Professional StudiesPastoral

Systems

Key Legislation• 1989 – UN convention on the Rights of The

Child• 1989 – The Children Act• 1999 – Working together to Safeguard Children• 1999 – Framework for the Assessment of

Children• 2002 – The Education Act• 2003 – Laming Report• 2004 - Every Child Matters• 2005 – Safeguarding Children

SOUTH WEST INITIAL TEACHER EDUCATION

PROFESSIONAL STUDIES PROGRAMME FOR SCHOOLS

The people involved in the production of this presentation were:Claire Browne, Topsham School Sam Bone, Oldway Primary Charlotte Faulkner, Eggbuckland Primary Sally Eales, College of St Mark & St JohnGini Wells, Littletown Primary Lynda King, University of Exeter

Teachers’ Duty of Care

•Statutory duty to do all that is reasonable to protect health, safety & welfare of pupils

•‘in loco parentis’

‘all that is reasonable’

• Reasonably forseeable

• Balance between ‘meticulous supervision of children’ & ‘encouraging sturdy independence’

Safeguarding Children

Section 175 : Education Act 2002‘ ……shall make arrangements for

ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school’

Safeguarding Children in Education

i) specifies responsibilities of LAs / schools to promote welfare of children

ii)embraces other areas & cross refers to other legislation eg DDA/ policies eg attendance / pupil health & safety / school security / risk assessment / specific medical needs / substance misuse / restraint / intimate care /domestic violence / behaviour & bullying / PHSCE curriculum & SEAL

Safeguarding Children

What does that mean for me and other education

staff ?

Duty of Care

•Duty to protect a child from harm

•‘ …… in all circumstances for the purpose of safeguarding & promoting the child’s welfare’

Teacher’s role

‘Through their day-to-day contact with pupils and direct work with families, education staff have a crucial role to play in noticing indicators of possible abuse or neglect and in referring concerns’

Attendance – the LA

• LA target figures for each school• Educating at Home • Attendance Improvement Officer

– termly visits and action plan• Fixed penalty notices• Support

Attendance – the school

• The ‘LAW’ !• School procedures• First day contact• Punctuality • Holidays in term time• Annual reporting

Racial Harassment

•What constitutes racial harassment?

•Statutory position

•Procedures in schools

New Technology• Internet safety – personal

details, reliable portals, safe use

•Cyber bullying•Mobiles, texting, Bluetooth•Facebook / My Space•Personal emails

PASTORAL SYSTEMS

• SEAL

• ENABLE

• Pastoral Assistants

Anti-Bullying Alliance

- National Anti-Bullying Campaign- Anti Bullying Week- promote good practice- establish regional coordinators- Bullying : A Charter for Action- National Anti-Bullying Poetry Competition

Child Protection

Definition

Child abuse – ‘‘significant harm’

The court can legally intervene in order to protect a child only if the child is suffering from or likely to suffer significant harm.

What should be in place in school?• Designated teacher & governor with

responsibility for CP issues

• Copy of the local ACPC & LA guidelines

• Up-to-date CP policy

• Well know procedures for handling suspected cases of abuse of pupils – including abuse of pupils by staff

• Support for staff dealing with disclosures of suspected abuse

• Regular training for staff on CP issues

• A listening & supportive environment

Is abuse a significant problem?

• 150,000 – severe physical punishment• 100,000 - potentially harmful sexual

experience• 350,000 – 400,000 – atmosphere low in

warmth high in criticism• 450,000 – bullied at school once a

week

Who Abuses ?• Known to the child / unknown to

the child / another child• Any age / gender / ‘nice’

people / any social class• Working in ‘helping professions’• Damaged – but convincing liars• Pillars of the community

Indicators of [poss] Abuse

•Marks / bruises•Changed eating habits•Fearful /changed / unusual / difficult / withdrawn

•Poor hygiene•Inappropriate touching•Developmental delay•Self-injury•Relationship changes•Tiredness

AbusePhysical

Emotional Sexual Neglect

Why ‘vulnerable’?

• Disability• Special needs• ‘difficult’ child• Previous trauma / abuse• Dependent child• Lack of opportunities to develop

resilience

Children Disclosing

•Talk•Play•Drawings•Writing•Behaviour

Some factors – carer’s ability

• Social exclusion• Mental ill-health• Drug & alcohol misuse• Domestic violence• Power / control issues• Attachment difficulties

What builds resilience ?

• Supportive relations with at least one parent

• Supportive relationship with siblings / grandparents

• Other committed adult – role model / mentor

• Positive schooling• Positive friendships• Capacity to think ahead and plan their

lives

Identifying and Monitoring Vulnerable Pupils: Every Child

Matters Register• Name• Date Of Birth• Ethnicity• English as an Additional Language• Children Looked After• Attendance• Punctuality• SEN Status• Pastoral Support / Value-added pupils• Gifted and Talented• Medical

Every Child Matters

Name DOB Ethnicity English as additional languge

Caring authority

% Present % Late (both)

SEN Status

Quick note

Notes note

13 February 1998

White - British

No 83.95 0 GT

04 June 1998

White - British

No 100.00 1.23 VA-W

20 October 1997

White - British

No 98.77 0 No Special Educational Need

12 August 1998

White - British

No 100.00 0 Statement PASTORAL

Ritalin - ADHD

16 April 1998

White - British

No 98.77 0.62 School/Early Years Action.

Tetanus - Glasses

28 December 1997

White - British

No 95.06 1.23 School/Early Years Action.

PASTORAL

07 August 1998

White - British

No 95.68 0.62 No Special Educational Need

08 January 1998

White - British

No 98.77 0

Good Classroom Practice• Monitors

• Incident Book• Bully Box / Notes To

Teacher• Checklists to promote

independence• SEAL• PSHCE• Safety articulated and

given high profile in day-to-day teaching

• Praise and reward independence, kindness, friendship, hard work etc.

• Regular, informal communication with family

• Become familiar with School Nurse, SENCo, Child Protection Officer and other outside agencies

• Get to know your pupils and spend time with vulnerable pupils Encourage TAs to be vigilant and welcome feedback from them

• Homework Club, Lunch Club, playtime equipment

• Support pastoral needs through SEN intervention