Miss Rosie Hancock Year 5/6 class teacher, qualified SENDCO, Morecambe Bay Community Primary
Morecambe Bay Community Primary School. Large school ▶ Transient population ▶ Coastal town ▶ Third generation poverty, area of ▶ social deprivation Mental and physical health problems, ▶ domestic violence, active drug culture, food insecurity Parents reluctant to engage, ▶ although improved dramatically over last 10 year Previous poor academic, attendance ▶ and exclusion statistics
Statutory guidance (overacrches and influences other school specific policies) Statutory framework Keeping Children Safe Working together to for the early years in Education (DfE, safeguard chidlren (DfE, foundation stage 2018) – Child 2018) (DfE, 2017) protection policies and proceedures SEND Code of practice: 0 – 25 National Curriculum in years (DfE, 2015) – Annual England (DfE, 2013) report required, info updated as an when. Promoting and being responsible for the welfare of all children.
3 sets of circumstances that I might face as a classroom teacher ‘C’ makes a disclosure of Any adult observes sexual abuse to an adult possible indicators of in the school setting. neglect or abuse or changes of behaviour. Misconduct or suspected misconduct of a member of staff in school .
Children’s Social Care Makes a disclosure of then conduct their sexual abuse to an adult in enquiry or assessment, the school setting. calling on school setting as and when required. School kept updated as to where the case will go and actions to be taken. Adult immediately verbally reports details of the conversation to the Designated Safeguarding Lead (D.S.L) Usually, Classroom staff – school setting ‘duty of care’, would expect calm, mindful, to visited by attuned, Duty Social observant, flexible, D.S.L refer immediately to Children’s Social Worker/ Line consistent, Care. manager and communicative. police that (D.S.L may check-in with to offer same day. Nurture support.)
Staffing Guiding principle Team of 10 wellfare and kitchen staff – mix of part and full time – safeguarding is everyone's responsibility 17 support staff – teaching assistants, higher level teaching assistants, 1:1 (DfE 2015) support for specific need/s 11 classroom based teachers, including nursery and reception APPROX. 55 STAFF Weekly/ monthly 4 Senior teachers/ phase leaders (class based) MEMBERS outside agency workers ON SITE Art therapist Assistant head (SENDco) Bursar/ community DAILY Cognitive behaviour officer therapist Deputy Head Ed Psychologist Team of 4 pastoral 2 office staff Teacher of the Deaf staff including home Head teacher (Designated Occupational therapist school liaison (one Safeguarding Lead - DSL) School nurse being DSL)
Any adult observes DfE, 2015) pp.12 possible indicators of neglect or abuse or changes of behaviour. Question behaviours – Could be to ‘C’ eg. “That’s not like you to do/seem… Is there Interventions may be offered/put in place anything I can help with?” within the school if appropriate, eg. mentoring Could be to a closer adult eg. “I noticed 1:1 or group mentoring. There could be ‘C’…what do you think?” multiagency input based on outcomes (eg. Common Assessment Framework - CAF) Observations/ outcomes of communications/ answers to ‘C’ is further observed, behaviours monitored and questions documented and recorded via CPOMs ensuring relevant staff continually recorded on CPOMS – directed to updated (pastoral, senior staff, other staff working relevant staff. with child) .
Child protection software – Tool for building a picture, mapping need, identifying areas for possible intervention. Rare, but it does happen that school challenges the outcome of a referral , over view provides evidence for conversations. Supports C.A.F process and Education and Health Plan application.
Misconduct or suspected misconduct of staff… If about the DSL it goes to the chair of NOT COMPLICATED Share the concern! governors Goes to DSL Follow Whistle-blowing procedure, investigate, treat as safeguarding issue
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