Safeguarding

SAFEGUARDING PROCEDURES AT RAINE’S FOUNDATION SCHOOL:

 

Every adult at Raine’s Foundation School who comes into contact with children and their families has a role to play in safeguarding children as they are in a position to identify concerns early and provide help for children, to prevent concerns from escalating.

Safeguarding is protecting children from maltreatment; preventing impairment of children’s health or development; ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes.  ‘Children’ includes everyone under the age of 18.

This can be summarised as:

  • protecting children from maltreatment
  • preventing impairment of children’s 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

 

Safeguarding is not just about protecting children from deliberate harm.  It relates to aspects of school life including:

  • Pupils’ health and safety                        
  • The use of reasonable force
  • Meeting the needs of students with medical conditions
  • Providing first aid
  • Educational visits
  • Intimate care
  • Internet or e-safety

 

Safeguarding can involve a range of potential issues such as:

  • Bullying, including cyberbullying (by text messages, on social networking sites, and do on) and prejudice-based bullying
  • Racist, disability, and homophobic or transphobic abuse.
  • Radicalisation and extremist behaviour
  • Child sexual exploitation
  • Sexting
  • Substance misuse   
  • Issues that may be specific to a local area or population, for example gang activity and youth violence
  • Particular issues affecting children including domestic violence, sexual exploitation, female genital mutilation and forced marriage.

Each school and college should have a designated Safeguarding Lead who will provide support to staff members to carry out their safeguarding duties and who will liaise closely with other services such as children’s social care.  At RFS this is Justin Childs, Assistant Headteacher. 

The team  is:

Justin Childs  DSL,

Alison Deady Assistant DSL

Emma Omo-Bare.

The role of school and adults working in school.

The Teacher Standards state that teachers, including Headteachers, should safeguard children’s wellbeing and maintain public trust in the teaching profession as part of their professional duties.

  • All school and college staff have a responsibility to provide a safe environment in which can learn.
  • All school and college staff have a responsibility to identify children who may be in need of extra help or who are suffering, or are likely to suffer, significant harm.
  • All staff then have a responsibility to take appropriate action, working with other services as needed.

What adults in school should look out for:

All school and college staff members should be aware of the signs of abuse and neglect so that they are able to identify cases of children who may be in need of help or protection.

Adults working at RFS with children are advised to maintain an attitude of ‘it could happen here’ where safeguarding is concerned.  When concerned about the welfare of a child, adults should always act in the interests of the child.  All adults working with or on behalf children have a responsibility to protect them.  There are however, key people within this school who have a direct responsibility for ensuring that procedures are in place to protect children and to make a referral if a child is deemed to be ‘at significant harm’.

During your time here at Raine’s Foundation School it is possible that you will be alerted to a situation where you think a child may be ‘at significant harm’.

Where a child is suffering significant harm, or is likely to do so, action should be taken to protect that child.  Action should also be taken to promote the welfare of a child in need of additional support, even if they are not suffering harm or are at immediate risk.

 

Child abuse may take the form of:

  • Physical Abuse, which may involve, hitting, shaking, throwing, burning, scalding, poisoning, drowning, suffocating or otherwise causing physical harm to a child.
  • Emotional Abuse involves conveying to children that they are worthless, inadequate and unloved resulting in poor self-esteem and little self-respect.
  • Neglect, may involve failure to provide for basic needs such as shelter, adequate clothing, medical treatment and protection from danger.
  • Sexual Abuse, involves forcing or encouraging a child to behave in sexually inappropriate ways.  This may include physical contact or non-contact such as watching child pornography or sexual acts.

Dealing with Disclosures

Children are more likely to tell when school feels a safe place to be.  If a child discloses anything to you:

  • DO NOT promise confidentiality
  • Do not ask leading questions
  • Use the child’s own words – do not paraphrase
  • Date and sign any statement
  • Email the Safeguarding Team as soon as possible (within the hour).
  • You must log any concerns on the My Concern app.

Indicators that a child may be at risk of significant harm:

Direct disclosure

  • Student
  • Family member
  • Friend of the student
  • Other source

Indirect indicators

  • Poor attendance or punctuality
  • Signs of injury
  • Response to interactions with adults
  • Patterns of/decline in behaviour (i.e. attendance)

Do

  • Listen carefully
  • Reassure they are right to tell
  • Explain that what they are about to tell you may need to be passed on for reasons of safety
  • Record the conversation in the child’s words (sign and date)
  • Take it seriously

 

Don’t

  • Promise confidentiality
  • Jump to conclusions
  • Speculate or accuse anybody
  • Put yourself in a vulnerable position when talking to a student
  • Ask leading questions
  • Investigate
  • Discuss out of context

 

 

Policies relating to safeguarding can be viewed at the link below.

Policies

 

 

Your browser is out-of-date!

Update your browser to view this website correctly. Update my browser now

×

Your browser is out-of-date!

Update your browser to view this website correctly. Update my browser now

×