Safeguarding & Child Protection
Introduction What is SAFEGUARDING? What is CHILD PROTECTION? Why is it IMPORTANT? Who is RESPONSIBLE? Meet the Safeguarding TEAM HOW we safeguard at King’s College A ‘SAFE’ School with robust policies and procedures should... How Safeguarding affects MY CHILD? Managing Conflict.
What is SAFEGUARDING ? 'The process of protecting children from abuse or neglect, preventing impairment of their health and development, and ensuring they are growing up in circumstances consistent with the provision of safe and effective care that enables children to have optimum life chances and enter adulthood successfully’. • Promoting Student Welfare across the School • Adhering to Legislation • Protecting children from Abuse and Maltreatment • Preventing harm to children’s Health or Development • Ensuring that children grow up with the provision of safe and effective care • Taking action to enable all children and young people to the best outcomes.
What is CHILD PROTECTION ? ‘The protection of children from violence, exploitation, abuse and neglect. Article 19 of the UN Convention on the Rights of the Child provides for the protection of children in and out of the home.’ • Procedures used to protect children at risk of harm, or who have been harmed (abuse & neglect) • Child Protection processes safeguard and promote welfare.
Combined, they cover the following areas: Bullying (anti-) Attendance & Health & Safety Policy updates, Lateness (Emergency Evac & Risk Behaviour & New Legislation Assessments) Discipline & Trends Visitors Healthy Habits (including parents) (Diet & Exercise) Off-site Visits Safeguarding at King’s PSHE Abuse Pupil Movement (around premises) & Neglect Safeguarding Staff Training E-Safety Committee
Why are they IMPORTANT ? Because ‘Every Child Matters’ (Children Act 2004) The Children Act of 2004 was designed with guiding principles in mind for the care and support of children. These are: ● To allow children to be healthy ● Allowing children to remain safe in their environments ● Helping children to enjoy life ● Assist children in their quest to succeed ● Help make a positive contribution to the lives of children ● Help achieve economic stability for our children’s futures.
Who is RESPONSIBLE ? There is no ONE person responsible for Safeguarding in the School. EVERYONE carries a form of responsibility. From the Security Guards to you, our parents, friends, The Board, visitors and all teaching staff, including Management, along with Acciona, our cleaning and caretaking team. We ALL share the responsibility. We should take this beyond the King’s College community and into our own.
King’s College Safeguarding TEAM We have a Team of more qualified individuals who comprise the Safeguarding Team. They are, Mr. Granger who acts as the School’s Designated Safeguard Lead, or DSL, Mrs. Antoniou (Head of Learning Support), Miss Reyela (School Nurse), & Mrs. Witte (Head of Pre-Prep). SAFE G N I D R A U G
How we safeguard at King’s College The effectiveness of settings and services in taking reasonable steps and helping to ensure that children and learners feel safe are maintained by:
● Recruiting staff who are suitable to work with children ☑ ● Recruiting staff who are legally permitted to live and work in Qatar - all staff go through a rigorous Safer Recruitment process - ☑ ● Ensuring records are accurate and kept up-to-date ( SCR ) ☑ ● Providing relevant and regular training for all staff, keeping them up-to-date with any changes in procedure and legislation - All staff who come into contact with children require Police checks and ‘suitability to work’ checks. Security, Cleaning, Maintenance, Catering & visiting staff go through a Safeguarding Induction , while Full time teaching staff require more lengthy training and greater checks ☑ ● Applying specific roles to staff, clearly outlining responsibilities ☑ ● Ensuring staff know WHO, WHERE and HOW to report and concerns ☑ ● Ensuring staff are kept up-to-date with any changes that may directly affect the way procedures are carried out. ☑
● Making time in the day for teachers to talk with the children to address any concerns ☑ ● Following a PSHE (Personal, Social, Health & Economic Education) scheme designed to give children opportunities to discuss, debate, challenge and inquire about aspects of growing up (sharing, friendship, relationships, the wider world, stranger-danger, on-line safety, bullying etc) ☑ ● Keeping children safe on-line ☑ ● Running an effective Rewards & Sanctions system (RFTS, House Points & Time-outs) ☑ ● Running assemblies that are specific to types of bullying, conflict resolution & Values ☑ ● Raising awareness during Anti-bullying Week ☑ ● Working with Safeguarding professionals and creating links in the community ( AMAN & S CAP - Sidra) to establish a more secure network to share good practice ☑ ● Drawing on the School’s accreditation (BSME) for further Safeguarding support ☑ ● Promoting Safeguarding across other schools locally and acting as a beacon of support. ☑
A SAFE School with robust policies and procedures should:
… a safe School with robust policies and procedures should: • Have child protection arrangements that are accessible to everyone, so that pupils and families, as well as adults in the school, know who they can talk to if they are worried • See courteous and responsible behaviour by the pupils, enabling everyone to feel secure and well-protected • Take seriously the log of Risk assessments and use them to good effect in promoting safety • Use excellent communication systems with up-to-date information that can be accessed and shared by those who need it • Give a high priority to training in safeguarding, generally going beyond basic requirements, extending expertise widely and building internal capacity.
How safeguarding affects MY CHILD
Daily contact linked directly to safeguarding through your child: ● Morning & Afternoon Handshake (eye-contact) on the gate and with class teacher ● Passing over responsibility to parent/guardian and back again at the end of the day ● Over-crowded corridors “Walking is the speed limit!” ● Gates & Keypads ● Yellow Late Tokens, Blue Slips, Absence Forms ● Daily Register ● Lanyards, Reporting to staff, Sending children 2 at a time ● Toilets (lanyards) & Water access etc ● PSHE & Assemblies ● Reach For The Stars (RFTS), House Points & other forms of Motivation and encouragement ● Confidence-boosting activities (music, drama, art, mindfulness & yoga) & other Clubs ● Sport (Health & Wellbeing).
Your child’s safety and welfare is our key concern and focus. Children have access to the School Nurse, safe and clean drinking water, hot food, caring professionals, designated safety and safeguarding personnel, and a safe and clean environment where water, fire and emergency procedures are tested regularly, inspections are carried out, systems continually improved, where policies and procedures are challenged and refined, and where incidents are recorded. We undertake all of this for the simple reason that it is our duty to ensure your child’s welfare lies at the very heart of what we do. While a lot of regulation falls under both Qatari and UK law, we go the extra mile to cover all areas because we believe it is the right thing to do.
Take comfort in knowing that between us, as a staff, we have an immense wealth of experience in looking after children. Staff are trained to identify unusual behaviour, markings, and signs of physical & emotional abuse and neglect. Children know they can talk to any member of staff about anything. Our Staff know what to do if a child chooses to disclose something.
Managing Conflict Dealing with Behaviour in a CONSISTENT manner - asking the RIGHT questions. Friendship Fires & Restorative Practice
A h e a l t h y Friendships & Fire! f r i e n d s h i p i s a r r e e s s i i l l i i e e n n t t o n e . R e s i l i e n c e b r e e d Teachers need to give s c c o o n n f f i i d d e e n n c c e e . children the tools to C o n f i d e n c e r a i s e to be able to resolve s s s e e l l f f - - T T e e C C s s E E t t P P e e S S E E e e R R m m & & . T T conflict by themselves. S S U U R R T T o f e o r c e h t a t i e l ‘Best Friends’ works. y h t a l e h r y e v e Being a ‘friend’ is also p h i s d n e i f r healthy but ‘Best Friends FOREVER’ o t p u can be dangerous. s e y v a l o w s l e a r t t o o o t n n . s s t s r c w i e o l l i a o Friendships grow and h t l t s i I f e o l c r n s ’ e r a h o a c e t e A r c i e t h t m o change. Children f r n a r e l o t n e r d i l h h c c e a t n mature and change e d r i l h c t e L s . e k a s t i m m m o o r r and so will friendships. f f n n r r a a e e l l o t r e h t o h c a e ! s k Children have to learn r o w i t - r r e e h h t t o o n n a a e e n n o o to navigate this.
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