PROTECTING OUR PUPILS
Contents
Introduction
Child Protection
Policy
Definition of Abuse
Bullying
Procedures for Reporting
Parental Concerns....... Appendix 1
Code of Conduct (Staff) Appendix 2
Code of Conduct (Visitors) Appendix 3
PROTECTING OUR PUPILS
The whole of the Bushmills Primary School and Nursery Unit community, that is the members of the Board of Governors and everyone who works or helps in the school, whether in a paid or voluntary capacity, is fully committed to the welfare and safety of all the pupils.
This Child Protection Policy is part of our commitment to the Pastoral Care of the pupils and should be read in conjunction with the other documents that make up our Pastoral Care Portfolio; Pastoral Care Policy, Discipline Policy, Anti-Bullying Policy and Anti - Drugs Policy.
The document contains Codes of Conduct for both staff and visitors and sets out for parents and others what to do about any concerns they might have regarding the welfare or safety of a pupil.
Included in this document as Appendices 4 and 5 are flow diagrams, taken from the DENI publication ‘Pastoral Care in Schools: Child Protection’, which set out the actions to be taken in particular circumstances.
Designated Teacher for Child Protection: Mr Jack Gault, who is also the Principal
Deputy-Designated Teacher: Mr Robert Smith, who is also the Vice-Principal
Chairman of Board of Governors: Reverend S Carson
The Designated and Deputy Designated Teachers will attend regular refresher courses provided by NEELB, Causeway HSS Trust, NHSSB or any other appropriate agency. The Designated Teacher will ensure that everyone who works, or helps in a voluntary capacity, in the school is kept up-to-date on child protection issues. Child Protection will be an agenda item for the Board of Governors at least once a year.
CHILD PROTECTION
We in Bushmills Primary School have
a primary responsibility for the care, welfare and safety of the pupils in our
charge, and we will carry out this duty through our pastoral care policy, which
aims to provide a caring, supportive and safe environment, valuing individuals
for their unique talents and abilities, in which all our young people can learn
and develop to their full potential. One way in which we seek to protect our
pupils is by helping them learn about the risks of possible abuse, helping them
to recognise unwelcome behaviour
in others and acquire the confidence and skills they need to keep themselves
safe.
All our staff and volunteers have
been subject to appropriate background checks. The staff of
our school have also adopted a Code of Practice for our behaviour towards pupils. This Code is set out in the
Appendix to this policy statement.
The purpose of the following
procedures on Child Protection is to protect our pupils by ensuring that
everyone who works in our school - teachers, non-teaching staff and volunteers
- has clear guidance on the action which is required where abuse or neglect of
a child is suspected. The overriding concern of all caring adults must be the
care, welfare and safety of the child, and the welfare of each child is our
paramount consideration. The problem of child abuse will not be ignored by
anyone who works in our school, and we know that some forms of child abuse are
also a criminal offence.
What is child
abuse?
We use the following definition:
Neglect - the persistent or
significant neglect of a child, or the failure to protect a child from exposure
to any kind of danger, including cold or starvation, or persistent failure to
carry out important aspects of care, resulting in the significant impairment of
the child’s health or development, including non-organic failure to thrive.
Physical - physical injury to a
child, whether deliberately inflicted or knowingly not prevented.
Sexual - the sexual exploitation of
a child or young person for an adult’s or another young person’s own sexual
gratification; the involvement of children or young people in sexual activities
of any kind (including exposure to pornography) which they do not understand,
to which they are unable to give informed consent or that violate normal family
roles.
Emotional - persistent or
significant emotional ill-treatment or rejection, resulting in severe adverse
effects on the emotional, physical and/or behavioural
development of a child.
Bullying
Bullying is a highly distressing and
damaging form of abuse and is not tolerated in our school. All staff are vigilant at all times to the possibility of bullying occurring,
and will take immediate steps to stop it happening, to protect and reassure the
victim and to discipline the bully. Parents of both victim and bully will be
personally contacted immediately bullying behaviour
is identified.
Any complaint by a parent that their
child is, or may be, being bullied will be fully investigated by the designated
teacher for child protection, and team action will be taken to protect the
victim. This will usually include ensuring that another child or small group of
children befriends and supports the child being bullied during the school day.
A parent making a complaint about bullying will have a personal response from
the designated teacher within one week of making the complaint, indicating the
investigation which has been carried out and the action being taken.
The sanctions taken against a pupil
who bullies will depend on the seriousness of the case, but will include the
loss of any privileges or position of responsibility he/she holds in the
school. His/her behaviour will be carefully monitored
until staff are satisfied that the problem has
stopped.
If a pupil’s bullying behaviour persists, the second stage will be to instigate
the child protection procedures described below.
See also school’s AntiBullying Policy
Procedures for reporting
suspected (or disclosed) child abuse
The designated teacher for child
protection is Mr Gault. In his absence, Mr Smith, the Vice-Principal, will assume responsibility
for child protection matters.
If a child makes a disclosure to a
teacher or other member of staff which gives rise to concerns about possible
abuse, or if a member of staff has concerns about a child, the member of staff
must act promptly.
He/she should not investigate - this
is a matter for the Social Services – but should report these concerns
immediately to the designated teacher, discuss the matter with him, and make
full notes.
The designated teacher will discuss
the matter with the Vice-Principal as a matter of urgency to plan a course of action,
and ensure that a written record is made.
The Principal, in consultation with
the deputy-designated teacher, will decide whether, in the best interests of
the child, the matter needs to be referred to Social Services. If there are
concerns that the child may be at risk, the school is obliged to make a
referral.
Unless there are concerns that a
parent may be the possible abuser, the parents will be informed immediately.
The Principal may seek clarification
or advice and consult with the Board’s Designated Officer or the Senior Social
Worker before a referral is made. No decision to refer a case to Social
Services will be made without the fullest consideration and on appropriate
advice. The safety of the child is our first priority.
Where there are concerns about possible
abuse, the Principal will inform:
• the Social Services
• the Education and Library Board’s Designated
Officer for Child Protection
(This will be done in an envelope
marked ‘CONFIDENTIAL - CHILD
PROTECTION’)
If a complaint about possible child
abuse is made against a member of staff, the Principal (or the
deputy-designated teacher, if he is not available) must be informed
immediately. The above procedures will apply (unless the complaint is about the
designated teacher). Where the matter is referred to Social Services, the
member of staff will be removed from duties involving direct contact with
pupils, and may be suspended from duty as a precautionary measure pending
investigation by Social Services. The Chairman of the Board of Governors will be
informed immediately.
If a complaint is made against the
Principal, the deputy-designated teacher must be informed immediately. He will
inform the Chairman of the Board of Governors and together they will ensure
that the necessary action is taken.
If any member of staff feels unsure
about what to do if he/she has concerns about a child, or unsure about being
able to recognise the
signs or symptoms of possible abuse, he/she should speak to the designated
teacher.
It should be noted that information
given to members of staff about possible child abuse cannot be held ‘in
confidence’. In the interests of the child, staff may need to share this
information with other professionals. However, only those who need to know will
be told.
Revised August 2009
Based on DENI Circular 1999/10
Appendix 1
What a parent
should do if they have a concern about any child.
I have a concern about my/a child’s safety
I can talk to the class teacher
If I am still concerned, I can talk to
Mr Gault or Mr Smith,
the designated and deputy designated
teacher for child protection
If I am still concerned, I can talk/write to the
Chairman of the Board of Governors
At any time, I can talk to a social worker (tel. 028 276 64101)
or the Police (local CARE tel. 028 2565
Appendix 2
A Code of Conduct for Employees in
Introduction
All actions concerning children and
young people must uphold the best interests of the young person as a primary consideration.
Staff must always be mindful of the fact that they hold a position of trust,
and that their behaviour
towards the children and young people in their charge must be above reproach.
This Code of Conduct is not intended to detract from the enriching experiences
children and young people gain from positive interaction with staff within the
education sector. It is intended to assist staff in respect of the complex
issue of child abuse, by drawing attention to the areas of risk for staff and
by offering guidance on prudent conduct.
Code of Conduct
1
Private Meetings with Pupils
a. Staff should be aware of the dangers
which may arise from private interviews with individual pupils. It is recognised that there will be occasions when
confidential interviews must take place. As far as possible, staff should
conduct such interviews in a room with visual access, or with the door open.
b. Where
such conditions cannot apply, staff are advised to
ensure that another adult knows that the interview is taking place. It may be
necessary to use a sign indicating that the room is in use, but it is not
advisable to use signs prohibiting entry to the room.
c. Where
possible another pupil or (preferably) another adult should be present or
nearby during the interview, and the school should take active measures to
facilitate this.
2. Physical
Contact with Pupils
a. As a
general principle, staff are advised not to make unnecessary physical contact with their pupils.
b. It is unrealistic
and unnecessary, however, to suggest that staff should touch pupils only in
emergencies. In particular, a distressed child, especially a younger child, may
need reassurance involving physical comforting, as a caring parent would
provide. Staff should not feel inhibited from providing this.
c. Staff
should never touch a child who has clearly indicated that he/she is, or would
be, uncomfortable with such contact, unless it is necessary to protect the
child, others or property from harm. (DENI Circular 1999/9, on the use of
reasonable force, gives guidance on Article 4 of the Education (
d.
Physical punishment is illegal, as is any form of physical response to misbehaviour, unless it is by way of necessary
restraint.
e. Staff
who have to administer first-aid to a pupil should
ensure wherever possible that this is done in the presence of other children or
another adult. However, no member of staff should hesitate to provide first-aid
in an emergency simply because another person is not present.
f. Any
physical contact which would be likely to be misinterpreted by the pupil,
parent or other casual observer should be avoided.
g.
Following any incident where a member of staff feels that his/her actions have
been, or may be, misconstrued, a written report of the incident should be
submitted immediately to the Principal.
h. Staff
should be particularly careful when supervising pupils in a residential
setting, or in approved out of school activities, where more informal
relationships tend to be usual and where staff may be in proximity to pupils in
circumstances very different from the normal school/work environment.
3. Choice and Use
of Teaching Materials
a.
Teachers should avoid teaching materials, the choice of which might be
misinterpreted and reflect upon the motives for the choice.
b. When
using teaching materials of a sensitive nature a teacher should be aware of the
danger that their application, either by pupils or by the teacher, might after
the event be criticised.
c. If in
doubt about the appropriateness of a particular teaching material, the teacher
should consult with the principal before using it.
4. Relationships
and Attitudes
Within
the Pastoral Care Policies of the school and the employing authority, staff
should ensure that their relationships with pupils are appropriate to the age,
maturity and sex of the pupils, taking care that their conduct does not give
rise to comment or speculation. Attitudes, demeanor and language all require
care and thought, particularly when staff are dealing
with adolescent boys and girls.
Conclusion
It would be impossible and
inappropriate to lay down hard and fast rules to cover all the circumstances in
which staff interrelates with children and young people, or where opportunities
for their conduct to be misconstrued might occur.
In all circumstances, employees’
professional judgement
will be exercised and for the vast majority of employees this Code of Conduct
will serve only to confirm what has always been their practice. If employees
have any doubts about points in this leaflet, or how they should act in
particular circumstances, they should consult their line the Principal or a
representative of their professional association.
From time to time, however, it is
prudent for all staff to reappraise their teaching styles, relationships with
children/young people and their manner and approach to individual
children/young people, to ensure that they give no grounds for doubt about their
intentions, in the minds of colleagues, of children/young people or of their
parents/guardians.
Appendix 3
A CODE OF PRACTICE FOR VISITORS
The Department of
Education Circulars 1989/41 and 1999/10
laid certain responsibilities on teachers and others who work with, or
are in contact with, children, in regard to cases of child abuse. These responsibilities are taken most
seriously by the Board of Governors and management of the school.
The Principal, Mr
Jack Gault is the Designated Teacher within the school for such matters, Mr Robert Smith is the Deputy Designated Teacher.
Where anyone in
the school has any concerns for the welfare of a child they should bring this
concern to the immediate attention of Mr Gault or Mr Smith, as
appropriate. Such matters should always
be treated as highly confidential and so the Designated Teacher or Deputy
Designated Teacher should only be spoken to about such concerns in a discreet
location i.e. the Principal’s Office.
You may remind
yourself of what constitutes child abuse and the tell-tale signs by referring
to the school’s Child Protection Policy, a copy of which is available in the
Office or on the ‘net’ above.
It is also
important that everyone involved with children knows how they should behave,
both for the protection of the children and themselves. To this end the following code of behaviour
must be observed at all times:
·
A
child must never be struck, either with hand, foot or any other body part or
any object.
·
A
child must never be shaken.
·
A
child must never be restrained by the twisting of any limb or the pulling of
hair.
·
A
child should never be touched in an intimate way or in a place or part of the
body that makes the child uncomfortable.
·
A
child should never be embraced, hugged or nursed.
·
A
child should never be kissed.
·
Intimate
matters must never be discussed with or in front of a child.
·
You
should avoid being left alone with a child.