Safeguarding 

& Child Protection Policy


Introduction

The safety and security of our children is our highest priority. Our aim is to create an
environment in which children feel safe, secure, valued, listened to and are taken seriously at all times, and in which any suspicion of abuse or neglect is promptly and appropriately responded to.

Safeguarding is the action that is taken to promote the welfare of children and protect them from harm. Safeguarding means:

  protecting children from abuse and maltreatment;

  preventing harm to children’s health or development;

  ensuring children grow up with the provision of safe and effective care;

  taking action to enable all children and young people to have the best outcomes.

Child protection is part of the safeguarding process. It focuses on protecting individual
children identified as suffering or likely to suffer significant harm.

The principal pieces of legislation governing this policy are:

  Keeping Children Safe in Education – September 2018

  Working Together to Safeguarding Children –July 2018

  The Children Act 1989

  Safeguarding Vulnerable Groups Act 2006

It is also informed by DfE advice, ‘What to do if you’re worried a child is being abused - Advice for practitioners’ 2015

In child protection matters Real Action will follow the inter-agency and child protection
procedures laid down by the Local Safeguarding Children Board.

Application

This policy applies to all teaching, non-teaching, contract staff and volunteers. Throughout
the document the term DSL is used, this stands for Designated Safeguarding Lead. At Real
Action, the DSL is the Education Director, Katie Ivens. This Safeguarding Policy and the
Behaviour Policy applies to all pupils and adults in the school, including in-schools
programme.

Publication

This Policy is updated annually and is published to all staff and volunteers. Rather than
duplicating content from Keeping Children Safe in Education in this policy, it should be understood that the Education Director and school staff will always refer to this document as the standard for all safeguarding practice and decision making. 

Persons responsible for policy implementation

Primary person responsible for implementation and monitoring of this policy:

Name: Katie Ivens

Job title: Education Director

Phone number: 0208 960 2065

Email: [email protected]

Secondary person responsible for implementation and monitoring of this policy: 

Name: Viviane Peressini

Job title: Project Manager

Phone number: 07949 947 988

Email: [email protected]

Last review date: 31st August 2020

Next review date: 31st August 2021

General Contact Details

The following pages outline the contact details of named staff in school and external agencies linked to child protection and safeguarding. All concerns about a child must be reported immediately to the Education Director. Where a child is in immediate danger or at risk of harm a referral should be made to children’s social care and/or the police immediately.

Organisation Contacts

Education Director - Katie Ivens

Project Director - Viviane Peressini

Project Delivery Manager - Queenie Kannan

Chairman of Trustees - Patricia Arcenegui 

Local Authority Contacts

We follows the safeguarding protocols
and procedures of our Local
Safeguarding Children Board (LSCB):

https://www.rbkc.gov.uk/lscb/information-
professionals-and-volunteers/contacts-
safeguarding-westminster

The Designated Officer for child
protection (sometimes referred to as the
LADO)

Sharon Ackbersingh, Interim LADO RBKC/WCC
07714 845 702
[email protected]

Local authority children’s
referral team(s)

Tel: 020 7641 4000

email: [email protected]

Local authority Prevent Team

Tel: 07817 054 759
[email protected]

Local authority’s out of hours contact details

Tel: 020 7641 6000

[email protected]

Local Police Emergency - 999

Aims and Objectives

All staff members have a commitment to safeguard and promote the welfare, health
(including mental health) and safety of our pupils by creating and maintaining an open, safe atmosphere.

We have three primary aims:

 Prevent harm

 Protect pupils from harm

 Support pupils and staff when child protection and safeguarding incidents occurs

The organisation achieve these aims by:

  Ensuring the recruitment of individuals who are suitable and appropriate to work with
children and who have positive safeguarding attitudes.

  Ensuring that all staff are properly trained, supported and supervised to enable them
to identify abuse and welfare concerns and deal with such concerns appropriately and
sensitively.

  Ensuring that all staff are properly trained, supported and supervised to enable them
to identify abuse and welfare concerns and deal with such concerns appropriately and
sensitively.

  Encouraging staff to discuss child protection, safeguarding and welfare concerns
confidentially with the Education Director in order to ensure they have confidence in
their own abilities to identify and appropriately handle welfare concerns and cases of
abuse and neglect.

  Creating a culture of openness, trust and transparency in which any concerns about
the conduct of staff, visitors and other adults in school can be shared and dealt with
in an appropriate and sensitive manner.

  Following the procedures laid down in this Policy and by the Local Safeguarding
Children Board as appropriate.

Actions where there are concerns about a child

Safeguarding is everyone's responsibility and all staff, regardless of their role, should exercise vigilance and be watchful for, and aware of, signs that a child may be in need of help as well as the signs of abuse and neglect (see below for a list of some common signs). 

If a member of staff has any concerns about a child s/he should complete a ‘Record of Concern’ form and hand it to the Education Director or in her absence to the Project Manager. 

The Education Director will discuss the matter with the member of staff and will decide on an appropriate course of action. This discussion and actions taken will be recorded on the incident book. 

Early Help

All staff should be aware of the early help process, and understand their role in it.
This includes:

 identifying emerging problems and potential unmet needs;

 liaising with the Education Director;

 sharing information with other professionals to support early identification and assessment; and

 in some cases, acting as the lead professional in undertaking an assessment of the need for early help.

All staff should be alert to identifying children who may benefit from early help. Early help means providing support as soon as a problem emerges at any point in a child’s life. If a member of staff has a concern that a child may be in need of early help, then s/he should, in the first instance, discuss early help requirements with the Education Director.

This should identify what help the child and family require to prevent needs escalating to a point where intervention would be needed via a statutory assessment under the Children Act 1989. If early help is appropriate, where they are not taking the lead, then the Education Director should support the member of staff in liaising with other agencies, and setting up an inter-agency early help assessment as appropriate. The early help assessment should be undertaken by a lead professional who should provide support to the child and family, act as an advocate on their behalf and coordinate the delivery of support services. The lead professional role could be undertaken by the Education Director or a volunteer (or a GP, family support worker, health visitor). Decisions as to who performs this role should be taken on a case by case basis and should be informed by the child and their family. 

For an early help assessment to be effective:

  it should be undertaken with the agreement of the child and their parents or carers,
and should involve the child and their family as well as all of the professionals who are
working with them;

  a teacher (or other relevant professional) should be able to discuss concerns they may
have about a child and family with a social worker in the local authority. Children’s social care in each local authority should set out the process for how this will happen;

  if parents and/or the child do not consent to an early help assessment, then the lead
professional should make a judgement as to whether, without help, the needs of the
child will escalate. If so, a referral to children’s social care may be necessary.

Effective early help in a school setting involves the school (under the guidance of the
Education Director) providing high quality support, in cooperation with or coordinating other agencies as appropriate, to help address the assessed needs of the child and their family early, in order to significantly improve the outcomes for the child. It is hoped that in each case this should improve the welfare of the relevant child. However, each case should be kept under constant review, and consideration should be given to a referral to children’s social care if the child’s situation does not appear to be improving.

Child in need, suffered or at risk of significant harm or in immediate danger:

If at any time it is considered that the child may be a child in need, has suffered or is at risk of significant harm, or is in immediate danger, a referral should be made immediately to children’s social care – in the local authority where the child lives and in accordance with the threshold document published by the relevant Local Safeguarding Children Board. In cases of significant harm or immediate danger the police should be notified immediately.

A child’s wishes

A child's wishes and feelings should be taken into account when determining what action to take and what services to provide. Systems are in place for children to express their views and give feedback to staff. 

These operate with the best interests of the child at their heart. Where possible, referrals will be made by the Education Director, although any member of staff can make a referral to children's social care. If a member of staff makes a referral themselves, they should inform the Education Director as soon as possible. The exception to this is that
where a member of staff has a concern about Female Genital Mutilation having been carried out on a girl under the age of 18, they have a legal duty to notify the police immediately and directly. Any other member of staff must report concerns immediately to the Education Director. 

Reporting and handling a concern:

When reporting and/or handling a concern about a child all staff should act with the utmost discretion and any pupils who are involved will receive appropriate care and support. 

Staff should always listen to a pupil who wants to talk about a concern. If a child tells a member of staff that they know about or have been a victim of child abuse or neglect the member of staff should:

  Allow the child to speak freely and remain calm. Do not interrupt the child or be afraid
of silences.

  Provide reassuring nods and words such as, "I am so sorry this has happened", "You
are doing the right thing in talking to me”. Avoid saying things like, "I wish you had
told me about this earlier" or "I cannot believe what I am hearing".

  Limit questioning to the minimum necessary for clarification and avoid leading
questions such as, "Has this happened to your siblings?"

  At an appropriate time tell the child that the matter will be referred in confidence to
the appropriate people. Promises of confidentiality should not be given (see
Confidentiality section);

  Tell the child what will happen next. The child may want to accompany you to see the
Education Director, otherwise let the child know that someone will come to see them
before the end of the lesson;

  Write up the conversation as soon as possible and hand it to the Education Director; 

 Seek support if you feel distressed. 

Safe Guarding & Child Protection Policy - downloadable full version
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