Safeguarding

Contributed by Rebecca Pilkington

All resources in the "Safeguarding Resources" section of our resource bank have been submitted by delegates on our Level 2 Safeguarding Online courses. For more information about this practical, self-paced course, please visit

http://www.pivotaleducation.com/level-2-safeguarding-online-for-schools/and

http://www.pivotaleducation.com/level-2-safeguarding-online-for-colleges/

I have created a PowerPoint to aid staff on safeguarding.

SafeguardingLevel 2

A SAD REALITY• Child abuse is real• It can happen in any kind of family• Or to any kind of child, male or female• Or in places like churches, schools and clubs• Children often don’t tell• Abusers can be very clever

BUT TOGETHER WE CAN

STOP IT!!

KEY DOCUMENTS• S.175/157 Education Act 2002• Children Act 2004 (s.11)• Local Safeguarding Board Procedures

(from 2006)• DfES Circular “Safeguarding Children

and Safer Recruitment” (2007)• “Working Together to Safeguard

Children” (2010)• School Safeguarding Procedures

“WORKING TOGETHER” 2012Schools should give effect to their duty to safeguard and promote the welfare of their pupils by:

• Creating and maintaining a safe environment• Identifying where there are child welfare concerns

and taking action to address them, in partnership with other organisations where appropriate.

Schools should also contribute through the curriculum by developing children’s understanding, awareness and resilience.

EVERY CHILD IS EVERYONE’s RESPONSIBILITY

No one agency can protect children but agencies must work together in partnership, promoting their safety and welfare, whether a teacher, health worker, volunteer or social worker.

WHAT SHOULD I DO?• Be observant but not intrusive: a watchdog not a bloodhound! It is NOT

you job to ‘investigate.’• Don’t promise confidentiality (or break it if you have to)• Keep an open mind – don’t judge what the child says• Listen to child rather than speaking yourself• Make the child feel comfortable in your presence• Reassure them that they have done nothing wrong• Accept their language, even if is unconventional• Be patient if the child is hesitant• Make notes straight away (afterwards) but do not ask the child to write

down or sign anything.

• Then tell whoever needs to knows – immediately. Who is that? What is the procedure?

What happens next?• The Designated Senior Member of Staff will advise you on how

to proceed. Is this is a child protection issue?• They may make an immediate referral to Children’s Services or

they may ring and ask for advice. (They may know more about the family than you).

• IF a referral is required, you may need to speak to the duty officer/social worker about what you have seen or heard. Hand in any signed and dated notes that you have made.

• The concern may be passed back because it does not meet the threshold of concern.

• If so, re-refer if the concerns persist.• Make sure it is clear whether parents are to be informed and if

so by whom?• NEVER ACT ALONE, SEEK ADVICE