FAGLEY PRIMARY SCHOOL AND PRESCHOOL

CHILD PROTECTION POLICY

(Educate and Empower)

Standards for Effective Child Protection Practice in Fagley Primary School and
Preschool Provision

The best practice in Fagley Primary School and Preschool provision:

 Have an ethos in which children feel secure, their viewpoints are valued, they are
encouraged to talk and are listened to.
 Provide suitable support and guidance so that pupils have a range of appropriate
adults to whom they can turn if they are worried or in difficulties.
 Work with parents to build an understanding of the school’s responsibility to ensure
the welfare of all children and a recognition that this may occasionally require
children to be referred to investigative agencies as a constructive and helpful
measure.
 Are vigilant in cases of suspected child abuse, recognising the signs and symptoms,
have clear procedures whereby teachers report such cases to senior staff and are
aware of local procedures so the information is effectively passed on to the relevant
professionals.
 Monitor children who have been identified as at risk, keeping in a secure place clear
records of pupils’ progress, maintaining sound policies on confidentiality, providing
information to other professionals, submitting reports to case conferences and
attending case conferences.
 Provide and support Child Protection training regularly to school staff and in
particular to designated teachers to ensure their skills and expertise are up-to-date,
and ensure that targeted funding for this work is solely used for this purpose;
 Contribute to an inter-agency approach to Child Protection by developing effective
and supportive liaison with other agencies.
 Use the curriculum to raise pupils' awareness and build confidence so that pupils have
a range of contacts and strategies to ensure their own protection and understand the
importance of protecting others.
 Provide clear policy statements for parents/carers, staff and pupils on this and on
both positive behaviour policies and the school’s approach to bullying.
 Have a clear understanding of the various types of bullying - physical, verbal and
indirect, and act promptly and firmly to combat it, making sure that pupils are aware
 of the school's position on this issue and who they can contact for support.
 Take particular care that pupils with SEN in mainstream and special schools, who may
be especially vulnerable to abuse, are supported effectively with particular attention
paid to ensuring that those with communication difficulties are enabled to express
themselves to a member of staff with appropriate communication skills.
 Have a clear policy about handling allegations of abuse by members of staff, ensuring
that all staff are fully aware of the procedures.
 Have a written whole school policy, produced, owned and regularly reviewed by
school's staff and which clearly outlines the school’s position and positive action in
respect of the aforementioned standards.
 School will also incorporate the school’s bullying policy and follow guidance from May
2018 – Sexual violence and harassment between children in schools and colleges.

Fagley Primary School is concerned that all its pupils remain safe and free from harm
and is committed to playing a full and active part in the multi-agency response to
Child Protection concerns.

All children have an absolute right to a childhood free from abuse, neglect or
exploitation. All members of staff (teaching and non-teaching) have a responsibility to
be mindful of these issues related to children’s safety and welfare and a duty to report
and refer concerns, however minor they may appear to be. NB: it is not the role of
school staff to investigate those concerns.

We recognise that parents have a right to be informed of any concerns about a child’s
welfare or any action taken to safeguard and promote a child’s welfare, providing this
doesn’t compromise the child’s safety. Children are best protected when professionals
work effectively together and share responsibility for protective action.

If we receive information about a child which suggests he/she has been abused,
neglected or that it is likely, we have a duty to refer these concerns to Social
Care/Family Services or the Police. The school has no discretion in this matter. In these
circumstances the Bradford Safeguarding Children Board Multi-Agency Child Protection
Procedures apply.

The Child Protection Procedures for this school are in accordance with the Bradford
Safeguarding Children Board procedures and the safeguarding document ‘Keeping
Children Safe in Education September 2018’ and ‘Working Together to Safeguarding
Children July 2018’ and in Children Act 1989 and 2004.

However, things may not always be clear cut, in which case staff will consult with
colleagues from an appropriate agency which will usually, but not always, be Social

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Care/Family Services. Advice and guidance will be sought in this case, meaning that
those working with children have ready access to consistent information and advice from
suitably qualified and experienced staff, in order to explore a situation and to decide
together on an appropriate course of action. This should not be seen as a way of
transferring ownership of a “problem”, unless this is the agreed outcome of the
discussion, when a referral will be made.

It is important to remember that a referral or consultation with Social Care/Family

Services is an expression of concern about a child’s welfare. It is not an accusation or a
presumption of responsibility about a parent or carer.

In the course of an investigation, social workers or the police may wish to speak with a
child, without parental knowledge or consent. The Head Teacher, acting in “loco
parentis”, has the discretion to agree to allow this to enable the authorities to explore
concerns and determine whether there are grounds for further action. In these cases
the Head Teacher will ensure that the child’s welfare is secured and he/she has access
to a trusted adult.

The Head Teacher will not allow a child to be removed from the school premises without
either:

 Parental consent
 An Order of the Court or a police Protection Order

We have a statutory duty to work to the guidelines stated in the Safeguarding Children
in education and Safer Recruitment in Education (April 2012) including the recruitment
of anyone who will work in school.

In addition, the school has a duty to safeguard and protect the well-being of children
and is committed to act in accordance with the locally agreed Child Protection
procedures in cases where there is concern of significant harm.

Significant harm can be defined as the ill-treatment or impairment of health and

development of a child or young person. Development includes physical, intellectual,
emotional, social or behavioral development. Health includes physical and mental health.
This is viewed from the perspective of normal behaviour for a child of a similar age and
understanding.

Fagley Primary School is constantly vigilant to deter possible abusers and will manage
effectively any allegations or concerns about abuse when they arise (including peer on
peer abuse) by using CSE risk assessments.

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When a child makes an allegation about abuse or neglect they will be listened to, have
their comments taken seriously and, where appropriate, the allegations will be
investigated thoroughly. It is not the role of school staff to undertake any such
investigation.

The aim of this policy is to safeguard and promote our pupils' welfare, safety, health
and guidance by fostering an honest, open, caring and supportive climate. Our pupils'
welfare is of paramount importance. We believe in open and honest communication with
parents and carers and will always share with them any information or concern about
their children at the earliest opportunity. The only exception to this would be where it is
felt that such a communication might compromise a pupil’s safety.

If a pupil is felt to be in need of protection and becomes the subject of a Child

Protection plan, parents/carers should regard the school as a source of help and support.

Fagley Primary School fully recognises the contribution it can make to protect children
and support the pupils in our school. The following categories of abuse are recognised
for the purposes of a Child Protection Register:

1. Neglect: persistent or severe neglect, or the failure to protect a child from exposure
to any kind of danger including cold, starvation or extreme failure to carry out
important aspects of child care. It may also include neglect of, or unresponsiveness
to, a child’s basic emotional needs.
2. Physical injury: actual or likely physical injury to a child, or failure to prevent physical
injury (or suffering) to a child including deliberate poisoning, suffocation, hitting,
shaking, burning or scalding.
3. Sexual abuse: actual or likely sexual exploitation of a child and/or their involvement
in inappropriate sexual activities.
4. Emotional abuse: actual severe adverse effect on emotional behaviour of a child
caused by persistent or severe emotional ill-treatment or rejection. It may involve
conveying to a child that they are worthless or unloved, inadequate, or valued only
insofar as they meet the needs of another person.
5. Female genital mutilation (FGM). This is a violation of the human rights of girls and
women. It is illegal in most countries including the UK. If a teacher, in the course of
their work in the profession, discovers that an act of FGM appears to have been
carried out on a girl under the age of 18, the teacher must report this to the police.
This is a mandatory reporting duty and failure to do so is a criminal offence.
6. 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

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 rarely, by others (e.g. via the internet). They may be abused by an adult or adults or
by another child or children.

There are three main elements to our Child Protection Policy:

PREVENTION:
 Through the creation of an open culture which respects all individual’s rights and
discourages discrimination and bullying of any kind.
 Through a positive school atmosphere, teaching and pastoral support to pupils.
 By identifying a member of staff - the Head Teacher - with overall responsibility
for Child Protection who is supported by other designated child protection staff,
known as named persons.
 Through our pastoral team leader offering all pupils an opportunity to talk and
discuss any worries or concerns.
 Through PSHE, SEAL and an ongoing programme of support, at an age-appropriate
level to promote self-esteem and social inclusion and address the issue of Child
Protection in the wider context of child safety in general.

PROTECTION:
 By following agreed procedures ensuring staff are trained and supported to
respond appropriately and sensitively to Child Protection concerns.

SUPPORT:
 By working to support any pupil or member of staff who may have been abused and
by working to support parents or carers.

This policy applies to teaching and non-teaching staff, and to all others working within
school.

School Commitment
 We recognise that high self-esteem, confidence, supportive friends and clear lines of
communication with a trusted adult helps all children, and especially those at risk of,
or suffering, abuse.

We will therefore:
 Work hard to establish and maintain an ethos where our pupils feel safe, secure and
are encouraged to talk and be listened to.
 Ensure that pupils know that there are adults in the school who they can approach if
they are worried or are in difficulty (keyworkers in the classrooms).
 Include in the core and enhanced curriculum activities and opportunities for PSHE
and Social Emotional Attitudes to Learning which will equip pupils with the skills they

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 need to stay safe and develop realistic attitudes to the responsibilities of adult life.
 Ensure that wherever possible every effort will be made to establish effective
working relationships with parents/carers and colleagues from other agencies.

Framework
We do not operate in isolation. The welfare of pupils is a corporate responsibility of the
entire local authority, working in partnership with other public agencies and the
voluntary sector. All local authority services have an impact on the lives of children and
families and local authorities have a particular responsibility towards children and
families most at risk of social exclusion. Child Protection is the responsibility of
everyone.

Roles and Responsibilities

All adults working with or on behalf of children have a responsibility to safeguard
children, however there are key people within schools and the local authority that have
specific responsibilities under Child Protection procedures. During school time the
designated lead person responsible for Child Protection is the Inclusion Manager, Carol
Blythe. The Deputy Designated Safeguarding Lead is Chris Parfitt. There are two
additional Safeguarding Leads; Catherine Strong and Nicola Pitts. The named governor
for Safeguarding and Child Protection is Carly Smith. Her role is to liaise with the
named persons on school staff on all matters relating to Safeguarding and Child
Protection, participate in the annual review of policy and procedures and make an annual
report to the full governing body. All named staff and governors have had access to
training in Safeguarding, Child Protection and safer recruitment procedures.

In the event of any concern by any member of staff, or if any member of staff is
approached by a pupil regarding any matter concerning abuse, they must tell the pupil
that they are bound to share the information. All staff should be alert to signs of abuse
and know to whom they should report any concerns or suspicions. In the first instance
this should be the Head Teacher or, in their absence, one of the other Safeguarding
Leads above.

Because of the day-to-day contact with children, schools are particularly well placed to
observe outward signs of abuse, changes in behaviour or failure to develop.
Parents/carers will be made aware that, where it appears to a member of staff a pupil
may have been abused, the school is required to report their concern to Social
Care/Family Services (school to be aware that early help support may be needed with
most vulnerable children and families). It is essential that staff are able to identify a
big picture of the child’s outside life/environment to support an early help referral
(contextual safeguarding).

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Procedures
Where it is believed a child is suffering from, or is at risk from, significant harm we will
follow the procedures below which are guided by the Bradford Safeguarding Children
Board, which are displayed on every wall in every room in the School and Preschool (on a
green sheet).

Teacher’s responsibilities:
 To be vigilant in order to identify potential incidences of abuse.
 To report immediately to the designated safeguarding leader/leaders
 To complete documentation for external agencies as appropriate.
 It is not the teacher’s role to investigate suspected abuse but rather to recognise it
and refer it as appropriate to the designated person/s.
 To be aware of the early help indicators (safeguarding file)

Designated Safeguarding Leads:

 To co-ordinate actions in the school and liaise with agencies over suspected or
actual cases of child abuse.
 Identify the signs and symptoms of abuse and when to make a referral to ensure
that staff observe and implement school's agreed procedures.
 To facilitate training for all staff and governors.
 To authorise referral in consultation with the Child Protection officer to the
relevant and appropriate authority.
 To keep full records of reports/referrals made.

Professional Confidentiality
Confidentiality is an issue which needs to be discussed and fully understood by all those
working with the pupils in school, particularly in the context of Child Protection. The only
purpose of confidentiality in this respect is the benefit of the child.
All personal information should be treated as confidential and particular care taken with
sensitive information. Information must be treated on a “need to know” basis. Relevant
factors include:

 What is the purpose of the disclosure?

 What is the nature and extent of the information to be disclosed?
 To whom is the disclosure to be made (and is the recipient under a duty to treat
the material as confidential)?
 Is the proposed disclosure a proportionate response to the need to protect the
welfare of a pupil to whom the confidential information relates?

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The child must not be asked leading questions. The teacher/school must not undertake
an investigation but seek clarification from the pupil.

No pupil should be promised that anything they say will be kept confidential if the
matter is related to Child Protection or abuse. It is essential for the member of staff
to tell the pupil that they will record anything the pupil says to ensure an exact record
as possible is kept for future reference, staff must not promise to keep secrets.

If an incident happens outside the normal school hours or on an out of school activity
and the named person/s are unavailable, the teacher/staff member must contact the
relevant agency as soon as possible to ensure the safety of the pupil. The designated
named person/s should be informed as soon as possible afterwards. Relevant information
should be recorded at the time with full details of the concern.

Safe School, Safe Staff

There are issues to be considered that all staff need to be aware of, to ensure the
safety of both staff and children.
 Staff must always avoid inappropriate physical contact with pupils.
 Staff should avoid being left alone in a room with a closed door with just one pupil.
 When a pupil needs assistance to wash/change clothing or to be changed due to them
wetting, soiling or becoming wet through messy play, staff will ensure that another
member of staff knows they are about to undertake the task and wherever possible
an additional member of staff will be present. Such tasks should be carried out with
consideration of school’s Intimate Care Policy and, where a pupil has complex health
needs, in line with the pupil’s care plan. The door to the toilet will not be locked but
kept slightly ajar whilst preserving the pupil’s right to privacy.
 Parents/carers will be informed when a child has had to be changed.
 School staff should avoid discussing, counselling and/or giving advice to pupils about
sexual matters except in the agreed context of planned SRE lessons where parental
permission will have been obtained. All staff should be aware of school’s SRE policy
which details the DCSF (now DfE) statutory requirements of such education and the
content ratified by the Governing Body.
 Staff will follow the ‘Code of Conduct’ when dealing with children.

Allegations made against staff

Regrettably, sometimes allegations of abuse may involve a member of the school staff.
In these circumstances the allegations must be reported to the Head Teacher
immediately. On receipt of such an allegation the Head Teacher will contact the Local
Authority Designated Officer. If the allegation concerns the Head Teacher, the
member of staff receiving the allegation must contact the additional named school

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person, the chair of governors and LADO as a matter of urgency. (Contact details are
held in the office.)

Training and Support

We will ensure that the Head Teacher, designated named staff and governor attend
Child Protection training relevant to their role. School staff will also receive basic Child
Protection awareness training and be kept informed through updated policies and
guidelines from the Department of Education (Safeguarding file in school).

Recruitment
Fagley Primary School operates safe recruitment procedures in line with the document
Keeping Children Safe in Education September 2018, Safer Recruitment in Education
(April 2012) Working Together to Safeguard Children July 2018 and Local Authority
guidelines to ensure that, where appropriate, checks are carried out on all new staff and
volunteers who work with children. This includes Criminal Record Bureau checks and
registration with the Independent Safeguarding Authority (ISA). Anyone who is not
prepared to cooperate with these procedures will not be considered for employment
within the school. The Business Manager, Headteacher and Deputy Head have all
attended Safer Recruitment training.

All childcare organisations, which includes schools, have a statutory duty under the
Protection of Children Act 1999 for the following:
 To refer names to the Secretary of State in certain specified circumstances for
possible inclusion on the PoCA List.
 When recruiting, checks must be made through the Criminal Bureau to check whether
an individual is included on the PoCA List or List 99. (These lists contain records of
individuals who are deemed to be unsuitable to work with children.)
 Not to employ a person if they are registered on either of the above lists.
 To cease to employ a person if it is later discovered that the individual is included in
either of the above lists.

From January 2010 it became mandatory that at least one person on any appointments
committee should have completed the Safer Recruitment training. Details of all staff
and governors who have completed this training is held in the office.

The Data Protection Act

The Data Protection Act 1998 regulates the handling of personal data. Essentially, this
is information kept about an individual on a computer or in a manual filing system. The
Act lays down requirements for the processing of this information which includes
obtaining, recording, storing and disclosing it.

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If making a decision to disclose personal data the Data Protection Act 1998 must be
complied with. This includes eight data protection principles. There should not be an
obstacle if:
 There are particular concerns about the welfare of the pupil.
 If information is disclosed to social services or to another professional organisation
e.g. Police
 The disclosure is justified under the common law duty of confidence.

Professionals can only work together to safeguard children if there is an exchange of

relevant information between them. This has been recognised in principle by the courts.
Any disclosure of personal information to others (including social services depts), must
always, however, have regard to both common and statute law.

Normally, personal information should only be disclosed to third parties (including other
agencies) with the consent of the subject of that information. Wherever possible,
consent should be obtained before sharing personal information with third parties. In
some circumstances consent may not be possible or desirable but the safety and welfare
of a child dictate that the information should be shared. The law permits the disclosure
of confidential information necessary to safeguard a child. Disclosure should be
justifiable in each case according to the particular facts of the case and legal advice
should be sought if in doubt.

Records and Monitoring

Well kept records are essential to good Child Protection practice. Staff will be informed
about the need to record any concerns held about a pupil or pupils within our school, the
status of such records and when these records should be passed over to other agencies.

Records kept concerning Child Protection are kept in a separate and securely locked
cabinet. The Head Teacher will ensure that staff are informed of the contents of
reports and other confidential issues on a need-to-know basis, although the overriding
principle is the safety of pupils. All records are confidential.

School will transfer by hand all confidential records for the purpose of transition to
other schools and obtain a receipt. Information relating to the ongoing safety of a child
will be shared on a need to know basis if it is deemed appropriate to do so.

Anyone requesting access to records must first consult with the Head Teacher who will
allow access only if it is deemed appropriate. A record of all access will be maintained to
provide an audit trail, i.e. CPOMs, CP files and DA notifications.

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LAC
The designated member of staff for looked after children and young carers is Carol
Blythe.

Attendance at Child Protection Conferences

A Child Protection conference may be convened by social services to which all involved
agencies would be invited.

Where a case involves a pupil in our school a representative is usually invited to attend
the meeting. The Head Teacher or other designated person may attend – the choice of
this representative will depend on the circumstances of each individual case.

Staff may be requested to provide a report for a Child Protection meeting. Any report
should be relevant, concise and professional. All reports should be submitted in the first
instance to the Head Teacher or, if not available, one of the other named persons with
designated responsibility for Child Protection in school.

All staff that are required to attend such meetings, prepare reports and maintain
relationships with parents during and after a referral has been made will be fully
supported by staff with specialist Child Protection training.

This policy should be read in conjunction with our other related school policies such as:

Positive Behaviour policy SRE Policy

Inclusion policy PSHE Policy
Anti-bullying policy SEN Policy
Health & Safety policy Intimate Care policy
Safeguarding policy Peer Abuse Policy
Care & Control policy: a physical Intervention document (Team Teach) which includes the
use of force to control or restrain.

Code of Conduct.

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12
 Child Protection Flow Chart
Discovery or Suspicion of Child Abuse – if in doubt ACT

INFORM NAMED PERSON IN SCHOOL OR PRESCHOOL

Carol Blythe – Inclusion Manager & Designated Safeguarding Lead
Chris Parfitt – Head Teacher & Deputy Safeguarding Lead
Nicola Pitts – Assistant Head
Catherine Strong – Preschool
who should take the following steps

Where it is clear that a Child Protection Referral is needed contact

Emergency Duty Team 01274 431010
Where the named person(s) is not sure whether it is a child protection issue they may seek advice from
Children’s Services switchboard 01274 435600.

If you are asked to monitor the situation, make sure you are clear what you are expected to monitor, for
how long and to whom you should feedback information.

Remember – always make and keep a written record of all events and action taken, date and sign
each entry. Keep records confidential and secure and separate from the child’s curriculum file.

Ensure immediate completion and dispatch of the Common Child Protection Referral form. This form can
be accessed via Bradford Schools On-Line ‘Useful Links’ Tab.
Retain a copy in school. Send copies to:
 Children’s Social Care to the Area Office you made your referral to
 Lead Officer Child Protection – Margaret McMillan Towers, Princes Way, BRADFORD, BD1 1NN

Useful Numbers:
Emergency Duty Team: 01274 431010
Children’s Social Care Initial Contact Point: 01274 437500
Local Area Designated Officer: 01274 437043
Safeguarding Child Protection Admin: 01274 435908
Prevent, Danielle King: 01274 737770

The school safeguarding boards are in the main entrance and in the school staff room.
The school staff information safeguarding file is on the DSL’s desk

Safeguarding Statement of Intent

At Fagley Primary School we are committed to providing a caring, friendly and safe environment for all of our pupils so
they can learn in a calm and secure atmosphere. We believe every pupil should be able to participate in all school
activities in an enjoyable and safe environment and be protected from harm. This is the responsibility of every adult
employed by, or invited to deliver services at Fagley Primary School. We recognise our responsibility to safeguard and
promote the welfare of all our pupils by protecting them from physical, sexual or emotional abuse, neglect and bullying.

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 Signs of Physical Abuse
 Unexplained injuries or burns, particularly if
they are recurrent.
 Improbable excuses given to explain injuries.
 Refusal to discuss injuries.
 Untreated injuries.
 Admission of punishment which appears
excessive.
 Fear of parent being contacted.
 Bald patches.
 Withdrawal from physical contact.
 Arms and legs kept covered in hot weather.
 Fears of returning home.
 Fear of medical help.
 Self-destructive tendencies.
 Aggression towards others.
 Running away.
Signs of Neglect
 Constant hunger.
 Poor personal hygiene.
 Constant tiredness.
 Poor state of clothing.
 Emaciation.
 Frequent lateness or non-attendance at school.
 Untreated medical problems.
 Destructive tendencies’.
 Low self-esteem.
 Neurotic behaviour (e.g. rocking, hair twisting,
thumb sucking).
 No social relationships.
 Running away.
 Compulsive stealing or scavenging.
Signs of Female Genital Mutilation
 Prolonged absence from school
 Subdued on return from a holiday abroad
 Bladder or menstrual problems
 Difficulty sitting still
 Reluctance to take part in physical activities
 Repeated urinal tract infection
 Complaining of pains between her legs
 Secretive behaviour
 Disclosure
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Signs of Emotional Abuse
 Physical, mental and emotional development lags.
 Admission to punishment which appears
excessive.
 Over-reaction to mistakes.
 Continual self-deprecation.
 Sudden speech disorders.
 Fear of new situations.
 Inappropriate emotional responses to painful
situations.
 Neurotic behaviour (e.g. rocking, hair twisting,
thumb sucking).
 Self-mutilation.
 Fear of parents being contacted.
 Extremes of passivity or aggression.
 Drug or solvent abuse.
 Running away
 Compulsive stealing or scavenging.
Signs of Sexual Abuse
 Sudden changes of behaviour or school
performance.
 Displays of affection in a sexual way
inappropriate to age.
 Tendency to cling or need constant reassurance.
 Tendency to cry easily.
 Regression to younger behaviour (e.g. thumb
sucking, acting like a baby, playing with
discarded toys).
 Complaints of genital itching or pain.
 Distrust of familiar adult, or anxiety about
being left with a relative, baby sitter or lodger.
 Unexplained gifts or money.
 Depression and withdrawal.
 Apparent secrecy.
 Wetting, day or night.
 Sleep disturbances or nightmares.
 Chronic illnesses, especially throat infections
and venereal disease.
 Anorexia or bulimia.
 Self-mutilation, attempted suicide, frequently
running away.
 Unexplained pregnancy.
 Fear of undressing for gym/PE.
 Phobias or panic attacks.
 Radicalisation/Extremism Child Crime Exploitation
 Becoming argumentative  Having large amounts of cash
 Refusing to listen to opinion  Missing from home / school
 No tolerance to others  Older friends
 Converting to a new religion  Out late at night
 Being secretive / selective  Looking scared / worried
 Spending a lot of time online
 Changing trends / appearances

Child Sexual Expolitation Child Missing in Education

 Skipping school – missing from home  Home tutoring – school removal by parents
 Unexplained gifts  Bullying
 Disruptive behavior  No school place
 STI’s  Travelers
 Over familiar sexualized behavior  Child carer
 Mood swings  Illness

Definition of Abuse
“. . A form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or 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 a stranger (e.g. via the internet). They may be abused by an adult or adults, of another
child or children (peer abuse).”

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Child Protection Guidelines

 If in doubt, act! The named persons job is to pass information on to Social Services
and/or police. Staff to pass information to Designated Safeguarding Lead (DSL).
 It is not acceptable to leave something if there is a concern and the DSL is absent –
must inform another safeguarding lead.
 Record incidents and concerns as soon as possible on whatever is at hand and inform
DSL immediately.
 Keep the original note! Don’t type up a version – you need evidence it was written at
the time. Court questions: Was this note written contemperously?
 Notes must be signed, dated and time put on. If anyone else is present, ensure they
sign as well.
 We keep Child Protection records separate from the child’s original file – Child
Protection records are exempt from data protection rules. Records are kept in a
secure locked cupboard.
 We have a colour for child with additional CP records so staff are aware (Inclusion
List)
 Parents can demand to see curriculum file (3 weeks) but not right to see Child
Protection information. Therefore we keep our notes separate. Notes around Child
Protection are our own. Only official records from social worker can be seen by
parents.
 When staff come with a concern, we make a professional judgement. If we feel
there is in sufficient evidence, we will ask you to monitor but we will be CLEAR what
you are doing/how long you will be doing it for/where you will record the findings etc.
(CPOMS).
 We will ensure you know enough to keep yourself and the child safe. If in doubt you
have a responsibility to ask!
 If a DSL is not available it is the responsibility to make that referral and inform the
DSL as soon as possible, this also applied to FGM reporting.
 Any child on a child protection plan who does not attend school without a reason or no
contact can be made with the family, the school will inform Social Care immediately.
 CPOMS – all concerns must be logged onto the system
 All staff/volunteers to be safeguard inducted at start of employment.
 All staff to read and familiarise themselves with Section 1 of KCSIE September
2018 at start of employment.

It is easier to build strong children than to repair broken adults Frederick Douglas

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Extremism and Radicalisation (Prevent Duty)
At Fagley Primary School we are aware of the need to protect children from the
dangers associated with radicalisation and extremism. We understand that there is no
‘typical’ profile of a child who is most at risk and that children from all backgrounds can
be the victims of extremist ideology.

In order to minimise risk of harm to children, all members of staff have received
training on the Government’s Prevent strategy and are aware of how to identify signs
that children may be particularly vulnerable and the process for reporting any concerns
to a school DSP, who subsequently takes responsibility for reporting concerns to the
Local Authority as part of the Channel process. Radicalisation and extremism training is
part of the induction process for members of staff who are new to school, which
ensures that those who join mid-year are aware of the key issues.

Members of the Safeguarding team have attending briefing on current policy and
practice relating to radicalisation and extremism. This training will be updated on a
regular basis by the safeguarding lead for e-safety (Nicolas Carter).

Children receive regular age-appropriate teaching about the dangers of radicalisation

and extremism, through its PSHCE curriculum, assemblies, Faith Days, Computing lessons
and through the teaching of British Values. The whole ethos of the school is about
supporting children’s personal development (‘With Me In Mind’) and this allows children
to develop a positive identity and good self-esteem, reducing the risk of children
engaging with extremist ideology or terrorism.

Through the systematic implementation of the school’s key worker system, children
always have an adult in school to whom they know they can discuss an concerns, including
those related to exposure to extremist ideology. ‘Worry Boxes’ are also well embedded
into all classrooms and children know how to use them to express feelings of anxiety
should the feel unhappy or in danger.

Fagley Primary School follows the departmental advice for schools and childminders
“prevent duty” document June 2017 (documentation on safeguarding board in the staff
room).

There are two Safeguarding Information Boards in school, one in the main entrance and one in the
staffroom. “It is everyone’s responsibility to safeguard and protect children.”

Drafted Ratified by Governing Body Planned date of review

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October 2016 September 2018 September 2019

Print name Signature Date

Head Teacher Chris Parfitt

On behalf of
Governing Body

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