FAGLEY PRIMARY SCHOOL

CHILD PROTECTION AND SAFEGUARDING POLICY

Contents
1. Introduction ................................................................................................................... 2
2. Aim .................................................................................................................................... 2
3. Commitment .................................................................................................................... 3
4. Principles of Safeguarding .......................................................................................... 3
5. Definition of a Child...................................................................................................... 4
6. Definition of a Vulnerable Adult ................................................................................ 5
7. Types of Abuse .............................................................................................................. 5
8. Specific Safeguarding Issues .................................................................................... 6
9. Signs of Abuse (Child Protection) ............................................................................. 8
10. Procedures .................................................................................................................... 10
11. Safe Practice ................................................................................................................. 11
12. Safeguarding Checks .................................................................................................. 12
13. The Responsibility of Staff ...................................................................................... 13
14. The Responsibility of the Designated Safeguarding Lead ................................ 15
15. Taking Action to Ensure that Children are Safe at School and at Home ...... 17
16. The Prevent Duty ........................................................................................................ 19
17. Safeguarding information for students ................................................................. 19
18. Supporting Children .................................................................................................... 20
19. Confidentiality .............................................................................................................. 20
20. Supporting Staff ......................................................................................................... 21
21. Allegations made against staff ................................................................................ 21
22. Partnerships with Parents ......................................................................................... 21
23. Partnerships with others ........................................................................................... 22
24. Whistleblowing ............................................................................................................. 22
25. Physical Intervention .................................................................................................. 22
26. Prevention ...................................................................................................................... 22
27. Monitoring, Evaluation and Reviewing .................................................................. 233
28. Record Keeping and Sharing Information.............................................................. 23
List of appendices

Appendix 1 What to do if you are worried a child is being abused –

Flowchart
Appendix 2 Child Protection Flowchart
Appendix 3 Thematic Signs of Abuse

1. Introduction
Fagley Primary School and Preschool is committed to Safeguarding and Promoting the
Welfare of all of its students. Safeguarding and child protection is at the forefront and
underpins all relevant aspects of process and policy development in school. The Chair of
Governors and staff fully recognise the contribution it makes to safeguarding children
and their responsibilities under Section 175 of the Education Act 2002. The School
recognises that all staff, including volunteers, have a full and active part to play in
protecting our students from harm.
The School fully recognises its responsibility for Child Protection and Safeguarding, this
Policy sets out how the School will deliver these responsibilities.
All staff, governors believe that our school should provide a caring, positive safe and
stimulating environment, which promotes the social, physical and moral development of
the individual child.

This policy should be read in conjunction with;

• Keeping Children Safe in Education (September 2021)
• Working Together to Safeguard Children (September 2018)
• Information Sharing: Advice for Practitioners (July 2018)
• The Prevent Duty (June 2015) and any additional supplementary guidance.
• Equality Act (2010)

This policy is developed in accordance with the principles established by the Children’s
Act 1989 and 2004, The Education Act 2002 and 2006 and in line with nationally agreed
guidance and procedures as stated above.

2. Aim
The aims of this policy are:
• To support child development in ways that will foster security, confidence and
independence.
• To raise the awareness of both teaching and support staff for the need to safeguard
children and of their responsibilities in identifying and reporting possible cases of
abuse.
• To provide systematic means of monitoring children known or thought to be at risk of
harm.

2
• To emphasise the need for good levels of communication between all members of
staff.
• To develop a structured procedure within School which will be followed by all in cases
of suspected abuse.
• To develop and promote effective working relationships with other agencies,
especially the Police and Social Services.
• To ensure that all adults who have access to children have been checked as to their
suitability.

3. Commitment
Each student’s welfare is of paramount importance. We recognise that some children
may be especially vulnerable to abuse. We also recognise that children who are abused
or neglected may find it difficult to develop a sense of self-worth and to view the world
in a positive way. We will always take a considered and sensitive approach in order that
we can support all our students.
Safeguarding relates to:
• Staff Conduct
• Curriculum
• Managing allegations against staff
• Attendance
• Safer recruitment and selection
• Whistle blowing
• Health and safety
• Behaviour management
• Managing building design
• Child Protection
• Educational visits
• E-Safety
• Anti-Bullying

Note: This list is not exhaustive. The school recognises that abuse and neglect can
result in underachievement. We strive to ensure that all our children make good
educational progress.

4. Principles of Safeguarding
The six principles of safeguarding as defined by The Care Act 2014 are:
• Accountability
If a student discloses to an adult information which may indicate abuse or
maltreatment, you must be clear with the student of your responsibility to
report what you have heard. All employees are responsible for safeguarding
vulnerable adults, children and young people, it is a legal requirement for all

3
 staff to have an up-to-date safeguarding training certificate and
understand/follow the schools safeguarding reporting procedure.
• Empowerment
Support and encouragement are key factors to ensure effective working
with students who have been or are currently victims of abuse or neglect, it
is important for those individuals to feel they have control over their
situation. Staff are responsible for ensuring individuals feel empowered to
make their own decision and not forced into giving consent.
• Partnership
It is important to be familiar and work in partnership with the local
authority and all services or organisation in your community who might be
able to assist in detecting and reporting abuse. Details of the local
arrangements will be published by the three safeguarding partners (Local
Safeguarding Child Boards (LSCBs), the new safeguarding and child death
review partners, and the new Child Safeguarding Practice Review Panel) no
later than the 29 June 2019. Partnership working is essential if you report
a safeguarding concern; ensure you follow the school’s procedure.
• Prevention
Preventing harm is just as important as removing a child from a harmful
situation. If you know the signs and indicators of abuse and neglect, you
must report and concerns to the Designated Safeguarding Lead.
• Proportionality
When a safeguarding incident occurs, you should report your concerns in a
manner that is appropriate for the risk presented. For example, if you
suspect that a child or vulnerable adult is in immediate danger and the
matter is urgent, report this to the Designated Safeguarding Lead and/or
Headteacher immediately. On the other hand, if you notice suspicious
bruising on an individual on only one occasion and there are no other signs
pointing to abuse, a more appropriate response would be to make a record
of the exact time and date, what you have witnessed, and any conversation
that has taken place with the individual, keeping this on file in case any
further suspicions arise.
• Protection
It is important to support individuals who have or been at risk of
experiencing abuse or neglect. Safeguarding is designed to protect
everyone from harm –at home, at work, at school, or anywhere else that
they might be placed at risk.

5. Definition of a Child
Children includes everyone under the age of 18.

4
6. Definition of a Vulnerable Adult
A vulnerable adult as written in this policy is so defined as still in the setting and who is
or may be in need of community care services by reason of mental or other disability,
age, or illness; who is unable take of him/herself, or unable to protect him/herself from
significant harm or exploitation.

7. Types of Abuse
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. They may be abused by an adult or
adults or another child or children.
There are four types of abuse as defined in ‘Working Together to Safeguard Children
2018’ which is defined in the Keeping Children Safe in Education Statutory Guidance
2021.
• Physical abuse involves: hitting, slapping, kicking, misuse of medication, undue
restraint, shaking, throwing, poisoning, burning or scalding, drowning, suffocating
or otherwise causing physical harm to a child. Physical harm may also be caused
when a parent or carer fabricates the symptoms of, or deliberately induces,
illness in a child.
• Sexual abuse involves: forcing or enticing a child into sexual activities whether
or not the child is aware of what is happening. This includes non-contact
situations such as viewing child abuse images.
• Emotional abuse involves: persistent emotional ill treatment of children, such as
frightening them, or putting them in situations of danger. It is also an abuse to
convey to children the feeling they are worthless or unloved.
• Neglect: and acts of omission are also a form of abuse. This could involve failure
to provide an adequate level of care physically and/or psychologically which is
likely to result in serious impairment of health and/or development (e.g. food,
warmth and failure to access medical care or services).

Child Sexual Exploitation (CSE): Child sexual exploitation involves exploitative

situations, contexts and relationships where young people receive something (for
example food, accommodation, drugs, alcohol, gifts, money or in some cases simply
affection) as a result of engaging in sexual activities. Sexual exploitation can take many
forms ranging from the seemingly ‘consensual’ relationship where sex is exchanged for
affection or gifts, to serious organised crime by gangs and groups.

Serious violence: All staff should be aware of indicators, which may signal that children
are at risk from, or are involved with serious violent crime. These may include being
male, increased absence or being permanently excluded from school, having experienced

5
child maltreatment, having been involved in offending (theft / robbery), a change in
friendships or relationships with older individuals or groups, a significant decline in
performance, signs of self-harm or a significant change in wellbeing, or signs of assault
or unexplained injuries. Unexplained gifts or new possessions could also indicate that
children have been approached by, or are involved with, individuals associated with
criminal networks or gangs.

Female Genital Mutilation (FGM): professionals in all agencies, and individuals and
groups in relevant communities, need to be alert to the possibility of a girl being at risk
of FGM, or already having suffered FGM. Whilst all staff should speak to the
designated safeguarding lead (or deputy) with regard to any concerns about female
genital mutilation (FGM), there is a specific legal duty on teachers
If a teacher, in the course of their work in the profession, discovers that an act of
female genital mutilation (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

Forced marriage: children may face physical and sexual violence (including threats of)
or emotional pressure to marry someone against their will, e.g. made to feel that they
will bring shame on their family. This is illegal in England and Wales including taking
someone overseas to get married.

Peer on Peer Abuse: occurs in different forms (see below). All staff should understand
the importance of challenging inappropriate behaviour between children. Staff should
also recognise that downplaying certain behaviours as “just banter” or “boys being boys”
can lead to a culture of unacceptable behaviour, an unsafe environment for children and
young people and a culture that normalises abuse. Staff should understand that even if
there are no reports of peer-on-peer abuse in their school, this doesn’t mean it is not
happening. If staff have any concerns about peer-on-peer abuse, they should speak to
the designated safeguarding lead (DSL) or a deputy. All staff should be clear of the
school’s reporting policy/procedure with regards to peer on peer abuse and ensure any
concerns (regardless of how small) are reported immediately.
• Sexual Violence: The DfE guidance issued in September 2021 states that for the
purpose of sexual violence in the context of a child on child, offences under the
Sexual Violence Act September 2021 include rape, assault by penetration and
sexual assault.
• Harassment is unwanted conduct of a sexual nature (online and offline) which is
likely to violate a child’s dignity and/or make them feel intimidated, degraded,
humiliated and/or create a hostile, offensive or sexualised environment.
Allegations should be managed in line with the DfE guidance.

6
 • Bullying: online or offline includes prejudice based and Cyber Bullying is also
abusive which will include at least one, if not two, three or all four, of the defined
categories of abuse.
• Physical Abuse: including hitting, kicking, shaking, biting, hair pulling or otherwise
causing physical harm.
• Upskirting: involves taking pictures under a person’s clothing without them
knowing, with the intention of viewing their genitals or buttocks to obtain sexual
gratification, or cause the victim humiliation, distress or alarm (which is now a
criminal offence)
• Sexting: the sending of inappropriate messages of a sexual context, also known as
youth produced sexual imagery.
• Initiation/hazing type violence or rituals: the manipulation of an
individual/individuals to perform an act or undertake a task with the promise of
allowing them into a group.

8. Specific Safeguarding Issues

There are specific safeguarding issues that have become critical issues in safeguarding
that school will endeavour to ensure their staff are familiar with; having processes in
place to identify, report, monitor these issues. The school will also include making
students aware of how to identify and report specific safeguarding issues through
teaching:
• Bullying (including cyber bullying)
• Child Sexual Exploitation (CSE) and as defined by Working Together to Safeguard
Children 2018
• Child sexual abuse within the family
• Children at risk of criminal exploitation (as defined by local safeguarding
partnership procedures
• Domestic Violence
• Drugs
• Fabricated or induced illness
• Faith abuse
• Female Genital Mutilation (FGM)
• Forced Marriage
• Gangs and Youth Violence
• Gender based violence/ Violence against women and girls (VAWG)
• Hate
• Homelessness
• Honour-based violence (HBV)
• Mental Health
• Missing children and vulnerable adults
• Online abuse/ Sexting

7
 • Poor parenting, particularly in relation to babies and young children
• Private Fostering
• Preventing Radicalisation
• Teenage relationship abuse
• Trafficking
• Upskirting

9. Signs of Abuse (Child Protection)

Physical Abuse
Due to their nature, children will have cuts, bruises and injuries which should be
interpreted in context relating to the child’s medical/social history, development stage
and the explanation given. Accidental bruising from rough play, knocks or falls does
occur and these bruises will usually appear on bony parts of the body, for example knees,
shins, elbows. These bruises would also appear on the front of the body. Staff must be
aware that some children will appear with bruising that is more than likely inflicted
rather than accidental.
Significant indicators of physical abuse are bruises or injuries that are either
unexplained or inconsistent with the explanation given; these would often be visible on
the ‘soft’ parts of the body where accidental injuries are uncommon, for example,
cheeks, abdomen, back and buttocks. Delays in seeking medical treatment when it is
obviously necessary is also a cause for concern.
Signs of Physical Abuse may include, but are not limited to;
• Unexplained bruising, marks or injuries on any part of the body
• Multiple bruises – in cluster, often on the upper arm, outside of the thigh
• Cigarette burns
• Human bite marks
• Broken bones
• Scalds, with upward splash marks
• Multiple burns with a clearly demarcated edge.

Changes in behaviour can also indicate physical abuse, such as:

• Fear of parents being approached for an explanation
• Aggressive behaviour or severe temper outbursts
• Flinching when approached or touched
• Reluctance to get changed, for example in hot weather
• Depression
• Withdrawn behaviour
• Running away from home.

8
Emotional Abuse
Emotional abuse is often difficult to identify as there are often no physical signs
displayed by the child or children subjected to the abuse. Some indications may be as a
result of developmental delays, however, students who appear well-cared for may
nevertheless be emotionally abused by being taunted, put down or belittled. Children may
not be receiving or be in little receipt of love, affection or attention from their
parents/carers. Emotional abuse can be caused because of a child not being allowed to
mix or play with other children.
Changes in behaviour which can indicate emotional abuse include:
• Neurotic behaviour e.g. sulking, hair twisting, rocking.
• Being unable to play.
• Fear of making mistakes.
• Sudden speech disorders.
• Self-harm.
• Fear of parent being approached regarding their behaviour.
• Developmental delay in terms of emotional progress.

Sexual Abuse
Sexual abuse within the family is under-reported. All staff within the school play a
critical role in identifying and reporting any concerns. Staff can, for example, identify
indicators of abuse in any setting through the observation of child interaction/play,
behaviours which may indicate or suggest underlying abuse is taking place.
All staff should be aware that adults or children (irrespective of gender) may use
children/vulnerable adults to satisfy their own sexual needs (irrespective of the
individual’s gender/sexual orientation or age).
Sexual abuse may be indicated through physical forms or children’s behaviour. If a child
discloses their own abuse or another child’s, this is due to their want for it to stop. All
disclosures must be listened to and taken seriously in line with the school policy.

The physical signs of sexual abuse may include:

• Pain or itching in the genital area.
• Bruising or bleeding near genital area.
• Sexually transmitted disease.
• Vaginal discharge or infection.
• Stomach pains.
• Discomfort when walking or sitting down.
• Pregnancy.

Changes in behaviour which can also indicate sexual abuse include:

• Sudden or unexplained changes in behaviour e.g. becoming aggressive or
withdrawn.

9
 • Fear of being left with a specific person or group of people.
• Having nightmares.
• Running away from home.
• Sexual knowledge which is beyond their age, or developmental level.
• Sexual drawings or language.
• Bedwetting.
• Eating problems such as overeating or anorexia.
• Self-harm or mutilation, sometimes leading to suicide attempts.
• Saying they have secrets they cannot tell anyone about.
• Substance or drug abuse.
• Suddenly having unexplained sources of money.
• Not allowed to have friends (particularly in adolescence).
• Acting in a sexually explicit way towards adults.

Neglect
Neglect is often a difficult form of abuse to identify, however, employees must be
aware and able to identify the signs of neglectful abuse as this can have a damaging
long-term effect on a child, physically, mentally and emotionally.
The physical signs of neglect may include:
• Being constantly dirty or ‘smelly’.
• Constant hunger, sometimes stealing food from other children.
• Losing weight, or being constantly underweight.
• Inappropriate or dirty clothing

Neglect may be indicated by changes in behaviour which may include:

• Mentioning being left alone or unsupervised.
• Not having many friends.
• Complaining of being tired all the time.
• Not requesting medical assistance and/or failing to attend appointments.

10. Procedures
We will ensure that:
• The school will have a designated member of staff with responsibility for
Safeguarding and Child Protection who is the “Designated Safeguarding Lead” or
“DSL”. The DSL will work in line with Working together to Safeguard Children,
2018. The DSL and any Deputy will undertake appropriate training every two
years.
The Designated Safeguarding Lead (DSL), is Keira Burnsall and Vicky Rutherford
(Co-Headteachers). The Deputy Designated Leads are Carol Blythe, Melissa Bain,
Nicola Doherty, Nicola Pitts and Catherine Strong. The named governor for Child
Protection and Safeguarding is Rachel Curtis.

10
 • The Co-Headteachers and all staff members should undergo child protection
training during induction and regularly in line with Local Safeguarding Children
Board (LSCB) requirements.
• All members of staff develop their understanding of the signs and indicators of
abuse and have training at least every three years.
• All members of staff know how to respond to a child/young person who discloses
abuse.
• All parents/carers are made aware of the responsibilities of staff members with
regards to child protection procedures and the policy is made available to them.
• If, at any point, there is a risk of immediate serious harm to a child a
referral should be made to children’s social care immediately. Anybody can
make a referral.

All new members of staff will be given a copy of the Child Protection and Safeguarding
Policy as part of their induction into the school.
In addition, all staff will be given a copy of Part 1 of Keeping Children Safe in Education
2021 and staff in direct contact with children will also be directed to read Annex A.

11. Safe Practice

The school will comply with the current Safe Practice guidance.
Safe working practice ensures that students are safe and that all staff:
• Are responsible for their own actions and behaviour and should avoid any conduct
which would lead any reasonable person to question their motivation and
intentions;
• Work in an open and transparent way;
• Work with other colleagues where possible in situations open to question
• Discuss and/or take advice from school management over any incident which may
give rise to concern;
• Record any incidents or decisions made;
• Apply the same professional standards regardless of gender or sexuality;
• Be aware of confidentiality practice
• Are aware that breaches of the law and other professional guidelines could result
in criminal or disciplinary action being taken against them;
• Are aware that their relationships and associations both within and outside of the
workplace (including online) may have implications for the safeguarding of children
in the school.

12. Safeguarding Checks

11
In line with Keeping Children Safe in Education 2021, all staff will be subject to the
relevant safeguarding checks applicable to their role, once a formal offer of employment
is made.

Disclosure and Baring Service (DBS) Checks

All staff are required to have a DBS Check to work in school (including volunteers and
governors). The DBS assist the school in making Safer Recruitment decisions to prevent
unsuitable people coming into contact and working with vulnerable groups including
children.
The DBS are responsible for:
• Processing requests for criminal records’ checks
• Deciding whether it is appropriate for a person to be placed on or removed from a
barred list
• Placing or removing people from the DBS Children’s Barred list and Adults’ Barred
list for England, Wales and Northern Ireland
• Providing an online DBS service
There are three types of DBS checks:

Standard: this provides information about convictions, cautions, reprimands and

warnings held on the Police National Computer (PNC), regardless or not of whether they
are spent under the Rehabilitation of Offenders Act 1974. The law allows for certain
old and minor matters to be filtered out.
Enhanced: this provides the same information as a standard check, plus any approved
information held by the police which a chief officer reasonably believes to be relevant
and considers ought to be disclosed; and

Enhanced with barred list check: where people are working or seeking to work in
regulated activity with children, this allows an additional check to be made as to
whether the person appears on the children’s barred list.
An employee is in regulated activity if they are in unsupervised contact with children;
• Once per week or more
• Weekly contact, 4 times in a 30 day period
• Overnight

Staff will be required to sign an annual DBS self-declaration form to confirm if they
have had any criminal conviction following the original DBS Check. Failure to disclose any
criminal convictions may result in disciplinary action.

Depending on an employee’s role or position in school, they may require checks against
the Secretary of State teacher prohibition and interim prohibition orders list, the
Secretary of State Section 128 direction list, the Historic General Teaching Council for

12
England (GTCE) sanctions and restrictions, the European Economic Area (EEA) regulating
authority teacher sanctions or restrictions and Childcare disqualification list.
All Governors and Trustees are required to have Section 128 checks in line with KCSiE
2021.

13. The Responsibility of Staff

• Being aware of the School Safeguarding Procedures and ensuring these
procedures are followed;
• Listening to, and seeking out, the views, wishes and feelings of children and young
people, ensuring in this that the child’s voice is heard and referred to;
• Knowing who the School Designated Lead/Teacher(s) for Safeguarding are and
the relevant links for CIC (Child in Care/Looked After Children), SEND and Anti-
Bullying including who is the School link Governor for Child Protection and
Safeguarding;
• Being alert to the signs of abuse, including specific issues in Safeguarding and
their need to refer any concerns to the Safeguarding Designated Lead(s) in the
School or College;
• To be aware of the ‘Allegations Against Professionals’ LADO procedures and
feel confident in been able to use them including how to report concerns
about other staff and the setting;
• That any concerns any staff have about a Headteacher should be referred to
the Chair of Governors.
• To be aware of Whistle Blowing procedures and where to obtain further
information, advice and support. (See Whistle Blowing Policy)
• Being aware of the ‘Working Together the Safeguard Children 2018’, relevant
sections of ‘KCSIE 2021’ and local procedures for ‘Safer Working Practices’.
• Ensuring that their Child Protection training is up to date, undertaking refresher
and/or update training at least annually;
• Sharing information and working together with agencies to provide children and
young people with the help and support they need;
• Supporting students who have been abused in accordance with his/her Child
Protection Plan;
• Seeking early help where a child and family would benefit from co-ordinated
support from more than one agency (e.g. education, health, housing, police) to
prevent needs escalating to a point where intervention would be needed via a
statutory assessment;
• If at any time it is considered that the child may be a ‘Child in Need’ as defined in
the Children Act 1989; or that the child has suffered significant harm or is likely
to do so, a referral is made to Local Authority Children's Social Care;
• If staff, governors and volunteers have concerns regarding a child they should
raise these with the Designated Safeguarding Lead(s) who will normally decide to

13
 take the next step, (however, any member of Staff, Governor or Volunteer in a
School can make a referral);
• If they feel unclear about what has happened to their concerns following a
referral they can enquire further and obtain feedback;
• All Staff (Governors and Volunteers) are aware of the Local Authority
Safeguarding Children Board’s Escalation Policy and Process, which may be
followed if a staff member fears their concerns have not been addressed, and of
the Confidential Reporting Code (Whistle Blowing).
• To recognise the new requirements on Children Missing From Education and
particularly those where it is believed a child/children may be leaving the country;
• To refer & adhere to Children Missing from Education (CME) processes and
procedures as set out by national and local guidelines on all children where there
is a concern they may be missing or who are missing.
• Recognising that Home Educated Children can be more vulnerable than other
children and with regard to the motivations of the intention to home educate.
Therefore, recognising the responsibilities the school/college has to those who
are thinking about or who are about to home educate, including those who have
been removed from a school/college roll with a view to home educate;
• Recognising that looked After Children are more vulnerable than other children
and often have poorer educational outcomes; therefore, ensuring their wellbeing,
safety and welfare, helping them to reach their potential;
• All Staff (Governors and Volunteers) recognise their roles and responsibilities
under SEND that those children/vulnerable adults in the setting may not be able
to recognise abuse, abusive situations or protect themselves from significant
harm and exploitation;
• Recognising the needs of young carers in that they can be more vulnerable or
placed at risk. Therefore, being able to identify young carers and ensure they are
supported to help reach their potential with an understanding that staff and
volunteers will need to refer into early help social care services for an
assessment of their needs;
• All Staff (Governors and Volunteers) are aware of the Private Fostering Policy
and have an understanding of host families (Annex A KCSIE 2021) and recognising
they have a duty to notify the local Children’s Social Care department if it is
thought or known that a child or young person may be Privately Fostered or
subject to a host family arrangement which is unclear or ambiguous;
• All Staff (governors and volunteers) are aware of Extremism, which include the
signs of, alerts to concerning behaviours, and ideologies considered to be
extreme; as well as having an understanding of the British Values Agenda. This will
include attendance at training on either Prevent/Wrap or training considered
sufficient by the local authority which fulfils the requirements of the prevent
Duty for schools/colleges;

14
 • All Staff (governors and volunteers) know about Prevent duties and will report any
concerns to the Safeguarding Designated Lead in the school who has
responsibilities under Prevent to take action, offer advice and support which may
include a referral into Channel using the case pathway process;
• All Staff (governors and volunteers) should recognise that children are capable of
abusing other children or their peers, working to reduce and eliminate such
behaviour in their setting.
• This School recognises the importance of learning from national and local Serious
Case Reviews and Thematic Learning Reviews. We are aware of the impact this has
on how we carry out our Safeguarding and Child Protection responsibilities and
roles.

14. The Responsibility of the Designated Safeguarding Lead

Governing bodies and proprietors should ensure that the school or college designates an
appropriate member of staff to take lead responsibility for child protection. This person
should have the status and authority within the school to carry out the duties of the
post including committing resources and, where appropriate, supporting and directing
other staff. The knowledge and skills of the DSL and her deputies should be updated at
regular intervals, but at least annually, to ensure she keeps up with developments
relevant to the role (for example via e-bulletins, meeting other DSL’s or taking time to
read and digest safeguarding developments).
The broad areas of responsibility for the Designated Safeguarding Lead are:
• Adhering to LA and school procedures with regard to referring a child if there
are concerns about possible abuse.
• Keeping written records of concerns about a child on CPOMS even if there is no
need to make an immediate referral.
• Ensuring that all such records are kept confidentially and securely and are
separate from student records.
• Ensuring that any student currently on the child protection register who is absent
without explanation is referred to Children’s Social Care.

Managing Referrals
• Refer all cases of suspected abuse to the local authority children’s social care
and:
• The local authority designated officer (LADO) for child protection concerns (all
cases which concern a staff member including staff having suicidal thoughts);
• Disclosure and Barring Service (cases where a person is dismissed or left due to
risk/harm to a child); and/or
• Police (cases where a crime may have been committed).

15
 • Liaise with the Headteacher or principal to inform him or her of issues especially
ongoing enquiries under section 47 of the Children Act 1989 and police
investigations
• Act as a source of support, advice and expertise to staff on matters of safety
and safeguarding and when deciding whether to make a referral by liaising with
relevant agencies

Training
The Designated Safeguarding Leads and Deputies should receive appropriate training
every two years which includes Prevent awareness training. In addition to this training,
their knowledge and skills should be refreshed (for example via e-bulletins, meeting
other safeguarding leads or taking to time to read and digest safeguarding
developments) at least annually in order to:
• Understand the assessment process for providing early help and intervention, for
example through locally agreed common and shared assessment processes such as
early help assessments
• Have a working knowledge of how local authorities conduct a child protection case
conference and a child protection review conference and be able to attend and
contribute to these effectively when required to do so
• Ensure each member of staff has access to and understands the school’s or
college’s child protection policy and procedures, especially new and part time staff
• Be alert to the specific needs of children in need, those with special educational
needs and young carers
• Be able to keep detailed, accurate, secure written records of concerns and
referrals on CPOMS
• Understand and support the school or college with regards to the requirements of
the Prevent duty and are able to provide advice and support to staff on protecting
children from the risk of radicalisation
• Obtain access to resources and attend any relevant or refresher training courses
• Encourage a culture of listening to children and taking account of their wishes and
feelings, among all staff, in any measures the school or college may put in place to
protect them.

Raising Awareness
• The Designated Safeguarding Leads should ensure the school’s policies are known
and used appropriately:
• Ensure the school child protection policy is reviewed annually and the procedures
and implementation are updated and reviewed regularly, and work with governing
bodies or proprietors regarding this

16
 • Ensure the child protection policy is available publicly and parents are aware of
the fact that referrals about suspected abuse or neglect may be made and the
role of the school or college in this
• Link with the local LSCB to make sure staff are aware of training opportunities
and the latest local policies on safeguarding
• Where children leave the school will ensure their child protection file is copied
for any new school as soon as possible but transferred separately from the main
pupil file
• Schools should obtain proof that the new school/education setting has received
the safeguarding file for any child transferring and then destroy any information
held on the child in line with data protection guidelines.

15. Taking Action to Ensure that Children are Safe at Fagley Primary School and
at Home
The School will ensure that:
• The Child Protection and Safeguarding Policy are in place in accordance with local
authority guidance and locally agreed inter-agency procedures, and the policy is
made available to parents on request;
• The School operates safe recruitment procedures and makes sure that all
appropriate checks are carried out on staff and volunteers who work with
children; and that any panel involved in the recruitment of staff has at least one
member who has undertaken the Local Authority’s or equivalent Safer
Recruitment Training.
• School has procedures for dealing with allegations of abuse against staff and
volunteers that comply with guidance from the local authority and locally agreed
inter-agency procedures;
• A member of the school’s team is designated as the Nominated Person for child
protection issues, providing advice and support to other staff, liaising with the
local authority and working with other agencies.
• The school reviews annually the workload for the Nominated Person Child
Protection by requesting a report detailing related child protection work
undertaken.
• Staff including the Headteacher undertake appropriate child protection training
which is updated annually
• They remedy, without delay, any deficiencies or weaknesses regarding child
protection arrangements;
• A Chair of Governors is nominated to be responsible for liaising with the LA and
/or partner agencies in the event of allegations of abuse being made against the
Headteacher.
• Where services or activities are provided on the School premises by another
body, the body concerned has appropriate policies and procedures in place in

17
 regard to safeguarding children and child protection and liaises with the School on
these matters where appropriate.
• They review their policies and procedures annually and provide information to the
LA about them and about how the above duties have been discharged.

The Governing Body will also support:

• The monitoring and evaluation of the child protection training for staff.
• School reviews relating to all aspects of safeguarding children/working practices
and any further developments that are required.

The Headteacher will ensure that:

• The Governing Body receives yearly awareness raising in respect of their roles
and responsibilities in regard to Child Protection/Safeguarding.
• The Governing Body adopts appropriate policies and procedures to safeguard
children in the School.
• Policies and procedures are implemented by staff.
• Parents/carers are made aware each autumn term of the safeguarding policies
that are in place and who is the Nominated Person for Child Protection.
• Sufficient resources and time are allocated to carry out Safeguarding
Children/Child Protection effectively.
• There is a Nominated Person Child Protection, who has received appropriate
training for this important role.
• All staff and adults working in the School understand their safeguarding children
responsibilities and are able to voice their concern if they feel a child is
vulnerable or at risk.
• Staff are aware of the “whistle blowing‟ protocol and understand they must voice
their concern of any individual working practices that are deemed unsafe and
unprofessional.
• The school will provide an appropriate forum for staff and adults to discuss
matters either in or outside of work which may have implications for the
safeguarding of children.
• The school develops effective working partnerships with relevant agencies and
cooperates as required in regard to safeguarding children matters, including
attendance at child protection conferences and other related meetings.
• The school provides appropriate reports for child protection meetings.
• All information and records are kept confidentially and securely.
• Recruitment and vetting procedures are followed in all appointments of staff
including those working in a voluntary/unpaid capacity.
• Site security is in place with all visitors required to identify themselves, then sign
in and sign out when leaving the school.

18
16. The Prevent Duty
All staff (including governors and volunteers) adhere to their duties in the Prevent
guidance 2015 to prevent radicalisation. The Chair of Governors and Co-Headteachers
will;
• Establish or develop and use existing mechanisms to understand the risk of
extremism
• Ensure staff understand the risk and build/hold the capabilities to identify and
deal with arising issues in line with the Prevent duty guidance.
• Communicate the importance of the prevent duty and any changes in reporting
procedures.
• Inform staff of their obligation to implement the prevent duty.

School will respond to any Prevent concerns as a Safeguarding concern and will report
using the channels provided by the Safeguarding Partnership. The School will work
collaboratively to identify, risk assess and implement measures to build students
resilience to radicalisation. The School will refer any students identified as a risk and/or
who may require de-radicalisation, to CHANNEL.

The school will continually monitor system activity and implement effective filtering
systems, including monitoring all school devices for activity which may put students,
staff or the school at risk and take action relevant to the activity/level of risk.
Records of any concerns and referrals will be held as part of the school Child Protection
Record. The school will store all records in line with the document retention policy.

17. Safeguarding information for students

All students in our school are aware of a number of staff who they can talk to including
their keyworker. Keyworkers meet with their key children on a weekly basis. The school
is committed to ensuring that students are aware of behaviour towards them that is not
acceptable and how they can keep themselves safe. All students know that we have a
member of staff with responsibility for child protection and know who this is. We inform
students of whom they might talk to, both in and out of the school, their right to be
listened to and heard and what steps can be taken to protect them from harm. There
are lessons taught to students that are designed to help keep students safe.

Our school will ensure that students are made aware that information can be found on
the Child Protection Flow chart located around the school, on Notice boards and via the
school handbook, newsletter and website. The school’s arrangements for consulting with
and listening to students are through the School Council. We make students aware of
these arrangements through our pastoral system.

19
18. Supporting Children
Fagley Primary School recognise that a child who is abused or witnessed violence may
find it difficult to develop and maintain a sense of self-worth. We recognise that a child
in these circumstances may feel helpless and humiliated. We recognise that a child may
feel self-blame. All staff should be able to be reassure victims of abuse that they are
taken seriously and will be supported. We recognise that children should never be made
to feel ashamed or that they are creating a problem reporting abuse, sexual violence or
sexual harassment.

The school recognises that it may provide the only stability in the lives of children who
have been abused or who are at risk of harm.

The school accepts that research shows that the behaviour of a child in these
circumstances may range from that which is perceived to be normal, to aggressive or
withdrawn.

Fagley Primary School support all students by:

• Encouraging self-esteem and self-assertiveness whilst not condoning aggression or

bullying.

• Promoting a caring, safe and positive environment within the school.

• Liaising and working together with all other support services and those agencies
involved in the safeguarding of children.

• Notifying Children’s Social Care as soon as there is a significant concern.

• Providing continuing support to a student about whom there have been concerns who
leaves the school by ensuring that appropriate information is forwarded under
confidential cover to the student’s new school (as soon as possible).

19. Confidentiality
The school recognises that all matters relating to Safeguarding and Child Protection are
confidential.

The DSLs/ CPO will disclose any information about a student to other members of staff
on a need to know basis only.

20
All staff must be aware that they have a professional responsibility to share information
with other agencies in order to safeguard children.

All staff must be aware that they cannot promise a child to keep secrets.

20. Supporting Staff

The school recognises that staff working in the school who have become involved with a
child who has suffered harm, or appears to be likely to suffer harm, may find the
situation stressful and upsetting.

The school will support such staff by providing an opportunity to talk through their
anxieties with the Child Protection Officer and to seek further support as appropriate.

21. Allegations made against staff

It is possible that a student may make an allegation against a member of staff.

If such an allegation is made, the member of staff receiving the allegation will
immediately inform the Co-Headteachers.

The Co-Headteachers, on all such occasions, will discuss the content of all allegations
with the Local Authority Designated Officer (LADO) in the Safeguarding and Service
Standards Unit.

If the allegation made to a member of staff concerns the Co-Headteacher, the

designated teacher will immediately inform the Chair of Governors who will consult with
the Local Authority Designated Officer (LADO) in the Safeguarding and Service
Standards Unit.

Fagley Primary School will follow the school’s procedures for Allegations of Abuse
against Staff, a copy of which will be readily available in the school. The copy is in the
main school office.

22. Partnerships with Parents

The school shares a purpose with parents to educate and keep children safe from harm
and to have their welfare promoted. Parents are made aware of who to contact if they
have concerns regarding the Safeguarding of their or any other child.

We are committed to working with parents positively, openly and honestly. We respect
parents’ rights to privacy and confidentiality and will not share sensitive information
unless we have permission or it is necessary to do so in order to protect a child.

21
We will share with parents any concerns we may have about their child unless to do so
may place a child at risk of harm.

We encourage parents to discuss any concerns they may have with the Nominated Person
for Child Protection. Parents are made aware of our policy via the school prospectus and
newsletters. Parents are also made aware that they can view this policy on request.

23. Partnerships with others

The school recognises that it is essential to establish positive and effective working
relationships with other agencies who are partners in the Local Safeguarding Children
Board. There is a joint responsibility on all these agencies to share information to
ensure the safeguarding of all children.

24. Whistleblowing
The school recognises that children cannot be expected to raise concerns in an
environment where staff fail to do so.

All staff should be aware of their duty to raise concerns, where they exist, about the
attitude or actions of colleagues. There is a separate Whistle Blowing Policy for this
purpose.
25. Physical Intervention
The school policy on physical intervention (control / restrain) by staff is set out in a
separate policy and acknowledges that staff must only ever use physical intervention as
a last resort. ‘Reasonable force’ means using no more force than is needed to safeguard.

We understand that physical intervention of a nature which causes injury or distress to

a child may be considered under child protection or disciplinary procedures.

26. Prevention
The school recognises that it plays a significant part in the prevention of harm to our
students by providing students with good lines of communication with trusted adults,
supportive friends and an ethos of protection. The school will therefore:
• Establish and maintain an ethos where children feel secure. Children are
encouraged to talk and are always listened to by staff in school.
• Ensure that all children know where there is an adult in School whom they can
approach if they are worried or in difficulty including their keyworker.
• Include in the curriculum opportunities for PSCHE which equip children with the
skills they need to stay safe from harm and to know to whom they should turn for
help.

22
27. Monitoring, Evaluation and Reviewing
The Governing Body will review this policy annually and assess its implementation and
effectiveness. The policy will be promoted and implemented throughout the school.

28. Record Keeping and Sharing Information

In line with KCSiE 2021, all concerns, discussions and decisions made, and the reasons
for those decisions, should be recorded in writing on the school system (CPOMS).
Records should include:
• A clear comprehensive summary of the concern
• Details of how the concern was followed up and resolved
• A note of any action taken, decisions reached and the outcome

If you are unsure of the recording requirements, please discuss this with the
Designated Safeguarding Lead or Co-Headteacher, as soon as possible.
It is important that governing bodies and proprietors are aware that among other
obligations, the Data Protection Act 2018 and the GDPR place duties on organisations
and individuals to process personal information fairly and lawfully and to keep the
information they hold safe and secure.

The Data Protection Act 2018 and GDPR do not prevent the sharing of information
for the purposes of keeping children safe. Fears about sharing information must not
be allowed to stand in the way of the need to promote the welfare and protect the
safety of children.

23
Appendix 1 What to do if you are worried a child is being abused –
Flowchart

24
Appendix 2 Child Protection Flowchart

Child Protection Flow Chart

Discovery or Suspicion of Child Abuse – if in doubt ACT

INFORM NAMED PERSON IN SCHOOL OR PRESCHOOL

Keira Burnsall – Co-Headteacher & Designated Safeguarding Lead
Vicky Rutherford – Co-Headteacher & Designated Safeguarding Lead
Carol Blythe – Inclusion Manager & Deputy Designated Safeguarding Lead
Nicola Pitts – Assistant Head & Deputy Designated Safeguarding Lead
Melissa Bain – Mental Health Champion & Deputy Designated Safeguarding Lead
Nicola Doherty – RP Teacher & Deputy Designated Safeguarding Lead
Catherine Strong – Preschool & Deputy Designated Safeguarding Lead
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 [email protected]
Safeguarding Child Protection Admin: 01274 435908
Prevent, Danielle King: 01274 737770 / 07870991647

The school safeguarding boards are in the main entrance and in the school staff room.

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.

25
26
 Signs of Physical Abuse Signs of Emotional Abuse
• Unexplained injuries or burns, particularly if • Physical, mental and emotional development lags.
they are recurrent. • Admission to punishment which appears
• Improbable excuses given to explain injuries. excessive.
• Refusal to discuss injuries. • Over-reaction to mistakes.
• Untreated injuries. • Continual self-deprecation.
• Admission of punishment which appears • Sudden speech disorders.
excessive. • Fear of new situations.
• Fear of parent being contacted. • Inappropriate emotional responses to painful
• Bald patches. situations.
• Withdrawal from physical contact. • Neurotic behaviour (e.g. rocking, hair twisting,
• Arms and legs kept covered in hot weather. thumb sucking).
• Fears of returning home. • Self-mutilation.
• Fear of medical help. • Fear of parents being contacted.
• Self-destructive tendencies. • Extremes of passivity or aggression.
• Aggression towards others. • Drug or solvent abuse.
• Running away. • Running away
• Compulsive stealing or scavenging.
Signs of Neglect Signs of Sexual Abuse
• Constant hunger. • Sudden changes of behaviour or school
• Poor personal hygiene. performance.
• Constant tiredness. • Displays of affection in a sexual way
• Poor state of clothing. inappropriate to age.
• Emaciation. • Tendency to cling or need constant reassurance.
• Frequent lateness or non-attendance at school. • Tendency to cry easily.
• Untreated medical problems. • Regression to younger behaviour (e.g. thumb
• Destructive tendencies’. sucking, acting like a baby, playing with
• Low self-esteem. discarded toys).
• Neurotic behaviour (e.g. rocking, hair twisting, • Complaints of genital itching or pain.
thumb sucking). • Distrust of familiar adult, or anxiety about
• No social relationships. being left with a relative, baby sitter or lodger.
• Running away. • Unexplained gifts or money.
• Compulsive stealing or scavenging. • Depression and withdrawal.
• Apparent secrecy.
Signs of Female Genital Mutilation • Wetting, day or night.
• Prolonged absence from school • Sleep disturbances or nightmares.
• Subdued on return from a holiday abroad • Chronic illnesses, especially throat infections
• Bladder or menstrual problems and venereal disease.
• Difficulty sitting still • Anorexia or bulimia.
• Reluctance to take part in physical activities • Self-mutilation, attempted suicide, frequently
• Repeated urinal tract infection running away.
• Complaining of pains between her legs • Unexplained pregnancy.
• Secretive behaviour • Fear of undressing for gym/PE.
• Disclosure • Phobias or panic attacks.

27
 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 Exploitation 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
Sexual Abuse/Harassment (peer on peer) County Lines – CCE
• Withdrawal • Carrying money
• Skipping School • Skipping school
• Tearful • Involved in gangs
• Fear, Scared • Unexplained gifts
• Avoiding certain individuals • New friends that are older
• Sexualised behaviour • Worried, fearful
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).”

Drafted Ratified by Governing Planned date of review

Body
October 2021 October 2021 October 2022

Print Name Signature Date

Co-Headteachers Vicky Rutherford 21.10.21

Keira Burnsall

On behalf of the Rachel Curtis 21.10.21

Governing Body

28