Princess Frederica CE VA Primary School

Every child matters: Protecting our children

Aims for todays session

Your personal responsibility Identifying cases of abuse How to support and respond to a child who tells of abuse What to do
Based on a training led by Lisa Murphy at the University of Cambridge Faculty of Education

Working Together 2010 The Children Act 2004

Section 11 Arrangements to safeguard and promote welfare Each person and body must ensure that their functions are discharged having regard to the need to safeguard and promote the welfare of children.

Abuse and Neglect

Someone 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/community setting; by those known to them or, more rarely, by a stranger Just over 90% of sexual abuse is perpetrated by someone known to the child

Child Abuse: where, when and who?

Children can be abused regardless of their age, gender, culture, disability, racial origin, sexual identity or social class Children with special needs are especially vulnerable and more likely to be abused

What we know in England, Wales and Northern Ireland and locally On average 1 or 2 children die each week as a result of abuse or neglect In Brent, there are approximately 180 children subject to a child protection plan at any time

What we know from research

7% suffer serious physical abuse as children (NSPCC Maltreatment Study, 2000) 90% of domestic violence incidents children are in the same room (Home Office Statistics) 2-3% of children have 1 or both parents with a serious drug problem (Hidden Harm 2003) 31,919 children were on CP registers in March 2006 1 in 11 children have a parent who drinks too much (Bottling It Up 2006) But remember . 9 out of 10 children grow up in secure, happy homes (NSPCC)

Working together- 2010

This document lists the areas which are used to categorise harm. Neglect Emotional abuse Sexual abuse Physical abuse

Every Child Matters

Safeguarding is a wider concept than child protection it is about maximising every childs potential. This cannot be done in isolation, we need to work together and plan for early intervention as well as react to crises

If a Child tells..
Listen Explain Pass on Record

Never promise confidentiality

Disclosure
Do not promise to keep things secret Do say that you may need to talk to some one else Do not ask questions which could be seen as leading LISTEN
Whilst adults need to be aware of the need to listen and support children and young people, they must also understand the importance of not promising to keep secrets. Neither should they request this of a child/ young person under any circumstances.

What to do next
Focus on the actual or potential harm to the child if the situation is not addressed Record your concerns quickly and pass them on to the Designated Person in school It is important to act quickly, especially in cases of physical or sexual abuse or if the child is at immediate risk of harm

Logging a concern
Describe what you saw, heard or have been told, which gives you cause for concern Who What Where When

Pass it on.straight away

The process
Your role is important as you are the people who notice things initially (this could be a child reporting, a nagging doubt or hearsay.) Dont wait for someone else to say something. Fill in Logging concern sheet Pass to Designated Person for Child Protection Remember confidentiality NEED TO KNOW
Adults are expected to treat information they receive about children and young people in a discreet and confidential manner.

This is the initial part of a staged intervention process

Professionalism
Adults should always acknowledge and maintain professional boundaries and avoid behaviour which might be misinterpreted by others. They should report and record any incident with this potential. An adult, who becomes aware that a child or young person is developing an infatuation, should discuss this at the earliest opportunity with a senior manager or parent/carer so appropriate action can be taken to avoid any hurt, distress or embarrassment. Communication between children and adults, by whatever method, should take place within clear and explicit professional boundaries.

Physical contact
For all other adults working with children there will 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. All children and young people have a right to be treated with respect and dignity even in those circumstances where they display difficult or challenging behaviour. When administering first aid, wherever possible, adults should ensure that another adult is aware of the action being taken. Parents should always be informed when first aid has been administered.

For consideration
One to one situations Transporting Children Trips and Outings Photography and Videos Intimate Care Whistle blowing

Finally remember
You may be the first person the child talks to You have a duty to safeguard the children in your class You will have support if and when a child talks to you or you notice something 9 out of 10 children grow up in a happy, secure home.