuse Sexual Violence and Sexual Harassment between children in schools and Colleges Upskirting Violence For more information please see Annex A of KCSIE 2019.

32. Case Study Gemma is a vulnerable pupil. Her medical diagnosis is often used as the reason she can’t attend school, why she behaves in a certain way and why at times she can be hard to engage. Recently Gemma has changed her physical appearance wearing more makeup and she is using sexually explicit language. One lunchtime you are informed that Gemma has exposed herself in the toilet to a male pupil and he videoed it and put it on Facebook. Upon further investigation, a number of staff who have heard about the incident approach you to raise concerns that they have had for some time about Gemma and her relationship with some male pupils and her behaviour out of school.

33. Case Study Safeguarding bubbles: • C: What policies and procedures would need to be reviewed here? • TL: What immediate intervention would you take to safeguard Gemma and the other pupil? • TL: What intervention would you put in place regarding Gemma and her behaviour out of school? • TR: What intervention would be required regarding the staff issue? • BL: What immediate intervention would be required regarding Facebook and social media? • BL: What would need to change in relation to filters and monitoring and access to mobile phones on site? • BL: What supervision procedures / site safety procedures would be required? • BR: What focussed work in the curriculum could be put in place to safeguard all children and promote transferable skills and reduce risk taking behaviour?

34. Case Study Continued Gemma’s parents are informed of the incident and your concerns but are very dismissive and don’t feel there are any concerns and contribute her behaviour to her medical condition. They also advise she is not at risk because she doesn’t go out anywhere she is usually at home on her laptop every night.

35. Case Study Continued • What would you do next? • How would you manage the parents? • What further work/intervention could be put in place for both parents and Gemma?

36. Stay Calm, Think Palm! • HOUSE - Who lives in that child’s home • APPEARANCE - What is the physical and mental appearance of that child • NOTICE - observe, recognise change, have ears and eyes open at all times • DISCLOSURE - be prepared for the disclosure and how to manage it • SAFEGUARDING procedures - record, report, take action, follow up, challenge.

37. Safe in Our Hands HOUSE APPEARANCE NOTICE DISCLOSURE SAFEGUARDING

38. Can you see the child?

39. Child’s Journey • What is it like to be a child in your school? • What is it like to be a child parented by ‘that’ parent every day? • What responsibilities does every child have before they get to school? • What does a day in their life look like? • What is it that makes a child vulnerable and what can we do to change that?

40. The Child’s Voice Do you give children the chance to be heard? Do you value your relationship with the young person and create a time and a place to listen? Do you stick to the facts rather than your belief as to what may be happening? Do you do something with even the smallest piece of information or do you assume someone else already knows? Can you put yourself in the shoes of the child and imagine how you may feel sharing that information?

41. The Child’s Voice • Use their language, their description, their words. • Record everything accurately as soon as possible. • Act with urgency. • Do not promise to keep secrets. • Respect your relationship with the child and see it as a compliment that they have chosen you to help them.

42. Increased Risk • Social isolation • Inability to read between the lines or taking things at face value/literally. • Vulnerability • May show OCD behaviours • Social naivety • 16% likelihood to being bullied online

43. Children with Additional Needs • Find it harder to share worries due to barriers of communication. • Can display signs of abuse that may be masked by their additional needs. • Can be treated because of their additional need rather than the abuse/harm. • Are often invisible because of their additional need.

44. Children with Additional Needs How can we support? • Ensure effective communication is in place that meets the needs of the individual. • Look for other indicators of harm e.g. observations, changes in behaviour, presentation, relationships with others. • Don’t focus on the needs of the carers to the detriment of the child/young adult. • Find ways of gaining the child/young person’s voice.

45. Why is the internet attractive for children with learning difficulties and ASD • Young people find it easier to interact online than face to face. • On the internet use of consistent emoticons/visual signals are often easier to decode than body language, vocal tone and facial expressions. • The internet provides the opportunity for learning through repetition helping children who take longer to learn things. • The Internet has accessible design, simplified language and visual aids like video clips etc.

46. A DAY IN YOUR LIFE Can you tell me what a day in your life is like? What do you do from getting up until going to bed? You can choose a week day or weekend. Write or draw around the outside of the clocks.

47. THE SMILEY FACE & THE SAD FACE What makes you feel happy – at the happy face draw or stick images of the things that make you feel happy. At the sad face draw or stick images of the things that make you feel sad.

50. Contextual Safeguarding • If you understand the context a child lives in, what the wider factors are, you can manage the risk/harm better. • If you understand the thresholds, you know what intervention is the most effective. • If the intervention isn’t effective you need to escalate using evidence (recording).