Safeguarding and Child Protection Policy - TYNTESFIELD Date published: October 2019 - Tyntesfield
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Safeguarding and
Child Protection Policy
TYNTESFIELD
Date published: October 2019
Date of next review: October 2020Inspiring Learners Trust is totally committed to Safeguarding Children and to
a culture of vigilance.
Safeguarding is core to our work, not an ‘add-on’.
CONTENTS
1. Policy Consultation and Review
2. Introduction
3. Roles and Responsibilities
4. Creating a Safeguarding Culture
5. The Curriculum
6. Professional Code of Conduct
7. Safer Use of Internet and Digital Technology
8. Position of Trust
9. CHILD PROTECTION: Recognising Child Abuse
10. Management of Safeguarding in School
11. Safe Recruitment and selection of staff
12. Confidentiality and information sharing
13. Training for staff and volunteers
14. Recording and reporting concerns
15. Informing parents and carers
16. Specific child protection / safeguarding concerns
17. Child protection conferences and core group meetings
18. Safer working practice
19. Managing allegations and concerns against staff and volunteers
20. Complaints or concerns by pupils, staff or volunteer
21. Serious Case Reviews
22. Disqualification by association
21. POLICY CONSULTATION AND REVIEW
This policy:
has been developed in accordance with the principles established by the Children Acts
1989 and 2004; the Education Act 2002
has been written in line with the Department for Education (DfE) statutory guidance –
Keeping Children Safe in Education, September 2019, and any other relevant UK
legislation and government guidance
should be read in conjunction with ‘Working Together to Safeguard Children: A guide to
inter-agency working to safeguard and promote the welfare of children’ 2018.
applies at all times when providing services or activities directly under the management of
the Tyntesfield Primary School staff
is publically available on the school’s website (www.tyntesfieldschool.co.uk)
is provided to all staff (including temporary staff) at induction including the Staff Code of
Conduct
Owing to the serious nature and importance of Safeguarding at Inspiring Learners Trust this policy
will be reviewed annually in the autumn term and approved by the Trust Board as soon as
possible thereafter.
The policy is provided to all staff at induction alongside our Professional Code of Conduct. In
addition, all staff are provided with Part One of the statutory guidance ‘Keeping Children Safe in
Education’, DfE (2019).
This policy has been amended to include advice for practitioners updated by the DfE as
follows:
What to do if you're worried a child is being abused, DfE (March 2015)
Information Sharing: Advice for practitioners, providing safeguarding services DfE (2018)
2. INTRODUCTION
This policy has been developed to ensure that all adults in Inspiring Learners Trust are working
together to safeguard and promote the welfare of children and young people.
This policy describes the management systems and arrangements in place to create and maintain
a safe learning environment for all our children, young people and staff. It identifies actions that
should be taken to redress any concerns about child welfare.
The Head of School or in her absence, the authorised members of staff, have the ultimate
responsibility for safeguarding and promoting the welfare of children and young people.
Safeguarding and promoting the welfare of children and young people goes beyond implementing
basic child protection procedures. It is an integral part of all activities and functions of Tyntesfield
Primary School. This policy complements and supports other relevant school and Local Authority
policies.
Under the Education Act 2002 schools/settings have a duty to safeguard and promote the welfare
of their pupils and, in accordance with guidance set out in ‘Working Together to Safeguard
Children 2018’. Tyntesfield Primary School will work in partnership with other
3organisations where appropriate to identify any concerns about child welfare and take action to
address them.
The school’s commitment to safeguarding the welfare of is our highest priority etc. and should be
mentioned about developing and maintaining a ‘culture of vigilance’ to ensure that signs and
symptoms of abuse are picked up both the opportunity for those wishing to cause harm to children
is drastically reduced.
The purpose of this document is to ensure that all stakeholders are aware of the arrangements
that Tyntesfield Primary School has in place for safeguarding and promoting the welfare of its
pupils/students. It provides guidance to help staff who may have concerns about the safety or
welfare of a child, and sets out the school's position in relation to the safeguarding process.
This policy is consistent with all other policies adopted by the Governors and should in particular
be read in conjunction with the following policies relevant to the safety and welfare of children:
Staff Code of Conduct
Online Safety Policy
Acceptable Use Policy
Social Media Policy
Curriculum Design
Whistle Blowing Policy
Health and Safety Policy
Children Missing from Education Policy
Other relevant policies
Learning Differences
Behaviour
Kindness/Anti-Bullying
Equality Scheme
Attendance Management
Sex and Relationships Education
Educational Trips and Visits
Supporting Pupils with Medical Conditions (including First Aid)
Intimate Care
Attendance
TSCB Policies
Managing Allegations and Concerns Against Staff and Volunteers
Forced Marriage
Domestic Abuse
Encompass Procedure
Missing from Home and Care
Private Fostering
Child Sexual Exploitation
Guns and Gangs
E-Safety Policy
43. ROLES AND RESPONSIBILITIES
Role Name Contact details
Designated Safeguarding Kathryn Manion tyntesfieldprim.admin@trafford.sch.uk
Lead (DSL)
0161 973 4877
Deputy DSL Elizabeth tyntesfieldprim.admin@trafford.sch.uk
McDonald
0161 973 4877
Head of School Kathryn Manion tyntesfieldprim.admin@trafford.sch.uk
0161 973 4877
Executive Headteacher Kylie Spark tyntesfieldprim.admin@trafford.sch.uk
0161 973 4877
Named Safeguarding Kerry Cleary kcleary@inspiringlearners.co.uk
Trustee
0161 973 4877
Named Safeguarding Deborah Turner dturner@inspiringlearners.co.uk
Governor
0161 973 4877
Chair of Governors Helen Johnson hjohnson@inspiringlearners.co.uk
0161 973 4877
Online Safety Lead Claire Walmsley tyntesfieldprim.admin@trafford.sch.uk
0161 973 4877
The Head of School of Tyntesfield Primary School will ensure that:
The policies and procedures adopted by the Trust Board/Governing Body to safeguard and
promote the welfare of pupils are fully implemented and followed by all staff including
volunteers
Safe recruitment and selection of staff and volunteers is practised
At Tyntesfield Primary School the Head of School is responsible for:
identifying a senior member of staff from leadership team to be the Designated
Safeguarding Lead (DSL);
- Identifying alternate members of staff to act as the Deputy Designated Safeguarding Lead
(DDSL) in his/her absence to ensure there is always cover for the role;
A Designated Safeguarding Lead for child protection is identified and receives appropriate
on-going training, support and supervision
5 Sufficient time and resources are made available to enable the Designated and Deputy
Designated Safeguarding Lead to discharge their responsibilities, including attending inter-
agency meetings, contributing to the assessment of children and young people, supporting
colleagues and delivering training as appropriate
All staff and volunteers receive appropriate training which is updated annually
All temporary staff and volunteers are made aware of the school’s safeguarding policy and
arrangements
All staff and volunteers feel safe about raising concerns about poor or unsafe practice in
regard to the safeguarding and welfare of the children and young people and such
concerns will be addressed sensitively and effectively.
Parents/carers are aware of and have an understanding of the school’s responsibilities to
promote the safety and welfare of its pupils by making its obligations clear in the
school/setting prospectus.
Appropriate safeguarding responses are in place for children who are absent from school or
who go missing from education, particularly on repeat occasions.
The Attendance Lead (Kathryn Manion) regularly liaises with the Deputy Designated
Safeguarding Lead and classteachers to discuss all persistently absent pupils and those
who go missing to identify the risk of abuse and neglect including sexual abuse or
exploitation and to ensure that appropriate safeguarding responses have been put in place
to reduce the risk of future harm.
A member of the Trust Board is identified as the designated trustee for Safeguarding and
receives appropriate training. The identified trustee will provide the Trust Board with
appropriate information about safeguarding and will liaise with the Executive Headteacher
and Designated Safeguarding Lead.
The Trust’s safeguarding policy is reviewed annually and updated and the school complies
with local safeguarding procedures.
The Trust operates safe recruitment and selection practices including appropriate use of
references and checks on new staff and volunteers.
There are Safeguarding and Child Protection Policies together with a Staff Code of Conduct
and a Whistleblowing Policy.
The Trust has procedures for dealing with allegations of abuse against staff and volunteers
and to make a referral to the DBS if a person in regulated activity has been dismissed or
removed due to safeguarding concerns, or would have had they not resigned.
Any weaknesses in Child Protection are remedied immediately
A named trustee for safeguarding, is nominated to liaise with the LA on Child Protection
issues and in the event of an allegation of abuse made against the Executive Headteacher.
Child Protection policies and procedures are reviewed annually and that the Child
Protection policy is available on the Trust website. Parents/carers are made aware of this
policy and their entitlement to have a copy of it via the school / website.
Enhanced DBS checks are in place for all Trustees and Local Governing Body members.
Our Trustees will also undertake appropriate training to ensure they are able to carry out
their duty to safeguard all of the children at our school
5.2 The Local Governing Body of the school will ensure that:
A member of the Local Governing Body is identified as the designated governor for
Safeguarding and receives appropriate training. The identified Governing Body member will
provide the Governing Body with appropriate information about safeguarding and will liaise
with the Designated Safeguarding Lead member of staff.
A senior leader has Designated Safeguarding Lead responsibility.
The school’s safeguarding policy is reviewed annually and updated and the school
complies with local safeguarding procedures.
6 The school operates safe recruitment and selection practices including appropriate use of
references and checks on new staff and volunteers.
All staff and volunteers who have regular contact with children and young people receive
appropriate training which is up-dated by refresher training every 3 years.
There are Safeguarding and Child Protection Policies together with a Staff Code of Conduct
and a Whistleblowing Policy.
The Trust has procedures for dealing with allegations of abuse against staff and volunteers
and to make a referral to the DBS if a person in regulated activity has been dismissed or
removed due to safeguarding concerns, or would have had they not resigned.
A senior member of staff from leadership team is designated to take the lead responsibility
for safeguarding and child protection and that there is a deputy DSL(s) who is appropriately
trained member to deal with any issues in the absence of the Designated Safeguarding
Lead (DSL). There will always be cover for this role;
On appointment, the Designated Safeguarding Lead undertakes interagency training, at
Level 4, and also undertakes an ‘update’ course every 2 years. In addition to formal
training, DSL will ensure that they update their knowledge and skills at regular intervals but
at least annually, to keep up with any developments relevant to their role.
Any weaknesses in Child Protection are remedied immediately
A member of the Local Governing Body, usually the Chair, is nominated to liaise with the
LA on Child Protection issues and in the event of an allegation of abuse made against the
Head of School.
Child Protection policies and procedures are reviewed annually and that the Child
Protection policy is available on the school website or by other means
Parents/carers are made aware of this policy and their entitlement to have a copy of it via
the school handbook/newsletter/website.
The Local Governing Body considers how children may be taught about safeguarding. This
may be part of a broad and balanced curriculum covering relevant issues through personal
social health and economic education (PSHE) and/or for maintained schools through sex
and relationship education (SRE).
Enhanced DBS checks are in place for all Trustees and Local Governing Body members.
Our Trustees / Local Governing Bodies will also undertake appropriate training to ensure
they are able to carry out their duty to safeguard all of the children at our school
The Designated Safeguarding Lead (DSL) has a specific responsibility for championing the
importance of safeguarding and promoting the welfare of children and young people registered in
the school. The Designated Safeguarding Lead must be a member of the Senior Leadership
Team of the school.
The Designated Safeguarding Lead is the first point of contact for external agencies that are
pursuing Child Protection investigations and co-ordinates the school’s representation at Child
Protection Conferences and any other relevant meetings (including the submission of written
reports for conferences). When an individual concern/incident is brought to the notice of the
Designated Safeguarding Lead, they will be responsible for deciding upon whether or not this
should be reported to other agencies as a safeguarding issue.
KCSIE 2019: “The designated safeguarding lead (and any deputies) are most likely to have
a complete safeguarding picture.”
Arrangements are in place to ensure that at least one of the DSL trained persons in school is
available when children are taking part in school led activity, this includes before and after school
clubs and other extra-curricular activities.
7The Designated Safeguarding Lead will:
Act as the first point of contact with regards to all safeguarding matters
Attend up-dated training every two years
Provide relevant information to the LA on how the school carries out its safeguarding duties
Provide support and training for staff and volunteers
Ensure that the schools actions are in line with the TSCB Safeguarding Inter-Agency
Procedures. (Guidance on these procedures may be found on the TSCB website at
www.tscb.org.uk)
Refer a child if there are concerns about possible abuse, to the Local Authority, and acting
as a focal point for staff to discuss concerns. Referrals should be made in writing, following
a telephone call using a Single Agency Referral Form (SARF)
Keep copies of all referrals to TRAFFORD CHILDREN’S FIRST RESPONSE and any other
agencies related to safeguarding children (CPOPMs)
Ensure that all staff and volunteers receive information on safeguarding policies and
procedures from the point of induction
Ensure that any staff with specific responsibility for safeguarding children receive Level 2
and above training
Manage and keep secure the school’s safeguarding records
Ensure that all staff and volunteers understand and are aware of the school’s reporting and
recording procedures and are clear about what to do if they have a concern about a child
Keep a declaration form/record to show that staff have read and understood specific
safeguarding resources/materials
Liaise with the Head of School about any safeguarding issues
Ensure that the Safeguarding Policy is regularly reviewed and up-dated
Keep up to date with changes in local policy and procedures and are aware of any
guidance issued by the DFE concerning Safeguarding
Send a pupil’s child protection or safeguarding file separately from the main file to a new
establishment if a pupil leaves the school. Keep a copy of the file in line with GDPR
retention.
Provide, with the Head of School, a termly report for the governing body, detailing any
changes to the policy and procedures; training undertaken by the Designated Safeguarding
Lead, and by all staff and governors; number and type of incidents/cases, and number of
children on the child protection register (anonymised)
During term time the designated safeguarding lead and/ or a deputy will always be available
(during school hours) for staff in the school to discuss any safeguarding concerns. If in
exceptional circumstances, a DSL is not available on the school site in person, we will
ensure that they are available via telephone and any other relevant media.
Staff:
All staff may raise concerns directly with Children’s Social Care services
All staff must be aware that safeguarding incidents could happen anywhere and staff should
be alert to possible concerns being raised in this school
All staff are aware that safeguarding concerns about adults in the school should be made to
the Designated Safeguarding Lead or to the Head of School.
All members of staff and volunteers are provided with child protection awareness
information at induction, including in their arrival pack, the school safeguarding statement
so that they know who to discuss a concern with
All members of staff are trained in and receive regular updates in online safety and
reporting concerns
KCSIE 2019: “always speak to the designated safeguarding lead (or deputy)”
8KCSIE 2019: “Wherever possible, there should be a conversation with the designated
safeguarding lead (or deputy), who will help staff decide what to do next
KCSIE 2019: “If in exceptional circumstances, the designated safeguarding lead (or deputy)
is not available, this should not delay appropriate action being taken”
4. CREATING A SAFEGUARDING CULTURE
Tyntesfield Primary School aims to create and maintain a safe learning environment where all
children and adults feel safe, secure and valued and know they will be listened to and taken
seriously.
Everyone within Tyntesfield Primary School has a responsibility for safeguarding and promoting
the welfare of children and young people and for ensuring that they are protected from harm.
We should try to identify and address risks early and prevent issues escalating.
“School should be a safe and affirming place for children where they can develop a sense of
belonging and feel able to trust and talk openly with adults about their problems.” (DFE June 2014
– Mental Health and Behaviour in Schools)
We believe that all members of the organisation are entitled to receive care and protection from
harm. We will not accept inappropriate behaviour towards children, staff or volunteers and will
ensure that any concerns or allegations of impropriety are dealt with quickly, fairly and sensitively.
We are committed to robust recruitment and selection procedures (see below) to ensure that all
staff and volunteers have been appropriately screened prior to appointment, and to the provision
of appropriate guidance about safe working practice, boundaries and propriety. All Job
Advertisements carry a statement on the school’s policy towards safeguarding children and the
requirements for Disclosure and Barring Service (DBS) checks and Disqualification by
Association.
We ensure that appropriate child protection training is available to staff and volunteers through
induction programmes and within continuing training and development opportunities.
If there are any concerns relating to the welfare or safety of a child the Local Safeguarding
Children Board procedures are followed (see Trafford Safeguarding Children Procedures).
The Designated Safeguarding Lead (DSL), Kathryn Manion, will decide whether to refer the
case to Children’s Social Care (TRAFFORD CHILDREN’S FIRST RESPONSE), the ‘SCIP’ Worker
– Social Care in Partnership, or monitor the situation.
**Anyone can make a direct referral to Social Care.
In any conflict between the needs of the child or young person and those of others, the needs of
the young person must come first. Any allegation which may indicate that an adult behaved in a
way that has:
harmed a child, or may have harmed a child;
possibly committed a criminal offence against or related to a child; or,
behaved towards a child or children in a way that indicates s/he is unsuitable to work with
children.
9will be reported to the TRAFFORD CHILDREN’S FIRST RESPONSE/Local Authority Designated
Officer (LADO) and the appropriate procedures followed.
At Tyntesfield Primary School, all staff should be familiar with the school’s Safeguarding
systems:
Safeguarding and Child Protection Policy
CPOMS – Child Protection Online Monitoring System
Whistle Blowing Policy
Safer Recruitment procedures included in this Policy
Staff Code of Conduct included in this Policy
Online Safety and Social Media Policy
Acceptable Use of Technology Policy
Behaviour and Anti-Bullying Policy
Learning Differences Policy
Equality Scheme
Confidentiality will be upheld as far as possible at all times.
Tyntesfield Primary School works to ensure that Safeguarding is a priority. We have a Safer
School Culture:
We are open, no secrets
We talk about Safeguarding Issues
We are aware that it could happen here
We take concerns seriously
We have clear procedures for reporting concerns that are communicated and regularly
reviewed
We provide guidance for adults on appropriate and inappropriate behaviour
Policies and Procedures are in place
Good induction procedures exist
We have clear Child Protection procedures in place
We meet regularly to monitor and review the most vulnerable children and families
(including Team Around the Child [TAC] meetings)
Everybody understands their responsibility for safeguarding as a result of clear, precise job
descriptions, procedures, staff training, induction, mentoring, guidance and practices.
Staff may be required to contribute to reports, meetings with Social Care to take decisions
about children.
Our commitment to safeguarding is publicised regularly. We provide updates to parents and
carers.
The school complies with the DBS Code of Practice in regard to criminal record information.
The school’s work within the areas of Child Protection/Multi Agency Work, Inclusion, Anti-Bullying,
Equality of Opportunity, Pupil Provision and Vulnerable Pupils complements our Safeguarding and
Child Protection Policy.
The children have access to appropriate curriculum/learning opportunities including emotional
health and well-being, to support the development of the skills needed to help them stay safe and
healthy, develop their self-esteem and understand the responsibilities of adult life, particularly in
regard to child care and parenting skills.
10The children are regularly reminded that there are adults in school whom they can approach if they
are in difficulty or feeling worried and that their concerns will be taken seriously and treated with
respect.
The school makes use of ChildLine assemblies and workshops to develop pupils’ understanding of
their rights, own safety and voice.
In the event that an allegation of abuse is made against a member of staff or volunteer, the
designated person (Kathryn Manion, 0161 973 4877) will seek advice from the Local Authority
Designated Officer (LADO) and will agree the procedure to be followed. Where the allegation
arises outside of the work setting the LADO will inform the organisations designated person.
We have a separate Whistle Blowing Policy in place to enable concerns emerging about the
conduct of an adult to be appropriately addressed. Any staff disclosing information regarding
inappropriate behaviour by colleagues will be listened to and supported in accordance with the
Whistle Blowing Policy.
Parents of a child allegedly abused by a member of staff or other adult will be kept informed of the
progress and outcome of any investigation.
Any member of staff facing investigation into an allegation of abuse will be subject to the
procedures laid down by TSCB, will be offered appropriate access to professional and personal
support networks, and will be kept informed of the progress and outcome of any investigation.
The Continuum of Needs and Response and the Common Assessment Framework is embedded
into everyday practice and procedures when responding to children’s need. The children have
access to appropriate curriculum opportunities, including emotional health and well-being, to
support the development of the skills needed to help them stay safe and healthy, develop their
self-esteem and understand the responsibilities of adult life, particularly in regard to child care and
parenting skills.
Access to cross-curricular activities will provide opportunities to develop self-esteem and self-
motivation and to help pupils respect the rights of others, particularly those groups who may be
considered a minority.
Everyone who comes into contact with children and their families has a role to play in
safeguarding children. We recognise that staff at our school play a particularly important role as
they are in a position to identify concerns early and provide help for children to prevent concerns
from escalating. All staff are advised to maintain an attitude of ‘it could happen here’ where
safeguarding is concerned. When concerned about the welfare of a child, staff members must
always act in the best interests of the child.
At all times we will work in partnership and endeavour to establish effective working relationships
with parents, carers and colleagues from other agencies in line with Working Together to
Safeguard Children (2015) and Trafford Safeguarding Children Board’s procedures.
5. THE CURRICULUM
All children have access to an appropriate curriculum, differentiated to meet their needs. This
enables them to learn to develop the necessary skills to build self-esteem, respect others, defend
those in need, resolve conflict without resorting to violence, question and challenge and to make
informed choices in later life.
11Children and young people are encouraged to express and discuss their ideas, thoughts and
feelings through a variety of activities and have access to a range of cultural opportunities which
promote respect and empathy for others, age-appropriately. There is access to information and
materials from a diversity of sources which promote social, spiritual and moral well-being and
physical and mental health.
Personal Health and Social Education, Citizenship and Religious Education lessons will provide
opportunities for children and young people to discuss and debate a range of subjects including
lifestyles, forced marriage, family patterns, religious beliefs and practices and human rights issues.
All pupils will know that there are adults in the school whom they can approach in confidence if
they are in difficulty or feeling worried and that their concerns will be taken seriously and treated
with respect.
The Governing Body ensures that children are taught about safeguarding, including online,
through teaching and learning opportunities, as part of providing a broad and balanced curriculum.
This may include covering relevant issues through personal, social, health and economic
education (PSHE), and through sex and relationship education (SRE).
6. PROFESSIONAL CODE OF CONDUCT
Staff and volunteers are required to complete an annual declaration (see Appendix) to show that
they have read and understood the Professional Code of Conduct at Tyntesfield Primary School.
The school has adopted, in full, the Keeping Children Safe in Education (DFE September 2019)
guidance. It is available on the school’s website and through the DFE website.
The guidance is an attempt to identify what behaviours are expected of adults who work with
pupils. Adults whose practice deviates from this guidance and/or their professional or employment-
related code of conduct may bring into question their suitability to work with pupils.
It is important that all adults working with pupils at Tyntesfield Primary School understand the
appropriate and safe behaviour expected of them.
Providing staff with clear guidance will ensure that the school’s expectations of Safer
Working Practice are reinforced throughout a person’s employment.
Confidentiality
Members of staff may have access to confidential information about pupils and their families in
order to undertake their everyday responsibilities.
Information must never be used to intimidate, humiliate, or embarrass the pupil.
Confidential information about a child or family should never be used casually in conversation
(within or away from the school premises) or shared with any person other than on a need-to-know
basis.
Aspects detailed within the Safer Working Practice DFE Guidance are outlined below with the key
messages from the guidance shared in italics, along with specific expectations of conduct at
Tyntesfield Primary School:
12Power and Positions of Trust
It is vital for all those in positions of trust to understand the power this can give them over those
they care for and the responsibility they must exercise as a consequence of this relationship. A
relationship between an adult and a child or young person is not a relationship between equals.
There is potential for exploitation and harm of vulnerable young people. Adults therefore have a
responsibility to ensure that an unequal balance of power is not used for personal advantage or
gratification.
Adults should always maintain appropriate professional boundaries and avoid behaviour which
might be misinterpreted by others. They should report and record any incident with this potential.
Propriety and Behaviour
All adults working with pupils have a responsibility to maintain public confidence in their ability to
safeguard the welfare and best interests of pupils. It is therefore expected that they will adopt high
standards of personal conduct in order to maintain the confidence and respect of their colleagues,
pupils or students public in general and all those with whom they work.
There may be times, for example, when an adult’s behaviour or actions in their personal life come
under scrutiny from local communities, the media or public authorities. This could be because their
behaviour is considered to compromise their position in their workplace or indicate an unsuitability
to work with pupils. Misuse of drugs, alcohol or acts of violence would be examples of such
behaviour.
Adults in contact with pupils should, therefore, understand and be aware, that safe practice also
involves using judgement and integrity about behaviours in places other than the work setting.
Dress and Appearance
A person's dress and appearance are matters of personal choice and self-expression. However,
adults should dress in ways which are appropriate to their role and this may need to be different to
how they dress when not at work. This includes jewellery and accessories.
Adults who work with pupils should ensure they are dressed appropriately for the tasks and the
work they undertake. Tattoos should be covered wherever possible and visible piercings, other
than in the ear, should be removed when pupils are in school.
The school operates a gender neutral policy with regard to clothing and should not discriminate
against a person based upon gender. (See Equalities Scheme.)
Use of Mobile Phones during the school day
Mobile phones have a place in settings, especially when on outings. They are often the only
means of contact available in settings and can be helpful in ensuring children are kept safe. The
use of mobile phones on outings needs to be included as part of the risk assessment, for example,
how to keep personal numbers that may be stored on the phone safe and confidential.
Adults are discouraged from making use of their personal phones during the working school day,
this includes in staff and briefing meetings and In Service Training.
The use of a mobile phone or device must not detract from the quality of supervision and care of
children, nor professional development.
13Adults at Tyntesfield Primary School are requested to have personal phones switched off during
times when they are working especially with pupils and or other services, except in exceptional
circumstances which should be agreed with the Head of School or a senior leader.
Adults are responsible for their own behaviour regarding the use of mobile phones and should
avoid putting themselves into compromising situations, which could be misinterpreted and lead to
potential allegations.
(See also ‘Communication with pupils including use of technology’.)
Personal Living Space
No child or young person should be in or invited into, the home of an adult who works with them,
unless the reason for this has been firmly established and agreed with parents/ carers and a
senior manager or Head of School.
Gifts, Rewards and Favouritism
The giving of gifts or rewards to pupils should be part of an agreed policy for supporting positive
behaviour or recognising particular achievements. Any gifts should be given openly and not be
based on favouritism. Adults need to be aware however, that the giving of gifts can be
misinterpreted by others as a gesture either to bribe or “groom” a young person. Gifts given to
pupils who may be leaving the school or absent for health/long-term reasons may be gifted from
the class rather than from an individual adult or member of staff.
Infatuations
Occasionally, a child or young person may develop an infatuation with an adult who works with
them. These adults should deal with these situations sensitively and appropriately to maintain the
dignity and safety of all concerned. They should remain aware, however, that such infatuations
carry a high risk of words or actions being misinterpreted and should therefore make every effort
to ensure that their own behaviour is above reproach.
Adults who becomes aware that a child or young person is developing a infatuation, should
discuss this at the earliest opportunity with the Head of School, DSL, senior manager and
parent/carer so appropriate action can be taken to avoid any hurt, distress or embarrassment. This
should be reported on CPOMS.
Communication with pupils including Use of Technology (see Online Safety and Social
Media Policy and Acceptable Use of Technology Policies)
Communication between pupils and adults, by whatever method, should take place within clear
and explicit professional boundaries. This includes the wider use of technology such as mobile
phones, text messaging, emails, msn, social networking, digital cameras, videos, web-cams,
websites and blogs. Staff must use an LA/School approved email solution should they need to
communicate with pupils about their school work.
Adults should not share any personal information or details with a child or young person; this
includes personal email, home/mobile telephone numbers, social media addresses. They should
not request, or respond to, any personal information from the child/young person, other than that
which might be appropriate as part of their professional role (and only then after checking that the
need to do so is agreed with senior management and parents/carers). Adults should ensure that
all communications are transparent and open to scrutiny.
14Adults should also be circumspect in their communications with children so as to avoid any
possible misinterpretation of their motives or any behaviour which could be construed as
grooming.
E-mail or text communications between an adult and a child/young person outside agreed
protocols may lead to disciplinary and/or criminal investigations. This also includes
communications through social networking or internet based web sites.
Social Contact
Adults should not establish or seek to establish social contact with pupils for the purpose of
securing a friendship or to pursue or strengthen a relationship.
Sexual Contact
All adults should clearly understand the need to maintain appropriate boundaries in their contacts
with pupils. Intimate or sexual relationships between children/young people and the adults who
work with them will be regarded as a grave breach of trust. Allowing or encouraging a relationship
to develop in a way which might lead to a sexual relationship is also unacceptable.
Any sexual activity between an adult and a child or young person with whom they work may be
regarded as a criminal offence and will always be a matter for disciplinary action. All children and
young people are protected by specific legal provisions in this respect regardless of whether the
child or young person consents or not. The sexual activity referred to does not just involve physical
contact including penetrative and non-penetrative acts. It may also include non-contact activities,
such as causing children to engage in or watch sexual activity or the production of pornographic
material. 'Working Together to Safeguard Children’ defines sexual abuse as “forcing or enticing a
child or young person to take part in sexual activities, whether or not the child is aware of what is
happening”.
Physical Contact
There are occasions when it is entirely appropriate and proper for staff to have physical contact
with pupils, but it is crucial that they only do so in ways appropriate to their professional role.
A 'no touch' approach is impractical for most staff and will in some circumstances be inappropriate.
When physical contact is made with pupils this should be in response to their needs at the time, of
limited duration and appropriate to their age, stage of development, gender, ethnicity and
background. Appropriate physical contact in schools will occur most often with younger pupils.
It is not possible to be specific about the appropriateness of each physical contact, since an action
that is appropriate with one child in one set of circumstances may be inappropriate in another, or
with a different child. Staff should therefore, use their professional judgement at all times.
Physical contact should never be secretive, or for the gratification of the adult, or represent a
misuse of authority. If a member of staff believes that an action could be misinterpreted, the
incident and circumstances should be recorded as soon as possible on CPOMs and, if
appropriate, a copy placed on the child’s file.
The general culture of 'limited touch' should be adapted, where appropriate, to the individual
requirements of each child. Children with special needs may require more physical contact to
assist their everyday learning. The arrangements should be understood and agreed by all
concerned, justified in terms of the child's needs, consistently applied and open to scrutiny.
It is recognised that some children who have experienced abuse may seek inappropriate physical
contact. Adults should be particularly aware of this when it is known that a child has suffered
15previous abuse or neglect. In the child's view, physical contact might be associated with such
experiences and lead to some actions being misinterpreted. In all circumstances where a child or
young person initiates inappropriate physical contact, it is the responsibility of the adult to
sensitively deter the child and help them understand the importance of personal boundaries. Such
circumstances must always be reported on CPOMs and discussed with a senior manager and the
parent/carer.
Other activities that require Physical Contact
Physical contact should take place only when it is necessary in relation to a particular activity. It
should take place in a safe and open environment i.e. one easily observed by others and last for
the minimum time necessary.
Behaviour Management (see school’s Behaviour and Kindness Policy)
There are circumstances in which adults working with children displaying extreme behaviours can
legitimately intervene by using either non-restrictive or restrictive physical interventions. This is a
complex area and adults and school/service must have regard to legislation and government
guidance in the development and implementation of their own policies and practice.
The use of physical intervention should, wherever possible, be avoided. It should only be used to
manage a child or young person’s behaviour if it is necessary to prevent personal injury to the
child, other children or an adult, to prevent serious damage to property or in what would
reasonably be regarded as exceptional circumstances. When physical intervention is used it
should be undertaken in such a way that maintains the safety and dignity of all concerned.
The scale and nature of any physical intervention must be proportionate to both the behaviour of
the individual to be controlled and the nature of the harm they may cause. The minimum
necessary force should be used and the techniques deployed in line with recommended policy and
practice.
Under no circumstances should physical force or intervention be used as a form of punishment.
The duty of care which applies to all adults and school/service working with pupils requires that
reasonable measures are taken to prevent children being harmed. The use of unwarranted
physical force is likely to constitute a criminal offence.
In all cases where physical intervention is employed the incident and subsequent actions should
be documented and reported (CPOMS). This should include written and signed accounts of all
those involved, including the child or young person. The parents/carers should be informed the
same day.
Children and Young People in Distress
There may be occasions when a distressed child needs comfort and reassurance and this may
involve physical contact. Young children, in particular, may need immediate physical comfort, for
example after a fall, separation from parent etc. Adults should use their professional judgement to
comfort or reassure a child in an age-appropriate way whilst maintaining clear professional
boundaries.
Intimate Care (See school’s Intimate Care Policy)
Some job responsibilities necessitate intimate physical contact with children on a regular basis, for
example assisting young children with toileting, providing intimate care for children with disabilities
or in the provision of medical care.
16Personal Care
Young people are entitled to respect and privacy at all times and especially when in a state of
undress, changing clothes, bathing or undertaking any form of personal care. There are occasions
where there will be a need for an appropriate level of supervision in order to safeguard young
people and/or satisfy health and safety considerations. This supervision should be appropriate to
the needs and age of the young people concerned and sensitive to the potential for
embarrassment.
Adults need to be vigilant about their own behaviour, ensure they follow agreed guidelines and be
mindful of the needs of the pupils with whom they work.
First Aid and Administration of Medication (See school’s Supporting Pupils with Medication
Policy)
One to One Situations
One to one situations have the potential to make child/young person more vulnerable to harm by
those who seek to exploit their position of trust. Adults working in one to one settings with pupils
may also be more vulnerable to unjust or unfounded allegations being made against them.
Both possibilities should be recognised so that when one to one situations are unavoidable,
reasonable and sensible precautions are taken. Every attempt should be made to ensure the
safety and security of pupils and the adults who work with them.
Home Visits
All work with pupils and parents should, wherever possible, be undertaken in the school or other
recognised workplace, There are, however, occasions, in response to an urgent or specific
situation where it is necessary to make one-off or regular home visits. In these circumstances it is
essential that appropriate policies and related risk assessments are in place to safeguard pupils
and the adults who work with them. A risk assessment should include an evaluation of any known
factors regarding the child/young person, parents and others living in the household. Specific
consideration should be given to visits outside of ‘office hours’ or in remote or secluded locations.
Transporting Pupils
There will be occasions when adults are expected or asked to transport children as part of their
duties, e.g. out of school activities, staff or volunteers may agree to transport children.
Adults, who are expected to use their own vehicles for transporting children should ensure
that the vehicle is roadworthy, appropriately insured and that the maximum capacity is not
exceeded.
It is a legal requirement that all passengers should wear seat belts and it is the
responsibility of the staff member to ensure that this requirement is met. Adults should also
be aware of current legislation and adhere to the use of car seats for younger children.
Adults transporting pupils should, wherever possible, have another adult in the vehicle.
Pupils should be seated in the back.
There may be occasions where the child or young person requires transport in an
emergency situation or where not to give a lift may place a child at risk. Such circumstances
must always be recorded (CPOMS) and reported to a senior manager and parents/carers.
Educational Visits and After-School Activities (See school’s Educational Visits Policy)
Photography, Images and Videos
17The vast majority of people who take or view photographs or videos of children do so for entirely
innocent, understandable and acceptable reasons. However, due to cases of abuse to children
through taking or using images, we must ensure that we have safeguards in place.
Working with pupils may involve the taking or recording of images. Any such work should take
place with due regard to the law and the need to safeguard the privacy, dignity, safety and well-
being of pupils. Informed written consent from parents or carers and agreement, where possible,
from the child or young person, should always be sought before an image is taken for any
purpose.
Adults need to remain sensitive to any children who appear uncomfortable, for whatever reason,
and should recognise the potential for such activities to raise concerns or lead to
misunderstandings.
It is not appropriate for adults to take photographs of children for their personal use, or on their
personal devices (such as iPads/tablets, cameras, mobile telephones, digital devices).
Adults must ensure that only school’s designated recording devices/iPads/cameras are used
The school maintains a record of parental permission given for the taking and use of photographic
images. The following guidance is followed:
Ensure that a child is appropriately dressed
if the photograph is used, avoid naming the pupil
if the pupil is named, only use a first name and avoid using their photograph
writing times and dates alongside images (e.g. in a tweet) should be avoided if, by giving
these, it may indicate to others where and when a child may be accessible
schools should establish whether the image will be retained for further use or deleted
(preferably these should be deleted after use)
images should be securely store, password protected, and used only by those authorised to
do so. Where images are stored the school will adhere to GDPR/ICO data protection laws.
where professional photographers are used, DBS’s, references and parental consent will be
obtained prior to photographs being taken.
Access to Inappropriate Images and Internet Usage
There are no circumstances that will justify adults possessing indecent images of children. Adults
who access and possess links to such websites will be viewed as a significant and potential threat
to children. Accessing, making and storing indecent images of children is illegal. This will lead to
criminal investigation and the individual being barred from working with pupils, if proven.
Adults should not use equipment belonging to their school/service to access adult
pornography; neither should personal equipment containing these images or links to them
be brought into the workplace. This will raise serious concerns about the suitability of the
adult to continue to work with children.
Adults should ensure that pupils are not exposed to any inappropriate images or web links.
(See school Online Safety and Social Media Policy).
Where indecent images of children or other unsuitable material are found, the police and
Local Authority Designated Officer (LADO) should be immediately informed. Adults should
not attempt to investigate the matter or evaluate the material themselves, as this may lead
to evidence being contaminated which in itself can lead to a criminal prosecution.
187. SAFER USE OF THE INTERNET AND DIGITAL TECHNOLOGY (see Online Safety and
Social Media Policy)
Tyntesfield Primary School recognise that in a modern learning environment, use of emerging
technology, the internet, multimedia devices and digital imaging facilities are part of everyday
requirements. However, a child/young person’s safety will remain the priority of the school.
All staff are aware that any items that have capability for use of the Internet or the creation of
digital images (including mobile phones) must be used by children/young people under
appropriate supervision. If any such item that belongs to a member of staff is brought onto the
school site, it is the responsibility of that staff member to ensure that these items contain nothing
of an inappropriate nature.
Children/young people are not permitted to directly access items that do not belong to the school.
If there is any suspicion that any multimedia device or computer contains any images or content of
an inappropriate nature, the Head of School or DSL should be informed immediately.
Whilst it is essential that governing bodies and proprietors ensure that appropriate filters and
monitoring systems are in place; they should be careful that “over blocking” does not lead to
unreasonable restrictions as to what children can be taught with regards to online teaching and
safeguarding.
Social Networking Sites
Social Networking sites are part of everyday culture within the cyber environment and all staff will
promote safe use of the internet to all children/young people. The school curriculum will include
the input of appropriately trained personnel around Internet Safety and safe use of media items.
Staff will ensure that any personal use of Social Networking sites does not in any way impinge
upon the school or their professional standards. Any concerns regarding a staff member’s
conduct should be brought to the immediate attention of the Head of School or the DSL.
Any attempt by a child/young person to contact staff via such internet sites will immediately be
reported to the Head of School or DSL in order that appropriate advice can be given to the
child/young person and their parents/carers regarding professional boundaries and the safety of
the child/young person.
Sexting
‘Sexting’ is one of a number of ‘risk-taking’ behaviours associated with the use of digital devices,
social media or the internet. It is accepted that young people experiment and challenge
boundaries and therefore the risks associated with ‘online’ activity can never be completely
eliminated. However, Tyntesfield Primary School takes a pro-active approach in its Computing
and Enrichment programmes to help children to understand, assess, manage and avoid the risks
associated with ‘online activity’. The school recognises its duty of care to its young people who do
find themselves involved in such activity as well as its responsibility to report such behaviours
where legal or safeguarding boundaries are crossed.
There are a number of definitions of ‘sexting’ but for the purposes of this policy sexting is simply
defined as:
Images or videos generated by children under the age of 18, or of children under the age of
18 that are of a sexual nature or are indecent.
These images are shared between young people and/or adults via a mobile phone, hand
held device, computer, ‘tablet’ or website with people they may not even know.
19There are many different types of sexting and it is likely that no two cases will be the same. It is
necessary to carefully consider each case on its own merit. However, it is important that
Tyntesfield Primary School applies a consistent approach when dealing with an incident to help
protect young people and the school. For this reason, the Designated Safeguarding Lead (or
DDSL in the absence of the DSL) needs to be informed of any ‘sexting’ incidents. The Online
Safety Coordinator may be informed; he should then share this information with the DSL. The
range of contributory factors in each case also needs to be considered in order to determine an
appropriate and proportionate response. All colleagues are expected to be aware of this policy.
The school adopts the UK Council for Child Internet Safety guidance ‘Sexting in schools and
colleges: Responding to incidents and safeguarding young people’ in respect of our response to
sexting. This guidance clearly sets out how to handle incidents, should they occur and what
preventative steps can be taken to educate young people. This guidance can be found in
Appendix 6.
8. POSITION OF TRUST
All school staff are aware that inappropriate behaviour towards children is unacceptable and that
their conduct towards all children must be beyond reproach. In addition, staff should understand
that, under the Sexual Offences Act 2003, it is an offence for a person over the age of 18 to have
a sexual relationship with a person under the age of 18, where that person is in a position of trust,
even if the relationship is consensual. This means that any sexual activity between a member of
the school staff and a child under 18 may be a criminal offence, even if that child is over the age of
consent.
9. CHILD PROTECTION - Recognising Child Abuse
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. Children may be abused in a family or in an institutional
or community setting by those known to them or, more rarely, by others (e.g. via the internet).
They may be abused by an adult or adults or another child or children.
Recognising signs of child abuse
Categories of Abuse:
All staff are aware of the categories of abuse, which are:
Emotional Physical Sexual
Neglect
Abuse Abuse Abuse
The definitions of which can be found below and in the glossary, and signs and symptoms of the
four categories of abuse can be found below and in Appendix 3.
20Staff are also made aware of other key safeguarding topics:
Children with
Bullying & Child Sexual Contextual
SEN and/or
Cyberbullying Exploitation Safeguarding
disabilities
Criminal Female
Domestic
Exploitation Early Help Gential
Abuse
'County Lines' Mutilation
Preventing
Gangs & Youth Peer on Peer
Hate Radicalisation
Violence Abuse
& Extremism
Private Relationship
Sexting Trafficking
Fostering Abuse
The definitions of the above can be found in the glossary. Information and learning relating to the
above topcs is shared in school, but staff are also encouraged to undertake their own learning.
More information in relation to staff training etc. can be found in the ‘Staff learning and
development’ section of this policy.
Signs of Abuse in Children:
The following non-specific signs may indicate something is wrong:
Significant change in behaviour
Extreme anger or sadness
Aggressive and attention-seeking behaviour
Suspicious bruises with unsatisfactory explanations
Lack of self-esteem
Self-injury
Depression
Age inappropriate sexual behaviour
Child Sexual Exploitation.
Risk Indicators
The factors described in this section are frequently found in cases of child abuse. Their presence
is not proof that abuse has occurred, but:
Must be regarded as indicators of the possibility of significant harm
Justifies the need for careful assessment and discussion with designated / named / lead
person, manager, (or in the absence of all those individuals, an experienced colleague)
May require consultation with and / or referral to Children’s Services
21The absence of such indicators does not mean that abuse or neglect has not occurred.
In an abusive relationship the child may:
Appear frightened of the parent/s
Act in a way that is inappropriate to her/his age and development (though full account
needs to be taken of different patterns of development and different ethnic groups)
The parent or carer may:
Persistently avoid child health promotion services and treatment of the child’s episodic
illnesses
Have unrealistic expectations of the child
Frequently complain about/to the child and may fail to provide attention or praise (high
criticism/low warmth environment)
Be absent or misusing substances
Persistently refuse to allow access on home visits
Be involved in domestic abuse
Staff should be aware of the potential risk to children when individuals, previously known or
suspected to have abused children, move into the household.
Recognising Physical Abuse
The following are often regarded as indicators of concern:
An explanation which is inconsistent with an injury
Several different explanations provided for an injury
Unexplained delay in seeking treatment
The parents/carers are uninterested or undisturbed by an accident or injury
Parents are absent without good reason when their child is presented for treatment
Repeated presentation of minor injuries (which may represent a “cry for help” and if ignored
could lead to a more serious injury)
Family use of different doctors and A&E departments
Reluctance to give information or mention previous injuries
Bruising
Children can have accidental bruising, but the following must be considered as non- accidental
unless there is evidence or an adequate explanation provided:
Any bruising to a pre-crawling or pre-walking baby
Bruising in or around the mouth, particularly in small babies which may indicate force
feeding
Two simultaneous bruised eyes, without bruising to the forehead, (rarely accidental, though
a single bruised eye can be accidental or abusive)
Repeated or multiple bruising on the head or on sites unlikely to be injured accidentally
Variation in colour possibly indicating injuries caused at different times
The outline of an object used e.g. belt marks, hand prints or a hair brush
Bruising or tears around, or behind, the earlobe/s indicating injury by pulling or twisting
Bruising around the face
Grasp marks on small children
Bruising on the arms, buttocks and thighs may be an indicator of sexual abuse
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