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Safeguarding Forum
3rd October 2018
Agenda • 9.00 Welcome Linda Russell-Bond
• SLSCB update
• 9.10 Keeping Children Safe in Education – September 2018 Pam Gartland
• 9.40 Serious Safeguarding Review Pam Gartland
• 9.55 Reducing the risk of child criminal exploitation in Stockton Steve Hume
• 10.15 Safeguarding and Chronologies Linda Russell Bond
• 10.30 Break
• 10.45 Mental Health & Well Being Primary ‘Future in Mind’ Rob White
• 11.10 Recognising, reporting and responding to Prejudice Driven Behaviour
Satnam Singh
• 11.30 Children’s Hub Update Jemma Nicholl
Keeping Children Safe in Education –
September 2018 Pam Gartland
3 10/15/2018
Keeping Children Safe in Education -How it fits the business model
• All staff should be aware that safeguarding issues can manifest themselves via peer on
peer abuse. This is most likely to include, but may not be limited to:
• bullying (including cyberbullying); • physical abuse such as hitting, kicking, shaking, biting,
hair pulling, or otherwise causing physical harm; • sexual violence and sexual harassment;
• sexting (also known as youth produced sexual imagery); and • initiation/hazing type
violence and rituals.
• Governing bodies and proprietors should ensure that children are taught about
safeguarding, including online safety. Schools should consider this as part of providing a
broad and balanced curriculum.
• This may include covering relevant issues through Relationships Education and
Relationships and Sex Education (also known as Sex and Relationship Education), tutorials
(in colleges) and/or where delivered, through Personal, Social, Health and Economic
(PSHE) education.
• Whilst it is essential that governing bodies and proprietors ensure that appropriate filters
and monitoring systems are in place, they should be careful that “over blocking” does not
lead to unreasonable restrictions as to what children can be taught with regard to online
teaching and safeguarding.
Key changes to the guidance:
Part 1 and 2• More explicit information around early help and thresholds of intervention.
• Identity and extended role of the DSL.
• DSL hold the fullest picture of the child’s life.
• Deputy DSL role to be explicit in job description.
• More detail around specific safeguarding issues and vulnerabilities inclusive of peer on
peer abuse, sexual violence and harassment (Part 5), sexting, bullying/cyberbullying,
physical abuse and initiations/hazing, children and the court system, children missing
from education, children with family in prison, child sexual exploitation, county lines,
domestic abuse and homelessness, so called honour based violence, preventing
radicalisation and private fostering (annex A)
• Contextual safeguarding.
• Use of the curriculum to safeguard through RE and SRE.
• Looked After and Previously Looked After Children.
• The use of reasonable force and behaviour .
• Children with SEN and disability.
• Online Safety.
Key changes to the guidance:
Part 3 and 4
• More details on vetting checks inclusive of prohibitions, directions, sanctions and
restrictions.
• More details on enhanced DBS certificate checks - Paragraph 131 ‘provided children's
workforce independent school’ is specified 128 included in barred list checks.
• TRA recommended contact with regards to recruiting - Maintained Governors – Section
128 direction (disqualifies a person holding or continuing to hold office as a maintained
Governor). School Governance Regulations 2014 (Pg 34, footnote 52).
• Single Central Record – clarity on minimum statutory requirements but freedom to record
other information schools deem relevant. Requirements for Multi Academy Trusts.
• Checks on alternative provisions.
• Private fostering notifications.
• Return of ‘unfounded’ to allegation outcomes - where no evidence or proper basis which
supports the allegation is found (Pg 52, paragraph 193).
Key Changes to the guidance:
Part 5
• Guidance on child on child sexual violence and sexual harassment
in school and the management of reports, regarding any specific
incidents.
• Part of Peer on Peer Abuse - documented in your Peer on Peer
Abuse Policy that can be part of your Child Protection Policy.
• Advice on risk assessments and required actions taken to ensure
positive outcomes for children.
**If possible managing reports with two staff present preferably DSL in
this case (pg 64, paragraph 247)
Sexual violence and sexual harassment between
children in schools and colleges
May 2018
• Stand alone document to support Peer on Peer Abuse Policy and
part 5 KCSIE.
• https://assets.publishing.service.gov.uk/government/uploads/syst
em/uploads/attachment_data/file/707653/Sexual_Harassment_a
nd_Sexual_Violence_Advice.pdf
Includes:
• Part 1 - What it is - definitions
• Part 2 - What schools and colleges legal responsibilities are.
• Part 3 - Whole school approach to prevention.
• Part 4 - Dealing with incidents/reports .
- Providing continuing support.
Wider Safeguarding Issues
Annex A
• Children and the court system
• Children missing from education
• Children with family members in prison
• Child Sexual Exploitation
• Child Criminal Exploitation - County Lines
• Domestic Abuse
• Homelessness
• So called Honour Based Violence inclusive of FGM, Forced Marriage and Breast Ironing.
• Preventing Radicalisation
Annexes
Annex A - Further Information on specific forms of abuse and
safeguarding.
Annex B - Extension to role of DSL.
Annex C - Online Safety
Annex D - Boarding Schools
Annex E - Host families - Home stay
Annex F - Regulated activity
Annex G - Disclosure and Barring Service checks
Annex H - Table of substantive changes from September 2016
Review of policies/procedures
• Child Protection, Peer on Peer Abuse Policy, Staff Behaviour Policy, Children Missing from
Education. Culture of Vigilance, Whistleblowing, Allegation Management.
• Is the SCR understood and the appropriate level of checks being undertaken?
Governing Body/Board of Directors
• Are we clear on accountability? Checks and balances in place?
DSL/Deputies
• Additional areas of vulnerability to consider and support young people - is it the right
help, right time, to prevent escalation?
• Do staff consider the context of the safeguarding concerns?
• Is CPD for DSL’s compliant?
Statutory CPD
• Effective CPD offered for all staff to understand their contribution to keeping children safe
and the culture of vigilance?
Induction
• Is the identity of the DSL’s embedded? Policies shared, read, understood and effective.
Safe premise
• Filtering, monitoring, appropriate usage, safe place and space - children feel safe on your
site and are listened too.
Curriculum
• Broad and balanced and teaching of transferable skills.
Impact for schools
Working Together to Safeguard Children 2018:
https://www.gov.uk/government/publications/working-together-to-
safeguard-children--2
Information Sharing Advice for Safeguarding Practitioners:
https://www.gov.uk/government/publications/safeguarding-practitioners-
information-sharing-advice
DfE School Census 2018-2019:
https://assets.publishing.service.gov.uk/government/uploads/system/uploa
ds/attachment_data/file/720748/2018-
19_School_Census_Business_and_Technical_Specifications_Version-
v1.1.pdf
DfE Gender Separation in Mixed Schools Non-statutory Guidance:
https://assets.publishing.service.gov.uk/government/uploads/system/uploa
ds/attachment_data/file/719398/Gender-separation-guidance.pdf
Data Protection: A Tool Kit for Schools:
https://www.gov.uk/government/publications/data-protection-toolkit-for-
schools
Updated Documents/Links from DFE May-July
2018
Data Protection Act 2018:
https://www.gov.uk/data-protection
Guide to the General Data Protection Regulation (GDPR):
https://ico.org.uk/for-organisations/guide-to-the-general-data-
protection-regulation-gdpr/
DfE Sexual Violence & Sexual Harassment Between Children in
Schools & Colleges:
https://www.gov.uk/government/publications/sexual-violence-and-
sexual-harassment-between-children-in-schools-and-colleges
KCSIE 2018https://assets.publishing.service.gov.uk/government/uploads/system/upload
s/attachment_data/file/707761/Keeping_Children_Safe_in_Education_-
_September_2018.pdf
Updated Documents/links from DFE
May-September 2018
Disqualification by association:
statutory guidance• The Department for Education (DfE) has published revised statutory guidance for
schools and local authorities in England, relating to disqualification under the
Childcare Act 2006 which came into force on 31 August 2018.
• The guidance removes disqualification by association for individuals working in
childcare in non-domestic settings (e.g. schools and nurseries). Impact -
schools should not be asking questions about whether household members are
disqualified
• Disqualification under the Childcare Act still applies to those whose role brings
them within the scope of the Act and must be continue to be evidenced as part
of safer recruitment and can be included on the SCR KCSIE 2018. The scope will
include those working with 5 and under or under 8 outside of the school day
and those in management
Further information: Disqualification under the Childcare Act 2006: statutory guidance
Disqualification under the Childcare Act 2006: statutory guidance for local authorities and
schools: tables and annexes (PDF)
Serious Safeguarding Review
Pam Gartland
15 10/15/2018
Background
• In 2010, mother moved from Democratic Republic of Congo to England.
• Established relationship with Chadrack’s father in 2011, ended before he was born in 2012.
• Mother had received no antenatal care before Chadrack’s birth in January 2012 and had a diagnosis of epilepsy (not receiving any support or taking medication).
• Children’s Services referral led to support from Congolese support worker from a charity.
• Housing issues led to permanent residence.
Background
• November 2014, Chadrack started nursery and June 2015
formally diagnosed with Autism and EHCP started.
• September 2016, third move to specialist school placement.
• Early October 2016, mother died at home unexpectedly.
Chadrack did not know how to call for help or feed himself
and died a fortnight later.
• He was found at home with his arms around his mother’s
body.
• School attempted attendance procedures including, calls and
visits to the home (flat accommodation meant no entry
gained.
Background
• Contact was made with attendance officer,
social care and finally the police on 17th
October (by mother’s cousin who had had
no contact for three weeks).
• Early hours of 18th October, Police gained
entry into the family home.
• In February 2017, a Multi Agency Review
was requested.
Concerns
• Mother’s diagnosis of epilepsy-no treatment or medication and
advice to attend another GP appointment with an interpreter.
• Medical records were not passed to the new GP practice.
• Chadrack had a number of health issues, a later diagnosis of
autism, difficulties with communication, social interaction and play.
He was non verbal.
• School were not aware of mother’s diagnosis of epilepsy and any
impact this may have had for Chadrack or previous Social Care
involvement.
• Mother was the only contact on school records for Chadrack.
• The family home was difficult to access-calling the flat with no
response meant no entry into the building.
Recommendations
• Improvement from Health in sharing medical records and improving
good practice.
• Schools to encourage parents to share important information at
admission. Greater communication across partner agencies.
• Understanding the wider contexts in which people live.
• Improvement in statutory and non statutory guidance around action
taken for attendance including pre-school children and need for
more than one contact and safeguarding to be the focus of any
action taken (evidenced in KCSIE, 2018).
• Access to key housing contacts in the event of lack of entry into
buildings/accommodation.
• Consideration that in the event of emergency police must be
contacted.
Key learning for schools
• Gaining an understanding of the wider contexts families live
in.
• Ensuring emergency contact details for families at least 2
contacts per child.
• Robust attendance and missing children procedures, seeking
advice at every stage and making records.
• Using admission/induction for children to gain clarity on family
circumstances.
• Working together with other agencies and focusing on the
safeguarding and welfare of the child at the heart of
everything.
Reducing the risk of child criminal exploitation
in Stockton
Steve Hume
01642 527610
22 10/15/2018
Addressing the risk of criminal
exploitation in Stockton
• A County line refers to criminal exploitation of children and young people by gangs and organised networks
• Mainly drugs
• 700 county lines active nationally in 2017, this has increased to 1,500
• 46,000 children involved in gang activity in England
• Violence figures have increased concurrently
• Increase in male on male homicide
• 98% of young people involved in violence have suffered or witnessed domestic abuse
County Lines – National context
• Gangs deliberately target vulnerable young people
• Homeless, living in care, not in regular education, chaotic lifestyles
• Poverty and feelings of isolation key drivers
• Transition from Primary to Secondary education a key vulnerability
• Gangs known to actively target Pupil Referral Units
• Risk for both young males and females
• Perpetrator or victim??
How are young people exploited?
• We have vulnerable young people who are being exploited
• Little or no evidence of county lines activity, there is a need to refine our intelligence
• Rapid expansion of county lines suggests it’s a case of ‘when’ rather than ‘if’
• More work needed on understanding risk, particularly with young males
• Need for a better understanding of trafficking and modern day slavery legislation
• Are we sharing the correct information?
Do we have an issue in Stockton?
• Well established processes such as VEMT groups, Problem Solving Panels, Joint Action Groups, Community Safety Partnerships
• Collection of missing from home data
• Development of the Early Help model
• Youth provision
• Work in schools
• Are we sharing the correct information?
What do we have in place?
• Are these arrangements fit for purpose?
• Can we better identify and address wider vulnerability
• More work needed on understanding risk, particularly with young males
• How can we better map information to identify and address risks?
What do we have in place?
• Intelligence model for County Lines continues to be developed
• New national co-ordination centre established by the NCA in Birmingham
• New regional co-ordinator in post for North East
• Work within Stockton Borough Council to review intelligence models and develop new risk assessment process
• Need to review wider approaches to managing vulnerability
• How do we best engage young people in this agenda?
• Bid submitted to Home Office ‘Early Intervention Fund’ with a focus on tackling youth violence
Next steps
Safeguarding and Chronologies
Linda Russell Bond
30 10/15/2018
Break
31 10/15/2018
Health & Well Being
‘Future in Mind’
Rob White
32 10/15/2018
Primary Schools
• Asked for expressions of interest from primary schools (to include nominated school champion lead) – 36 schools signed up to the project.
• Stockton focused project but we continue to work with external colleagues on project delivery including Hartlepool Education Psychology Team , TEWV NHS FT; Alliance Psychological Services and others.
• Timetable 2018/19 being implemented
• Agreed on a Health Related Questionnaire –KIDSCREEN-52. Now tested, with over 1100 pupils completing survey
Delivered training for primary schools
Kidscreen-52
• Evidence based health related survey/questionnaire
• Relevant from age range 8-18
• Data collection from 31 schools; collected by cluster, age group and gender
• Questions around such areas as physical health, emotional health, relationships, general mood; about themselves; free time; family & home life
Kidscreen52 Data – Age, Gender & Cluster
Kidscreen52 Data – Medical Conditions
Kidscreen-52 Physical activities & health
Kidscreen-52 Physical activities & health
Feelings
CLUSTERExtremely
& VeryModerately
Slightly
& Not At
All
Extremely
& VeryModerately
Slightly
& Not At
All
Extremely
& VeryModerately
Slightly
& Not At
All
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Billingham 79.75% 13.92% 6.33% 89.24% 7.59% 2.85% 78.16% 15.19% 6.33% 68.67% 23.10% 8.23% 74.37% 16.14% 8.86% 81.01% 13.61% 4.43%
Central 76.50% 13.25% 10.26% 86.75% 8.97% 4.27% 78.21% 11.54% 10.26% 66.24% 26.92% 6.84% 67.52% 24.79% 7.69% 82.48% 12.82% 4.27%
North 81.91% 9.55% 7.04% 89.95% 4.52% 5.53% 77.89% 12.56% 9.05% 62.81% 29.15% 8.04% 71.86% 17.09% 10.55% 81.91% 14.07% 3.52%
South 1 75.32% 15.58% 9.09% 88.31% 7.79% 3.90% 73.38% 15.58% 9.74% 66.88% 25.97% 7.14% 70.78% 22.73% 6.49% 80.52% 12.34% 7.14%
South 2 72.25% 18.32% 8.90% 86.81% 5.49% 7.69% 76.92% 12.09% 10.99% 72.25% 20.94% 6.81% 69.11% 23.04% 7.85% 83.77% 9.95% 6.28%
Region Aver age 77.37% 13.96% 8.12% 80.20% 6.48% 3.92% 70.07% 12.32% 7.94% 67.34% 25.00% 7.48% 70.89% 20.26% 8.39% 81.75% 12.68% 4.93%
Feelings
Have you had fun?Has your life been
enjoyable?
Have you felt pleased
that you are alive?
Have you felt satisfied
with your life?
Have you been in a
good mood?
Have you felt
cheerful?
General Mood
CLUSTER
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Billingham 8.86% 18.67% 72.15% 10.44% 19.30% 69.94% 10.44% 12.34% 77.22% 7.91% 9.49% 82.28% 8.23% 19.62% 72.15% 7.28% 13.29% 79.11% 10.44% 16.77% 72.78%
Central 14.53% 19.23% 66.24% 11.54% 22.65% 65.81% 14.53% 13.25% 72.22% 11.54% 12.82% 75.64% 14.96% 23.50% 61.54% 13.25% 11.97% 74.79% 18.38% 20.94% 60.68%
North 9.55% 15.58% 73.87% 13.57% 18.59% 67.84% 11.56% 11.06% 76.88% 8.04% 11.06% 79.40% 16.58% 20.10% 61.81% 12.06% 9.05% 77.89% 19.10% 12.06% 68.34%
South 1 7.79% 15.58% 75.97% 10.39% 15.58% 73.38% 7.79% 5.84% 86.36% 9.74% 9.74% 79.22% 9.09% 13.64% 77.27% 7.79% 9.74% 81.82% 14.29% 16.23% 67.53%
South 2 13.19% 9.89% 76.92% 9.95% 14.14% 74.87% 10.99% 10.99% 78.02% 17.58% 9.89% 72.53% 14.66% 13.09% 71.20% 10.47% 12.57% 75.92% 15.71% 11.52% 71.73%
Region Aver age 9.58% 15.33% 65.42% 11.13% 18.43% 69.89% 10.22% 10.13% 70.26% 9.03% 9.67% 71.44% 12.41% 18.52% 68.43% 10.04% 11.59% 77.65% 15.15% 15.78% 68.34%
General Mood
Have you felt that
everything in your life
goes wrong?
Have you felt fed up?Have you felt under
pressure?Have you felt lonely?
Have you felt that you
do everything badly?Have you felt sad?
Have you felt so bad
that you didn’t want
to do anything?
About yourself
CLUSTER
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Billingham 75.32% 12.34% 12.34% 84.49% 23.73% 6.01% 17.72% 12.03% 69.62% 8.23% 5.06% 86.71% 15.51% 9.49% 73.73%
Central 74.36% 16.67% 8.55% 85.04% 21.37% 4.70% 14.10% 17.09% 67.95% 11.97% 6.84% 80.77% 14.96% 9.83% 73.50%
North 79.40% 11.56% 9.05% 86.43% 18.09% 6.53% 16.08% 11.56% 72.36% 6.03% 5.03% 88.44% 18.59% 9.05% 71.86%
South 1 80.52% 9.09% 10.39% 79.22% 20.13% 6.49% 14.29% 11.04% 73.38% 6.49% 7.79% 85.06% 13.33% 13.33% 73.33%
South 2 74.35% 13.61% 12.04% 82.20% 25.65% 6.28% 16.48% 10.99% 72.53% 7.33% 5.24% 85.34% 17.58% 4.40% 78.02%
Region Aver age 76.28% 12.86% 10.58% 83.67% 21.99% 5.93% 14.42% 11.68% 64.05% 8.21% 5.84% 85.13% 13.96% 8.30% 64.51%
About Yourself
Have you been happy
with the way you are?
Have you been happy
with your clothes?
Have you been
worried about the
way you look?
Have you felt jealous
of the way other girls
and boys look?
Would you like to
change something
about your body?
Free Time
CLUSTER
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Billingham 57.59% 23.42% 18.99% 61.71% 22.78% 15.51% 81.01% 12.97% 5.70% 68.04% 16.46% 15.51% 67.41% 20.57% 11.71%
Central 55.98% 19.23% 24.36% 60.68% 22.22% 16.24% 74.36% 14.53% 10.68% 64.96% 14.96% 19.66% 67.52% 19.23% 12.82%
North 67.34% 16.58% 15.58% 62.31% 19.10% 16.58% 81.41% 11.06% 7.04% 67.34% 15.58% 16.08% 72.86% 15.08% 11.56%
South 1 55.19% 24.68% 19.48% 61.69% 18.18% 20.13% 75.97% 17.53% 5.84% 62.34% 17.53% 20.13% 64.94% 23.38% 11.69%
South 2 59.69% 19.90% 19.37% 59.16% 24.08% 14.66% 80.63% 10.99% 7.33% 59.16% 20.42% 18.85% 68.59% 18.85% 12.04%
Region Aver age 58.94% 20.80% 19.62% 61.04% 21.53% 16.33% 78.74% 13.23% 7.30% 64.78% 16.79% 17.70% 68.16% 19.34% 11.95%
Free Time
Have you had
enough time to meet
friends?
Have you been able
to choose what to do
in your free time?
Have you had
enough time for
yourself?
Have you been able
to do the things that
you want to do in
your free time?
Have you had
enough opportunity
to be outside?
Family & home life
CLUSTERExtremely
& VeryModerately
Slightly
& Not At
All
Extremely
& VeryModerately
Slightly
& Not At
All
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Billingham 82.59% 11.08% 6.01% 91.77% 5.70% 2.22% 84.18% 9.81% 6.01% 72.78% 15.19% 11.71% 87.66% 7.59% 4.75% 82.59% 8.23% 9.18%
Central 74.36% 11.97% 12.39% 85.90% 7.26% 5.98% 77.35% 12.39% 8.97% 66.67% 12.82% 19.23% 75.21% 11.97% 11.11% 73.50% 12.82% 12.39%
North 81.91% 9.05% 8.54% 92.46% 4.02% 2.51% 81.41% 10.55% 7.54% 74.87% 11.56% 11.56% 88.44% 6.53% 4.02% 80.40% 11.06% 6.53%
South 1 74.68% 16.88% 8.44% 87.66% 7.14% 5.19% 80.52% 11.04% 7.79% 68.83% 16.88% 12.34% 80.52% 11.04% 8.44% 79.87% 10.39% 8.44%
South 2 77.49% 13.09% 9.42% 89.01% 6.59% 4.40% 82.72% 12.04% 4.71% 72.77% 16.75% 9.95% 82.72% 10.99% 5.76% 78.53% 12.57% 8.38%
Region Aver age 78.56% 12.04% 8.76% 81.30% 5.47% 3.47% 81.30% 11.04% 6.93% 71.17% 14.51% 13.05% 83.12% 9.40% 6.66% 79.01% 10.77% 9.12%
Family and Home Life
Have you been able
talk to your parent(s)
when you wanted to?
Have your parent(s)
understood you?
Have you felt loved
by your parent(s)?
Have you been happy
at home?
Have your parent(s)
had enough time for
you?
Have your parent(s)
treated you fairly?
Money matters
CLUSTER
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Extremely
& VeryModerately
Slightly
& Not At
All
Billingham 55.70% 15.82% 23.10% 66.46% 14.56% 13.61% 60.44% 17.09% 16.77%
Central 57.26% 18.80% 22.65% 61.97% 17.09% 18.80% 61.11% 17.09% 20.09%
North 60.30% 15.08% 23.62% 66.33% 15.58% 16.08% 63.82% 17.09% 18.59%
South 1 55.19% 18.83% 25.97% 66.88% 16.88% 14.29% 61.04% 22.73% 15.58%
South 2 58.64% 18.32% 23.04% 65.45% 17.28% 15.18% 65.45% 17.28% 15.71%
Region Aver age 57.21% 17.15% 23.45% 65.24% 16.06% 15.51% 62.04% 17.88% 17.43%
Money Matters
Have you had
enough money to do
the same things as
your friends?
Have you had
enough money for
your expenses?
Do you have enough
money to do things
with your friends?
Friends
CLUSTER
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Billingham 78.80% 12.66% 8.54% 66.46% 20.57% 12.34% 87.34% 7.28% 5.38% 83.54% 9.81% 5.70% 60.44% 21.20% 18.04% 78.80% 13.92% 6.65%
Central 72.65% 12.39% 13.25% 63.25% 20.51% 14.96% 85.04% 8.12% 5.56% 80.34% 11.11% 7.26% 59.40% 20.51% 18.80% 73.08% 13.68% 11.54%
North 80.90% 12.56% 6.03% 70.85% 13.57% 14.57% 87.94% 5.03% 6.53% 84.42% 7.54% 6.03% 69.35% 13.07% 16.58% 72.86% 15.58% 10.55%
South 1 79.22% 11.04% 9.09% 72.08% 20.13% 6.49% 88.31% 6.49% 4.55% 77.92% 12.34% 7.14% 68.18% 16.23% 14.94% 72.08% 14.94% 11.69%
South 2 68.59% 21.47% 9.42% 60.21% 20.94% 16.23% 80.10% 10.99% 8.38% 72.77% 14.14% 12.04% 57.59% 18.32% 23.56% 75.39% 10.99% 13.09%
Region Aver age 76.00% 13.87% 9.31% 66.15% 19.25% 13.14% 85.68% 7.57% 6.02% 80.20% 10.77% 7.39% 62.32% 18.34% 18.43% 74.82% 13.78% 10.22%
Friends
Have you been able
to rely on your
friends?
Have you spent time
with your friends?
Have you done things
with other girls and
boys?
Have you had fun
with your friends?
Have you and your
friends helped each
other?
Have you been able
to talk about
everything with your
friends?
School & learning
CLUSTERExtremely
& VeryModerately
Slightly
& Not At
All
Extremely
& VeryModerately
Slightly
& Not At
All
Extremely
& VeryModerately
Slightly
& Not At
All
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Billingham 70.25% 21.20% 8.54% 73.73% 17.09% 9.18% 90.82% 5.70% 3.48% 72.47% 18.99% 7.91% 68.04% 18.67% 12.66% 88.29% 7.59% 3.80%
Central 62.39% 25.21% 11.11% 70.51% 18.80% 9.40% 82.05% 9.40% 7.26% 70.09% 17.52% 10.26% 63.68% 20.09% 14.10% 83.76% 10.26% 3.85%
North 72.36% 14.07% 12.56% 77.39% 9.55% 12.06% 85.93% 7.04% 6.53% 75.38% 14.07% 8.54% 68.34% 14.57% 15.58% 86.43% 5.53% 6.53%
South 1 68.83% 18.83% 11.69% 74.68% 11.69% 12.34% 81.82% 11.04% 5.84% 70.78% 18.83% 9.74% 65.58% 16.88% 16.88% 83.77% 9.74% 5.19%
South 2 62.30% 24.08% 13.09% 70.16% 18.32% 10.99% 81.68% 10.47% 6.28% 71.73% 17.80% 9.42% 61.26% 22.51% 15.71% 84.29% 12.57% 2.62%
Region Aver age 67.24% 20.89% 11.04% 73.08% 15.51% 10.49% 85.04% 8.30% 5.66% 71.99% 17.52% 9.03% 65.51% 18.61% 14.60% 85.49% 8.94% 4.29%
Have you got along
well with your
teachers?
School and Learning
Have you been able
to pay attention?
Have you enjoyed
going to school?
Have you been happy
at school?
Have you got on well
at school?
Have you been
satisfied with your
teachers?
Bullying
CLUSTER
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Always &
Very
Often
Quite
Often
Seldom &
Never
Billingham 11.08% 6.33% 81.33% 9.18% 10.13% 79.75% 8.23% 6.96% 84.18%
Central 11.11% 11.54% 75.21% 13.68% 14.96% 69.23% 9.40% 10.26% 78.21%
North 11.56% 6.53% 79.40% 13.07% 11.06% 74.37% 11.06% 8.04% 79.40%
South 1 10.39% 11.69% 75.97% 9.09% 11.69% 77.92% 5.84% 6.49% 86.36%
South 2 10.99% 8.90% 79.06% 14.14% 13.61% 71.73% 9.42% 8.38% 82.20%
Region Aver age 11.04% 8.67% 78.38% 11.68% 12.14% 74.73% 8.85% 8.03% 81.84%
Bullying
Have you been afraid
of other girls and
boys?
Have other girls and
boys made fun of
you?
Have other girls and
boys bullied you?
Cost of early interventions
Taken from the Children’s Commissioner report (2017):
£5.08 per student; the cost of delivering an emotional resilience
Programme in schools
£229 per child - the cost of delivering six counselling sessions or group CBT sessions in a school.
£2,338 – the average cost of a referral to a community CAMHS service.
£61,000 – the average cost of an admission to an in-patient CAMHS unit.
Education, education mental health
Thank you
Happy to answer any questions
Recognising, reporting and responding to
Prejudice Driven Behaviour
Satnam Singh
51 10/15/2018
15/10/2018 Presentation name 5215/10/2018 Presentation name 52
52 10/15/2018
Prejudice Driven Behaviour Reporting
Reporting
• Clear definition of hate incident
• Clear process – using CPOMs or not using CPOM
• Clear protocols – pupil and parent/ carer
• Send Hate Incident Reporting Form to
[email protected]• Appendix 1 Flow Chart
15/10/2018 Presentation name 5315/10/2018 Presentation name 53
Responding
• Tailored support should be provided both to the
perpetrator and victim
o Police Early Intervention Officer
o Police Community Support Officer
o ASB Case Management Officer
o Victim Care and Advice Service
o Youth Direction Preventions and Patrols Teams
o Senior Equality and Inclusion Officer
o Curriculum response
• Identification of Community Tensions form53 10/15/2018
Prejudice Driven Behaviour Reporting
15/10/2018 Presentation name 5415/10/2018 Presentation name 54
o Develop Stockton Council Community Cohesion
Strategy
o Lead on Hate Crime for SBC
o Develop and deliver bespoke ‘Training & Resources’
o Write policies and guidance on equalities issues
o Chair Stockton Migration Partnership
o Support services area’s with Equalities and Projects
o Contract Manage ‘Translation and Interpretation’
services
54 10/15/2018
Senior Equality and Inclusion Officer
Children’s Hub Update
Jemma Nicholl
55 10/15/2018
What is The Children’s Hub?
• A multi agency team
• Deals with concerns about a child/ young person
• Includes – Cleveland Police
– Harrogate and District NHS Foundation Trust
– CAMHS
– Harbour
– LADO
– Education
– Social Care
– Virtual Partners- CGL, NPS and CRC
Our Team
• Nine CHUB officers
• Seven social workers
• One Assistant Team Manager
• Two Team Managers
• Plus partners and virtual partners
New Contact / Referral
Filtered by Children’s
Hub Officer
Reviewed and given initial RAG
rating by TM
Multi – Agency information sharing, discussion and decision making
Re- RAG rated and TM signs off final decision
No further action
Refer to another agency
Refer for an Early Help
Assessment
Refer for Social Work assessment
Strategy Meeting
CHUB update• HBC Ofsted inspection of Children’s Social Care- Good overall, outstanding
in some areas• children have received more timely and proportionate help when needs
have arisen or risks have increased.• Multi-agency arrangements are stronger and highly effective. Children and
young people are safer, and their life chances are improving.• There is an impressive range of agency partners co-located within the
CHUB. • This has led to a much-improved screening, triage and referral system.
Information-sharing is swift and very effective. There is a strong focus on professional discussion about children and families.
• This is ensuring timely and appropriate responses at the right level of need. As a result, risk and harm are reducing for many children and young people.
• Multi-agency information is immediately available to social workers and managers. This has significantly enhanced the quality of strategy discussions
SAFER update
• New form- SAFER audit completed, removal of sections not completed, SoS approach, shorter form, more concise/relevant.
• Multi Agency perspective- great input from Education.
• Now in use http://www.teescpp.org.uk/
Statistics update
Consent and Timeliness
• Always try to gain consent- unless the child is at risk of significant harm
• Exhaust every avenue- home visits/phone calls
• We will ask you to go back and gain consent if it comes in without it
• Promotes a better relationship with families you work with- trustworthy and honest
• Get your referral in as soon as possible
Contact details
• 01429 523680- direct line
• CHUB- 01429 284284 or 01642 130080
