Privacy Policy

Inclusion Policy

Equality statement;

 “ we are committed to be role models and promote equality and diversity within our school, giving guidance within all aspects of life “

 

Our provision commits to under the statutory guidance:

The Equality Act 2010 outlines the nine protected characteristics and the public sector duty that schools need to adhere to.

We adhere to have the following:

Equality, Diversity, and Inclusion (EDI) policy,

1. Inclusion Policy Introduction

‘Inclusion is seen to involve the identification and minimising of barriers to learning and participation, and the maximising of resources to support learning participation’

Index for Inclusion – Booth and Ainscow 2000

Successful inclusion should result in every child feeling safe, confident and happy within the provision.  Successful inclusion should see every child making the best progress of which they are able and enjoying their time within the provision  – be that in sessions, during their play or lunchtimes.

Successful inclusion should promote every child’s belief in themselves as a learner and valued member of our community.

1. Meeting Diverse Needs

Within our school we recognise that in order to achieve,  we must actively seek to recognise and meet the very diverse needs of our pupils by:

• Monitoring the achievement and well-being of all our pupils and the quality/nature of the learning opportunities they are offered.
• Tracking each child’s social and emotional progress and using the resulting knowledge to plan provision for the individual or groups of pupils.
• Correctly identifying and then seeking to overcome potential barriers to pupils’ learning or their full participation in school life.
• Developing and deploying our resources to best reflect the various levels of need experienced by pupils.
• Taking care to ensure that vulnerable pupils, including those with additional or Special Educational Need or Disabilities are appropriately supported.
• Sharing any concerns we may have regarding a child with their parents or carers and then seeking to work together with them, for the good of the child.
• Liaising closely with professionals from other Children’s Services or Health agencies involved in the care and support of pupils.
• Providing teaching and non-teaching staff with the support and training they need in order that their work promotes the best outcomes for each child.

 

1. Potentially vulnerable groups

There are a number of identified groups of pupils and families for whom this policy is particularly pertinent:

• Pupils with Special Educational Needs or Disabilities (SEND)
• Pupils whose home language is not English (EAL)
• Pupils who are Gifted, Able and/or talented (GAT)
• Pupils with physical or sensory impairments
• Pupils whose families may be Asylum Seekers or Refugees
• Pupils from Traveller families
• Pupils who might be subject to abuse or harassment, for whatever reason
• Pupils under the care of Social Services or pupils who may be in public care, or living with foster families
• Pupils who are young carers
• Pupils whose family are in crisis or under great stress
• Pupils at risk of significant harm
• Pupils with poor attendance
• Pupils who are at risk of disaffection and exclusion from school.

 

1. Promoting and Supporting Inclusion
2. Head Teacher, Senior Leaders and the LA.
3. b) We aim to promote Inclusion throughout all of our policies, systems and practices.
4. Personalising the Curriculum
5. a) School Leaders at all levels, Head teacher and Deputy, and Subject Leaders, are responsible for ensuring that the curriculum; in its narrow and broadest senses, is personalised to match the needs of the pupils who attend the School.
6. b) The provision currently uses the National Curriculum (2014), Foundation Stage Profile, Local Authority Religious Education Scheme of Work, to support the staff, at all levels, in planning the formal curriculum.
7. c) The provision has a long term Curriculum Map which is used by year teams and individuals to plan appropriate, differentiated activities for all pupils. This would include staff ensuring appropriate cross-curricular links are made and developing learning to match individual needs.
8. d) Staff also ensure that the principles of Inclusion are applied to all activities which pupils engage in at the provision or on Educational Visits.
9. e) All members of the provisions Community are expected and encouraged to adopt behaviours which support the provisions Inclusive ethos within both the explicit and hidden curriculum.

 

3. Special Educational Needs Co-ordinator (SENCo)

The provision has a SENCo who takes the leading role in co-ordinating support and provision for children who are targeted or require specialist Special Educational Needs or Disabilities (SEND) provision; including support from outside agencies.

The SENDCo monitors, advises, evaluates and plans for the development of inclusive practice and provision for targeted or SEND pupils across the school. The SENDCo is also a designated person for child protection.

 

4. HLTA
5. a) All children will interact and spend the majority of their time being taught alongside their peers within the setting. HLTA take the lead role in managing and creating the safe environment.
6. b) HLTA have overall responsibility for the planning and delivery of sessions to the children. HLTA seek to provide pupils with learning opportunities which will allow all the pupils to access the subject taught, encounter appropriate challenge and promote progress. This differentiation is evidenced in their lesson plans though individual pupils may have targets particular to their own specific needs in certain areas or aspects of the curriculum. Such additional or different provision and its outcomes are recorded by the HLTA by means of a provisions Support Plan. Parents are informed by their child’s HLTA of any additional or different provision being made for their child.
7. c) HLTA take the lead role in monitoring the attainment, learning, behaviour and well-being of pupils in their class.
8. d) HLTA have a pivotal role to play in achieving positive and supportive relationships with and between pupils. HLTA are central to successful liaison with parents and colleagues.

 

5. Teaching Assistants
6. a) Teaching Assistants (T/As) work with individual or groups of pupils during lessons to support pupils’ learning and promote their well- being. The work of a T/A is directed by the teacher during lessons.
7. b) Advice and training for specific work or duties may also come from an outside specialist, for example – a Speech and Language Therapist or they may be directed by other teaching staff within the school, for example the literacy co-ordinator or SENDCo
8. c) To address very specific needs, pupils may be withdrawn for short periods during class times to work individually. Alternatively some work may occur alongside others within a small group, when the need is common to all.
9. d) In order to best utilise their support for pupils’ learning, the deployment of Teaching Assistants within the school is strategically managed by Senior Leaders in consultation with Phase Leaders.

 

Learning Mentor

• The provisions Learning Mentor has a key role in promoting and supporting inclusive practice at the provision.
• The SC undertakes a variety of tasks which include:
• Observing and engaging with any pupils who may be vulnerable, liaising with class teachers or senior staff regarding any concerns.
• Helping to devise ways of best supporting the pupils he works with.
• Observing the well-being of pupils within social settings and spending time within classes or in conference working with individual pupils.
• Undertaking individual or group work with pupils whose behaviour gives us cause for concern.
• The learning mentor advises other support staff on the running of groups aimed at developing pupils’ social skills.
• Taking a supporting role in working alongside external family support agencies.

 

1. Special Educational Needs or Disabilities (SEND)
2. What are special educational needs (SEN)?
3. ‘A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her.

• A child of compulsory school age or a young person has a learning difficulty or disability if he or she—
• has a significantly greater difficulty in learning than the majority of others of the same age, or
• has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

1. b) A child under compulsory school age has a learning difficulty or disability if he or she is likely to be within subsection (2) when of compulsory school age (or would be likely, if no special educational provision were made).
2. c) A child or young person does not have a learning difficulty or disability solely because the language (or form of language) in which he or she is or will be taught is different from a language (or form of language) which is or has been spoken at home.’ (Child and Families Act 2014 s20)

 

2. What is a disability?

‘A person (P) has a disability if –

(a) P has a physical or mental impairment, and

(b) the impairment has a substantial and long-term adverse effect on P’s ability to carry out normal day-to-day activities.’

(Equality Act 2010 s6)

 

3. Identification of Special Educational Needs or Disabilities.
4. Identification of SEND may have occurred prior to a pupil’s enrolment at school. If this is the case then school will seek appropriate advice and support from the relevant school and external agencies. This then informs the provision that is put in place for the pupil at Rosetta.
5. When a concern is evident the class teacher will liaise with the IM and parents/carers to ensure all are aware and can plan the best ways forward together. This may involve the teacher adapting certain aspects of their classroom practice or requesting that the parent/carer seek the advice of the GP or Optician.  Should standard provision not suffice to overcome the concern and a significant and/or persistent difficulty remains apparent, the pupil will be deemed as having Special Education Needs.
6. Upon identification of such difficulties the school will seek to put in place additional educational provision. This may be long or short-term dependent upon the nature of the special need and the progress made by the pupil.
7. There are four broad areas that give an overview of the difficulties a pupil may have. However it is important to note that a pupil’s needs may cross one or more of the following:

• Communication and interaction
• Cognition and learning
• Social, emotional and mental health difficulties
• Sensory and/or physical needs

Equality statement;

 “ we are committed to be role models and promote equality and diversity within our school, giving guidance within all aspects of life “

 

 

 

Ensuring  Equality Objectives that are reported on annually and updated every three years;

Relationships, Sex and Education policy, with specific reference to PSHE delivery and the teaching related to LGBTQ+AI communities; and Completed Equality Impact Assessment on their policies.

1. Encourage equality, diversity and inclusion within the educational setting as this is good practice.
2. Create an environment free of bullying, harassment, victimisation and unlawful discrimination, promoting dignity and respect for all, and where individual differences and the contributions of all staff and pupils are recognised and valued.

We commit to training all staff about their rights and responsibilities under the equality, diversity and inclusion policy.

Responsibilities include staff conducting themselves to help provide equal opportunities in employment, and prevent bullying, harassment, victimisation and unlawful discrimination.

 

 

BEHAVIOUR POLICY STATEMENT

Bounce Back is committed to creating a learning environment where the learning, social and personal needs of its learners are addressed and where learners are helped to achieve in an atmosphere of safety and mutual respect.

By removing barriers to learning we aim wherever possible to support transfer back into mainstream  education or other specialised educational settings,  further education or the world of work.

Everyone is expected to behave in a reasonable way, to accept responsibility for their behaviour and encourage others to do the same. We believe in a working partnership with referrers, parents/carers in order to support a young person’s placement at Bounce Back.

The Purpose of the Behaviour Policy

To provide a simple, practical code-of-conduct for staff, learners and parents which recognises behavioural norms

Positively reinforces behavioural norms

 Promotes self-esteem and self-discipline

Teaches appropriate behaviour through positive interventions

Expectations

At Bounce Back we believe all of our learners can do well. We encourage success by supporting them to meet the following

expectations:

• Be ready to participate:
• Be on time.
• Switch off and hand in mobile phones, iPods etc.
• Be Respected and Respectful
• Listen to others and expect to be listened to
• Use appropriate language
• Keep hands, feet, objects and personal comments to yourself
• Look after the building, displays and equipment
• Stay for the whole session
• Be safe
• Follow the provisions rules for health and safety
• Be in the right place at the right time

 

Behaviour Policy Statement

Guidelines

Most behaviour will be managed in the Provision however a learner will sometimes be required to

leave the premises. In cases where s/he refuses to leave, an appropriate staff member will contact

parents and, if necessary, the police.

 

Behaviours that stop learners doing well and could result in sanctions are:

• Verbal or physical abuse of staff
• Bullying – physical, verbal, emotional (please see bullying policy)
• Using a mobile phone or other internet linked device
• Sexual harassment of any kind including grooming, ‘shadowing’ students (this includes staring at a student in a predatory manner)
• Prejudice on grounds of race, age, gender, sexuality, disability and others
• Carrying an offensive weapon
• Use or sale of alcohol, tobacco and any illegal drugs
• Deliberate damage or theft of property
• Deliberate disruption of others’ learning
• Smoking in or around the building
• Refusing to leave the premises when asked
• Gambling

   

The provisions expects  staff to:

 Set activities that are interesting, relevant and appropriate to learners’ abilities

• Maintain high expectations of learners
• Recognise and reward positive behaviour
• Model appropriate behaviour
• Provide positive feedback about learners’ efforts and achievement
• Treat learners with fairness and respect at all times

 

The school expects parents and carers to:

• Support our policy on attendance and punctuality by notifying the school of any absences or

lateness

• Notify Bounce Back of any factors which may affect the behaviour of their child
• Support their child by attending regular reviews, open days and other meetings
• Be aware of and support the Bounce Back Behaviour Policy

 

Staff Guidelines

Inappropriate behaviour is likely to occur when learners lack a sense of purpose and/or structure, are presented with opportunities to misbehave or are struggling to deal with external factors unrelated to the provision. Certain measures can be employed to prevent these and other potentially damaging situations from arising.

 

 

Staff should aim to create a calm atmosphere that is conducive to work and learning by:

• Planning differentiated learning experiences that are relevant to the learners’ academic and

social needs

• Offering varied tasks that are sufficiently challenging and achievable
• Demonstrating flexibility where planned activities fail to engage
• Teaching with appropriate pace; ensuring that there is a clear sense of progression

During the session staff should:

• Set clear learning objectives and outcomes, attainable in the time available
• Model tasks clearly with explicit success criteria
• Encourage learners by offering appropriate praise, help and explanations where necessary
• Monitor progress
• Correct errors in ways that emphasise the learning opportunities they present
• Give personal feedback to learners on all progress made academically and socially
• The recognition of achievement is important. Reward learning and endeavour by:

Using spontaneous praise

• Informing staff and peers of progress in the learner’s presence
• Asking the learner to share their work with others
• Collecting important pieces of work for learner achievement portfolios
• Displaying work prominently and attractively
• Awarding merits in line with the rewards policy
• Providing extracurricular activities
• Informing parents of positive experiences and achievements

The recognition of achievement is important. Reward learning and endeavour by:

• Using spontaneous praise
• Informing staff and peers of progress in the learner’s presence
• Asking the learner to share their work with others
• Collecting important pieces of work for learner achievement portfolios
• Displaying work prominently and attractively
• Awarding merits in line with the rewards policy
• Providing extracurricular activities
• Informing parents of positive experiences and achievements

For Parent / Carer

At Bounce Back everyone is expected to behave in a reasonable way, to accept responsibility for their behaviour and encourage others to do the same.

This is a summary of our behaviour policy. It will help you to understand how we will respond to your child’s behaviour.

We will always try to deal with behaviour in school. Each week we focus on a particular behaviour and reward learners for meeting our expectations.

We will try at all times to only contact you at home regarding the positive progress of your child. We

see the parent / Carer as a positive link between the school and the child and need your support to

help us achieve the best for your child. You can be sure that if we contact you at home with a negative issue it is because our efforts to engage your child have failed and their behaviour has been completely unreasonable.

The following will not be tolerated at Bounce Back

o Verbal or physical abuse of staff

o Bullying – physical, verbal, emotional

o Sexual harassment of any kind

o Use of mobile phone in school

o Prejudice on grounds of race, age, gender, sexuality, disability and others

o Carrying an offensive weapon

o Use or sale of alcohol, tobacco and/or illegal drugs

o Deliberate damage or theft of property

o Deliberate disruption of others’ learning

o Smoking

o Refusing to leave the premises when asked

o Gambling

o Consistent refusal to do as asked

 

Behaviour Rewards

At Bounce Back we reward good behaviour.

The Behaviour Expectations form the basis of our reward system.

Each week we select an expectation from the list and we reward learners for meeting that expectation.

You will also have personal targets set for you. You should make sure you agree with your targets when they are set at the beginning of the week. We reward learners by awarding points. 

Follow-up of Incident Statement

At Bounce Back behaviour deemed by staff to warrant an official response is formally recorded.

The recording will consist of:

A – Antecedents (what happened immediately beforehand)

B – Behaviour (or description of incident or event)

C – Consequence (for all concerned, both long and short term if applicable)

 

Creating a record of the incident.

If the incident has been recorded by the member of staff, the learner may wish to record their version of events before both records are reviewed to establish learner & staff perspectives.

Completing & reviewing the record will enable those involved to consider any rule(s) broken and the

consequences of the behaviour.

The adult should encourage the learner to consider what they could do to manage their behaviour

better in future (learner view) whilst suggesting ways in which the learner might be helped to manage their behaviour (staff view).

In cases where the learner refuses to take part in the process the member of staff should inform the

managing team and/ or the SLT in order that a more official response might be made. Adults and

young learners have the right to defer mediation to a later time to give the process a greater chance of success. However, in cases like this the learner must be made aware that the mediation process is

compulsory and cannot be delayed indefinitely.

 

Bounce Backs Positive Behaviour System

To encourage and reward good behaviour we uses a points system.

During each day the child will have the opportunity, through good work and good behaviour, to gain points from the staff member .

Points will be awarded for:

• Behaviour
• Progress
• Effort

It will also include a ‘You’ve Been Spotted’ section where the child can gain points for positive behaviour such as:

• helping someone inside or outside of the provision.
• Areas for You’ve Been Spotted will include:
• Helping other learners or staff
• Responding appropriately to requests to change behaviour
• Meeting personal targets

De-escalation policy

The best form of de-escalation is to have lessons prepared, create a calm atmosphere in your provision and remain calm yourself.

 However there are circumstances where the best teachers require de-escalation with

students:

• Remember when dealing with an agitated or aggressive student, the behaviour is symptomatic of other problems so remain sensitive (refer back to your de-escalation training).
• Notice if a student is showing signs of distress
• Connect with the student using verbal de-escalation first. Do not ‘confront’ an agitated
• Speak calmly and from a distance of about three feet. Do not make the conversation
• ‘public’. Use positive reinforcement, always remain calm and keep your voice low. Choose what you say very carefully and try to ascertain what the problem is.
• If a student has an issue they will tell you.
• Re-direct the student by giving them reasonable choices/options for alternative activities e.g. I know you really like art, shall we ask if you can finish this task in the art room?
• Once the child has calmed down, have a quiet conversation about what the cause was (remember here that if the situation is a safeguarding issue then you must refer to one of the designated safeguarding officers

Anti Bullying Policy

 

 Introduction

This policy has been written in line with the Safer NEL Online Safety and Anti-Bullying Strategy 2019-2021.

Bounce back promotes a culture of safeguarding and are committed to protecting children and young people, all of whom have a right to feel safe within their community and at school.

This policy has also been written by listening to student, parent and staff voice.

 Aims: This policy aims to promote a culture in which bullying is understood and not tolerated.

 Objectives:

1. Where and how bullying occurs.
2. How we identify and report bullying
3. Actions taken by our school after bullying has been reported
4. References to legislation, guidance, and other links to Bounce back policies Definitions Online Safeguarding:

 As the name suggests, is first and foremost a Safeguarding issue and when broken down into its constituent elements and areas of risk, is fundamentally concerned with behaviours. It is therefore important that we are not side tracked into thinking Online Safeguarding is an Information Technology (IT) issue or that technical measures are the solution to the issues.

Whilst the IT has an integral part to play in contributing to the safeguarding of our Children and Young People, the IT itself is incidental to the issue. Typically, individuals often associate Online Safeguarding with Online Grooming, Cyberbullying or inappropriate images/video, however, there is also a much broader and developing agenda particularly in relation to the growth of Social Media including Information Privacy, Sexting, and Gaming addiction, Radicalisation, Self-generated content and numerous other risk areas.

 In line with this, Online Safeguarding is an increasingly common thread running across a number of related and already embedded areas such as Child Sexual Exploitation (CSE), Anti-Bullying, Anti Social behaviour and the Radicalisation of young people amongst others. Bullying: The Department of Education 2017 definition outlines Bullying as a “behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally.

Bullying can take many forms (for instance, cyber-bullying via text messages, social media or gaming, which can include the use of images and video) and is often motivated by prejudice against particular groups, for example on grounds of race, religion, gender, sexual orientation, special educational needs or disabilities, or because a child is adopted, in care or has caring responsibilities. It might be motivated by actual differences between children, or perceived differences.” The Anti-Bullying Alliance defines bullying as:

 “The repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power.

It can happen face to face or online”

There are the key elements to this definition:

• hurtful
• repetition
• power imbalance
• intentional Bullying behaviour can be:
• Physical – pushing, poking, kicking, hitting, biting, pinching etc.
• Verbal – name calling, sarcasm, spreading rumours, threats, teasing, belittling.
• Emotional – isolating others, tormenting, hiding books, threatening gestures, ridicule, humiliation, intimidating, excluding, manipulation and coercion.
• Sexual – unwanted physical contact, inappropriate touching, abusive comments, homophobic abuse, exposure to inappropriate films etc.
• Online /cyber – posting on social
• media, sharing photos, sending nasty text messages, social exclusion
• Indirect – Can include the exploitation of individuals.

Bullying is considered a safeguarding issue and is reported to the LEA where appropriate.

1. Where and how bullying occurs Behaviour Personal aspects Social aspects Criminal behaviours Verbal bullying Deliberately intended to hurt, intimidate, frighten harm, or exclude a person or group.

• Name calling
• Belittling comments, jokes or verbal attacks based on appearance, disability, home situation, family, race, culture, income, class, religion, faith, sexual orientation or gender
• Teasing
• Hurting people’s feelings
• Sexual harassment
• Making personal threats
• Alienating a person from their friends or social groups
• Damaging a reputation
• Excluding and not including in small or larger group activities
• Spreading rumours
• Using sexually abusive or suggestive language or images to exclude/harass/intimidate a person or group
• Malicious gossiping
• Coercing people or daring them to do illegal acts
• Inciting others to do dangerous things
• Inciting hatred towards an individual or group based on faith, race, sexual orientation or towards those with special needs or disabilities Non-verbal bullying Deliberately
• Intimidation through gesture
• Setting someone up to take the blame publicly
• Theft
• stalking intended to hurt, intimidate, harm or exclude a person or group.
• Hiding, stealing or damaging someone’s personal belongings
• Dirty looks
• Sending written threats
• Shunning someone – not speaking with or interacting with them
• Deliberately doing something bad to get someone in trouble. Physical bullying
• A direct physical attack on a person.
• An indirect attack on property or belongings.
• Beating
• Biting
• Choking
• Kicking
• Punching
• Shaking
• Tripping
• Spitting
• Strangling
• Hitting / slapping
• Poking
• Throwing
• Ignoring
• Shoving
• Urinating
• Groping or unwanted touch Embarrassment or public humiliation Group bullying is when a child or young person is outnumbered or picked on in some of the following ways:
• Blocking the way
• Forced to participate in initiation rites
• Forced to do unwanted things in front of others
• Having belongings destroyed, stolen and/or ridiculed.
• Demanding money
• Leaving someone out, so they have to play on their own.
• Extortion with threats
• Sexual abuse and sexual violence
• Threatening with a weapon
• Using a weapon to inflict harm (assault)
• Physical assault
• Stealing
• Happy slapping
• Criminal damage Bullying involving technology

 The majority of verbal and non-verbal behaviours can be carried out using new forms of technology therefore bullying of this nature takes the same form as non-physical victimisation, but without the bully having to confront the victim face-to-face. It can be carried out anonymously, sending threatening or intimidating comments via:

• Email
• Text messages
• Internet forums
• Making malicious or prank phone calls
• Instant messaging
• Internet chat rooms
• Personal websites
• Creating web pages which aim to psychologically and / or physically threaten or socially damage
• Taking embarrassing or humiliating pictures or video clips on mobiles phones which may also be sent to or shared with others
• Setting up or contributing to online forums or websites, where users post malicious comments about a person or a group
• Prolonged campaigns of harassment may occur aimed at both students and staff
• Evidence of strong transition i.e. those who have been bullied can go on to become a perpetrator Using any of these technological methods to threaten intimidate or harass an individual or group. Flash mobbing at a designated place with malicious intent is a criminal offence.

 an individual or group.

 Where bullying that takes place outside of the alternative provision setting and is reported to staff, it should be investigated and acted on.

 The senior leader should also consider whether it is appropriate to notify the police of the action taken against a student. If the actions reported could be criminal or pose a serious threat to a member of the public, the police should always be informed.

2. How we identify and report bullying Safer NEL outline their first strategic priority as follows: Strategic Objective

 1: Safer Management To support and ensure partner agencies develop robust and effective policies practices and procedures to safeguard children and young people against on line risks and bullying. Our school will support this, through an effective reporting procedure and the way in which we report and analyse data on bullying. Incidents of bullying can be reported by students, staff, parents, or visitors. All reports of bullying will be taken seriously.

 All incidents of bullying are recorded on our Child Protection Online Management System (CPOMS) and tagged as ‘Bullying incident’. This ensures that the Designated Safeguarding Lead for our provision [ is aware of all incidents, which are passed onto the Family and Student Support Team (FASST) to ensure that they are resolved appropriately.

 Each half term, an identified member of the team, analyses all incidents for that half term, to identify any developing issues and to minimise risks. This data is then reported on to the local authority where appropriate. Actions taken by the provision in response to a reported incident of bullying All staff at our provision have a responsibility to tackle bullying.

When incidents of bullying are reported they are taken seriously and investigated thoroughly. The exact response will be determined by the incident and the child’s individual needs.

Support for the victim:

• Immediate action is taken to stop the incident and ensure that the child is safe
• Ensure the victim is actively listened to and given time and reassurance that they have done the right thing in reporting it.
• Reassurance that the victim is not responsible for what has happened to them
• Informing parents at the earliest opportunity and keeping parents up to date with any further developments
• Strategies in place to prevent further incidents e.g. closer supervision of groups and individuals at recreation times.
• Restorative conversation with the bully. Actions towards the perpetrator
• Time out for the perpetrator with staff to support understanding of the situation.
• 1:1 supervision during the day to minimise the risk of further incidents
• Loss of privilege e.g reward time
• Liaison with PCSO or referral to other agencies if necessary
• Meeting or telephone call with parents to discuss the nature of the incident
• Leaving time between action and discussion – cooling off period.
• Immediate cause/effect sanction. E.g loss of a break time to reflect on incident with staff member.

 Staff training: All staff receive training in identifying bullying and at our school procedure for reporting, support and follow up of an incident within their first six months of employment.

Online training forms part of the training and is available through the Anti-Bullying Alliance website. Due to the nature of some of our childrens complexities, we recognise and acknowledge that consideration must to made regarding intent of actions of the ‘bully’ and perceptions of the ‘victim’.

 It may also be more appropriate to have targeted support to build on skills required for making friends and developing positive social relationships with peers.

We recognise that sanctions should not include loss of entitlements or contravene their rights of liberty.

 Our provision is also committed to ensuring that all children and young people receive a curriculum which promotes a respectful, and caring ethos in preparation for adult life.

• Anti-bullying week is celebrated nationwide annually each November Key Legislation and guidance The Equality Act 2010 A key provision in the Equality Act 2010 is the Public Sector Equality Duty (OPESD) which came into force on 5th April 2011.

 It protects people from discrimination on the basis of ‘protected characteristics’. This includes a duty on provisions to ensure that any cases of bullying are dealt with equally and firmly.

Protected characteristics are:

• Disability
• Gender reassignment
• Pregnancy and maternity
• Race
• Age
• Gender
• Sexual orientation
• Marriage status

The Department for Education has published specific guidance on bullying including homophobic and transphobic bullying and bullying related to sexual orientation, transgender, disability, race and religion. Other key legislation

• Keeping Children safe in Education 2022
• Education for a connected world framework
• Be Internet Legends, safety curriculum with PSHE for Key Stage 2
• UK Safer internet safety – appropriate filtering and monitoring
• National Education Network guidance on E security
• UKCCIS Online safety in schools and colleges: Questions for Governing Board
• D of E Preventing and Tackling Bullying 2017
• Anti- Bullying Alliance
• The Education and Inspections Act 2006
• Independent School Standard Regulations 2010
• Child Protection & Safeguarding Policy
• Positive Behaviour Policy
• Curriculum
• PSHE
• 14th April 2023 Review Date: April 14th 2024

 

 

Safeguarding Policy

Contents

1 Our safeguarding culture

2  Safeguarding legislation and guidance

3 Roles and responsibilities

4 Children who may be particularly vulnerable Some children are at greater risk of abuse.

5 Children with special educational needs and disabilities

6 Children missing education

7 Mental health

8 Children who are lesbian, gay, bi or trans (LGBT)

 9 Child-on-child abuse

10 Serious violence

11 Child Criminal Exploitation (CCE) and Child Sexual Exploitation (CSE)

12 County Lines

13 Sharing nudes and semi-nudes

14 Online safety

15 Domestic abuse

16 Honour-Based abuse

17 Radicalisation and Extremism

18 Staff/pupil relationships

19 Safeguarding concerns and allegations made about staff, supply staff, contractors and volunteers

20 Whistle blowing if you have concerns about a colleague

21 Staff and governor/trustee training

22 Safer Recruitment

23 Site security Visitors

24 Child protection procedures

25 Referral to children’s social care

26 Reporting directly to child protection agencies

27 Confidentiality and sharing information

28 Special Circumstances

 

 

 

This policy will be reviewed annually on or before September 2024

 

1 Our strong safeguarding culture

 

 1.1 Why it is important

1.1.1 Safeguarding is everyone’s responsibility and it is the duty of the provision/trust to safeguard and promote the welfare of children.

This is our core safeguarding principle.

 1.1.2 In adhering to this principle we focus on providing a safe and welcoming environment for all of our children regardless of age, ability, culture, race, language, religion, gender identity or sexual identity.

All of our children have equal rights to support and protection.

 1.1.3 One of the cornerstones of our safeguarding culture is this policy and the procedures contained within it.

This policy applies to all staff and volunteer, all of whom are trained upon its contents and on their safeguarding duties.

 We update this policy at least annually to reflect changes to law and guidance and best practice.

 1.1.4 This policy should be read alongside our other safeguarding policies.

 1.2 What it means the children attending,

1.2.1 We work with our local safeguarding partners to promote the welfare of children and protect them from harm. This includes providing a co-ordinated offer of early help when additional needs of children are identified and contributing to interagency plans which provide additional support to the child.

 1.2.2 All of our staff have an equal responsibility to act on any suspicion or disclosure that may indicate that a child is at risk of harm. Any pupils or staff involved in child protection or safeguarding issue will receive appropriate support

1.2.3 Our strong safeguarding culture ensures that we treat all children with respect and involve them in decisions that affect them. We encourage positive, respectful and safe behaviour among children and we set a good example by conducting ourselves appropriately.

1.2.4 Identifying safeguarding and child protection concerns often begin with recognising changes in pupils’ behaviour and knowing that these changes may be signs of abuse, neglect or exploitation. Challenging behaviour may be an indicator of abuse.

 1.2.5 All of our staff will reassure children that their concerns and disclosures will be taken seriously and that they will be supported and kept safe.

1.2.6 All of our staff will put the child’s best interests first and ensure children’s wishes and feelings are considered when managing child protection issues. All of our staff will ensure children do not feel that they are creating a problem by raising a concern.

 2 Safeguarding legislation and guidance

 The following safeguarding legislation and guidance has been considered when drafting this policy:

• Keeping Children Safe in Education (2022)
• Working Together to Safeguarding Children (2018)
• What to do if you’re worried a child is being abused (2015)
• The Teacher Standards 2012
• The Safeguarding Vulnerable Groups Act 2006
• Section 157 of the Education Act 2002
• The Education (Independent School Standards) Regulations 2014
• The Domestic Abuse Act 2021
• PACE Code C 2019 – this reflects the ‘Appropriate Adult’ addition to Annex C of KCSiE 2022

 

 

 3 Roles and responsibilities

This is our provisions specific version of this policy which sets out the roles and responsibilities of named staff including the Designated Safeguarding Lead (DSL), deputy DSL and manager.

 3.1 The Designated Safeguarding Lead (DSL): The designated safeguarding lead takes lead responsibility for safeguarding and child protection (including online safety) in the provision.

The DSL duties include:

• ensuring child protection policies are known, understood and used appropriately by staff
• acting as a source of support, advice and expertise for all staff on child protection and safeguarding matters
• liaising with the manager regarding ongoing enquiries under section 47 of the Children Act 1989 and police investigations and be aware of the requirement for children to have an Appropriate Adult in relevant circumstances
• acting as a point of contact.
• making and managing referrals to children’s social care, the police, or other agencies • taking part in strategy discussions and inter-agency meetings
• liaising with the “case manager” and the designated officer(s) at the local authority if allegations are made against staff
• making staff aware of training courses and the latest local safeguarding arrangements available through the local safeguarding partner arrangements
• transferring the child protection file to a child’s new school

 3.2 The deputy Designated Safeguarding Lead(s): Our Deputy DSL(s) is/are trained to the same level as the DSL and support(s) the DSL with safeguarding matters on a day to day basis.

 The ultimate lead responsibility for child protection remains with the DSL.

 3.3 The safeguarding governor

 3.3.1 The role of the safeguarding governor is to provide support and challenge to the DSL and the leadership of the school on how they manage safeguarding so that the safety and wellbeing of the children can continuously improve.

 

 The role includes:

• understanding the requirements of the Governance Handbook and Keeping Children Safe in Education 2022
• supporting and challenging the DSL on the standards of safeguarding at the provision.
• confirming that consistent and compliant safeguarding practice takes place across the provision.

 

 3.3.2 The DSL and the manager to meet on a regular basis to discuss safeguarding issues and to agree steps to continuously improve safeguarding practices in the school.

3.4 The manager will ensure that the DSL will have the appropriate authority and be given the time, funding, training, resources and support to provide advice and support to other staff on child welfare and child protection matters, to take part in strategy discussions and interagency meetings – and/or to support other staff to do so – and to contribute to the assessment of children.

 The DSL’s lead responsibility will not be delegated.

 3.5 Humber Education Trust

 3.5.1 Humber Education Trust board will ensure structures are in place so all children and young people are safeguarded across the Trust. Humber Education Trust (HET) has a safeguarding trustee, Paul Brown. Oversight of safeguarding effectiveness across the Trust sits with the Trust Board’s Audit & Risk Committee.

3.5.2 Humber Education Trust (HET) has trust-wide Safeguarding Lead, Paul Plumridge. The HET Safeguarding Lead is responsible for developing overarching safeguarding policies.

 Experienced school-based DSLs will support the trust-wide safeguarding lead by leading the monitoring and reporting on safeguarding arrangements in all schools and leading the DSL network group.

 

 4 Children who may be particularly vulnerable Some children are at greater risk of abuse.

This increased risk can be caused by many factors including social exclusion, isolation, discrimination and prejudice. To ensure that all of our children receive equal protection, we give special consideration to children who:

• are vulnerable because of their race, ethnicity, religion, disability, gender identity or sexuality
• are vulnerable to being bullied, or engaging in bullying
• are at risk of sexual exploitation, forced marriage, female genital mutilation, or being drawn into extremism
• live in chaotic or unsupportive home situations
• live transient lifestyles or live away from home or in temporary accommodation
• are affected by parental substance abuse, domestic violence or parental mental health needs
• do not have English as a first language

 

 5 Children with special educational needs and disabilities

 

 5.1 Children with special educational needs (SEN) and disabilities can face additional safeguarding challenges. Additional barriers can exist when recognising abuse and neglect in this group of children, which can include:

• assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration;
• being more prone to peer group isolation than other children;
• the potential for children with SEN and disabilities being disproportionally impacted by behaviours such as bullying, without outwardly showing any signs; and
• communication barriers and difficulties in overcoming these barriers.

5.2 Our staff are trained to be aware of and identify these additional barriers to ensure this group of children are appropriately safeguarded.

 

 6 Children missing education

 

 6.1 Children missing education, particularly repeatedly, can be an indicator of abuse and neglect, including sexual abuse or exploitation, child criminal exploitation, mental health problems, risk of travelling to conflict zones, risk of female genital mutilation or risk of forced marriage. Our staff are alert to these risks.

6.2 We closely monitor attendance, absence and exclusions and our DSL will take appropriate action including notifying the local authority, particularly where children go missing on repeated occasions and/or are missing for periods during the school day.

 

 

 

 

7 Mental health

 7.1 We have an important role to play in supporting the mental health and wellbeing of the children that attend Bounce Back.

7.2 All staff are aware that mental health problems can be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation. Staff are also aware that where children have suffered adverse childhood experiences those experiences can impact on their mental health, behaviour and education.

 7.3 Where staff are concerned that a child’s mental health is also a safeguarding concern, they will discuss it with the DSL or a deputy.

 

 8 Children who are lesbian, gay, bi or trans (LGBT) Non gender specific

 

 8.1 The fact that a child or a young person may be LGBT is not in itself an inherent risk factor for harm. Unfortunately, children who are LGBT, or are simply perceived to be LGBT, can be targeted by other children. The risk to these children can be compounded where children who are LGBT lack a trusted adult with whom they can be open.

8.2 Our staff endeavour to reduce the barriers and provide a safe space for those children to speak out or share their concerns with them.

 

 9 Child-on-child abuse

 9.1 Child-on-child abuse – children harming other children – is unacceptable and will be taken seriously; it will not be tolerated or passed off as ‘banter’, ‘just having a laugh’, ‘part of growing up’ or ‘boys being boys’. It is more likely that boys will be perpetrators of child on child abuse and girls victims, but allegations will be dealt with in the same manner, regardless of whether they are made by boys or girls.

 9.2 All staff should be clear about the policy and procedures for addressing child on-child abuse and maintain an attitude of ‘it could happen here’.

 9.3 Child-on-child abuse can take many forms, including:

• physical abuse such as shaking, hitting, biting, kicking or hair pulling
• bullying, including cyberbullying, prejudice-based and discriminatory bullying
• sexual violence and harassment such as rape and sexual assault or sexual comments and inappropriate sexual language, remarks or jokes
• causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party

 

• up skirting, which involves taking a picture under a person’s clothing without their knowledge for the purposes of sexual gratification or to cause humiliation, distress or alarm
• consensual and non-consensual sharing of nude and semi-nude images and/or videos (also known as sexting or youth produced sexual imagery) including pressuring others to share sexual content
• abuse in intimate personal relationships between peers (also known as teenage relationship abuse) – such as a pattern of actual or threatened acts of physical, sexual or emotional abuse
• initiation/hazing – used to induct newcomers into sports teams or school groups by subjecting them to potentially humiliating or abusing trials with the aim of creating a bond

 9.4 Different gender issues can be prevalent when dealing with child-on-child abuse, for example girls being sexually touched/assaulted or boys being subject to initiation/hazing type violence.

9.5 All staff recognise that that even if there are no reported cases of child-on-child abuse, such abuse may still be taking place but is not being reported.

9.6 Minimising risk We take the following steps to minimise or prevent the risk of child-on-child abuse:

• Promoting an open and honest environment where children feel safe and confident to share their concerns and worries
• Using assemblies to outline acceptable and unacceptable behaviour
• Using RSE and PSHE to educate and reinforce our messages through stories, role play, current affairs and other suitable activities
• Ensuring that the school is well supervised, especially in areas where children might be vulnerable.

9.7 Investigating allegations

9.7.1 All allegations of child-on-child abuse should be passed to the DSL immediately who will investigate and manage the allegation as follows:

• Gather information – children and staff will be spoken with immediately to gather relevant information.
• Decide on action – if it is believed that any child is at risk of significant harm, a referral will be made to children’s social care. The DSL will then work with children’s social care to decide on next steps, which may include contacting the police. In other cases, we may follow our behaviour policy alongside this Child Protection and Safeguarding Policy.
• Inform parents – we will usually discuss concerns with the parents. However, our focus is the safety and wellbeing of the pupil and so if the school believes that notifying parents could increase the risk to a child or exacerbate the problem, advice will first be sought from children’s social care and/or the police before parents are contacted.
• Recorded – all concerns, discussions and decisions made, and the reasons for those decisions will be recorded in writing, kept confidential and stored securely under the child protection and safeguarding systems and/or in the child’s separate child protection file. The record will include a clear and comprehensive summary of the concern, details of how the concern was followed up and resolved, and a note of the action taken, decisions reached and the outcome.

 9.7.2 Where allegations of a sexual nature are made, the school will follow the statutory guidance set out in Part 5 of Keeping Children Safe in Education 2022.

 9.7.3 Children can report allegations or concerns of child-on-child abuse to any staff member and that staff member will pass on the allegation to the DSL in accordance with this policy. To ensure children can report their concerns easily, the school has the following system in place for children to confidently report abuse:

• Staff are trained in how to promote a culture in the provision where children feel confident and able to share any concerns / worries they may have.
• Children are taught with whom and how they can share any concerns they have and know that that they will be listened to and taken seriously.

 9.7.4 Supporting those involved. Our staff reassure all victims that they are being taken seriously, regardless of how long it has taken them to come forward, and that they will be supported and kept safe. Our staff will never give a victim the impression that they are creating a problem by reporting sexual violence or sexual harassment, nor will victims be made to feel ashamed for making a report.

9.7.5 Abuse that occurs online or outside of school will not be downplayed and will be treated equally seriously. We recognise that sexual violence and sexual harassment occurring online can introduce a number of complex factors. Amongst other things, this can include widespread abuse or harm across a number of social media platforms that leads to repeat victimisation.

 9.7.6 The support required for the child who has been harmed will depend on their particular circumstance and the nature of the abuse. The support we provide could include counselling and mentoring or some restorative justice work.

9.7.7 Support may also be required for the pupil that caused harm. We will seek to understand why the pupil acted in this way and consider what support may be required to help the pupil and/or change behaviours. The consequences for the harm caused or intended will be addressed.

 

 10 Serious violence

 

 10.1 All staff are made aware of indicators that children are at risk from or are involved with serious violent crime. These include increased absence, a change in friendships or relationships with older individuals or groups, a significant decline in performance, signs of self-harm or a significant change in wellbeing, or signs of assault or unexplained injuries. Unexplained gifts could also indicate that children have been approached by or are involved with individuals associated with criminal gangs.

 10.2 All staff are made aware of the range of risk factors which increase the likelihood of involvement in serious violence, such as being male, having been frequently absent or permanently excluded from school, having experienced maltreatment and having been involved in offending, such as theft or robbery.

 

 

 

 

 

 

 

 11 Child Criminal Exploitation (CCE) and Child Sexual Exploitation (CSE)

 

 11.1 Both CCE and CSE are forms of abuse and both occur where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child into taking part in sexual or criminal activity in exchange for something the victim needs or wants, and/or for the financial advantage or increased status of the perpetrator or facilitator and/or through violence or the threat of violence. This power imbalance can be due to a range of factors, including:

• Age
• Gender
• Sexual identity
• Cognitive ability
• Physical strength
• Status
• Access to economic or other resources

 11.2 The abuse can be perpetrated by individuals or groups, males or females, and children or adults. They can be one-off occurrences or a series of incidents over time and may or may not involve force or violence. Exploitation can be physical and take place online.

 11.3 Child Criminal Exploitation (CCE)

11.3.1 CCE can include children being forced or manipulated into transporting drugs or money through county lines, working in cannabis factories, shoplifting or pickpocketing, being forced or manipulated into committing vehicle crime or threatening/committing serious violence to others.

 

11.3.2 Children can become trapped by this exploitation as perpetrators can threaten victims (and their families) with violence or entrap and coerce them into debt. They may be coerced into carrying weapons such as knives or carry a knife for a sense of protection.

 11.3.3 Children involved in criminal exploitation often commit crimes themselves. They may still have been criminally exploited even if the activity appears to be something they have agreed or consented to.

 11.3.4 It is important to note that the experience of girls who are criminally exploited can be very different to that of boys and both boys and girls being criminally exploited may be at higher risk of sexual exploitation.

11.4 CCE Indicators CCE indicators can include children who:

• appear with unexplained gifts or new possessions
• associate with other young people involved in exploitation
• suffer from changes in emotional well-being
• misuse drugs or alcohol
• go missing for periods of time or regularly return home late
• regularly miss school or education or do not take part in education

 11.5 Child Sexual Exploitation (CSE)

11.5.1 CSE is a form of child sexual abuse which may involve physical contact, including assault by penetration (for example, rape or oral sex) or nonpenetrative acts such as masturbation, kissing, rubbing and touching outside clothing. It may include non-contact activities, such as involving children in the production of sexual images, forcing children to look at sexual images or watch sexual activities, encouraging children to behave in sexually inappropriate ways or grooming a child in preparation for abuse.

 11.5.2 CSE can occur over time or be a one-off occurrence and may happen without the child’s immediate knowledge e.g. through others sharing videos or images of them on social media.

11.5.3 CSE can affect any child, who has been coerced into engaging in sexual activities. This includes 16 and 17 year olds who can legally consent to have sex. Some children may not realise they are being exploited e.g. they believe they are in a genuine romantic relationship.

 11.5.4 Sexual exploitation is a serious crime and can have a long-lasting adverse impact on a child’s physical and emotional health. It may also be linked to child trafficking.

 11.6 CSE Indicators

 11.6.1 The above indicators can also be indicators of CSE, as can children who:

• have older boyfriends
• suffer sexually transmitted infections or become pregnant

11.7 We include the risks of criminal and sexual exploitation in our RSE and health education curriculum. It is often the case that the child does not recognise the coercive nature of the exploitative relationship and does not recognise themselves as a victim.

11.8 Victims of criminal and sexual exploitation can be boys or girls and it can have an adverse impact on a child’s physical and emotional health.

 11.9 All staff are aware of the indicators that children are at risk of or are experiencing CCE or CSE. All concerns are reported immediately to the DSL. Staff must always act on any concerns that a child is suffering from or is at risk of criminal or sexual exploitation.

 

 12 County Lines

 

 12.1 County lines is a term used to describe gangs and organised criminal networks involved in exporting illegal drugs around the country using dedicated mobile phone lines. Children and vulnerable adults are exploited to move, store and sell drugs and money, with offenders often using coercion, intimidation, violence and weapons to ensure compliance of victims.

 12.2 County lines exploitation can occur where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child. This power imbalance can be due to the same range of factors set out at paragraph 10.1 of this policy.

 12.3 Children can be targeted and recruited into county lines in a number of locations, including schools and colleges. Indicators of county lines include those indicators set out at 13.3 and 13.4 of this policy, with the main indicator being missing episodes from home and/or school.

12.4 Additional specific indicators that may be present where a child is criminally exploited include children who:

• go missing and are subsequently found in areas away from home
• have been the victim or perpetrator of serious violence (e.g. knife crime)
• are involved in receiving requests for drugs via a phone line, moving drugs, handing over and collecting money for drugs
• are exposed to techniques such as ‘plugging’, where drugs are concealed internally to avoid detection
• are found in accommodation with which they have no connection or in a hotel room where there is drug activity
• owe a ‘debt bond’ to their exploiters
• have their bank accounts used to facilitate drug dealing.

 

 12.5 All staff are aware of indicators that children are at risk from or experiencing criminal exploitation. The main indicator is increased absence during which time the child may have been trafficked for the purpose of transporting drugs or money.

 

13 Sharing nudes and semi-nudes

 

 13.1 Sharing photos, videos and live streams online is part of daily life for many children and young people, enabling them to share their experiences, connect with friends and record their lives. Sharing nudes and semi-nudes means the sending or posting online of nude or semi-nude images, videos or live streams by young people under the age of 18.

This could be via social media, gaming platforms, chat apps or forums, or carried out offline between devices via services like Apple’s AirDrop.

13.2 The term ‘nudes’ is used as it is most commonly recognised by young people and more appropriately covers all types of image sharing incidents. Alternative terms used by children and young people may include ‘dick pics’ or ‘pics’. Other terms used in education include ‘sexting’, ‘youth produced sexual imagery’ and ‘youth involved sexual imagery’.

 13.3 The motivations for taking and sharing nudes and semi-nudes are not always sexually or criminally motivated. Such images may be created and shared consensually by young people who are in relationships, as well as between those who are not in a relationship. It is also possible for a young person in a consensual relationship to be coerced into sharing an image with their partner.

 

 

 Incidents may also occur where:

• children and young people find nudes and semi-nudes online and share them claiming to be from a peer
• children and young people digitally manipulate an image of a young person into an existing nude online
• images created or shared are used to abuse peers e.g. by selling images online or obtaining images to share more widely without consent to publicly shame

13.4 All incidents involving nude or semi-nude images will be managed as follows:

13.4.1 The incident will be referred to the DSL immediately and the DSL will discuss it with the appropriate staff. If necessary, the DSL may also interview the children involved.

 13.4.2 Parents will be informed at an early stage and involved in the process unless there is good reason to believe that involving parents would put a child at risk of harm.

13.4.3 At any point in the process, if there is a concern a young person has been harmed or is at risk of harm we will refer the matter to the police and/or children’s social care.

 13.5 The UK Council for Internet Safety updated its advice for managing incidences of sharing nudes and semi-nudes in December 2020 – UKCIS advice 2020 . The school will have regard to this advice when managing these issues.

 

14 Online safety

 

 14.1 It is essential that children are safeguarded from potentially harmful and inappropriate online material. As well as educating children about online risks, we have appropriate filtering and monitoring systems in place to limit the risk of children being exposed to inappropriate content, subjected to harmful online interaction with other users and to ensure their own personal online behaviour does not put them at risk. These filtering and monitoring systems are reviewed regularly to ensure their effectiveness

 14.2 We tell parents and carers what filtering and monitoring systems we use, so they can understand how we work to keep children safe.

14.3 We will also inform parents and carers of what we are asking children to do online, including the sites they need to access, and with whom they will be interacting online.

14.4 Online safety risks can be categorised into four areas of risk:

• Content: being exposed to illegal, inappropriate or harmful content such as pornography, fake news, misogyny, self-harm, suicide, radicalisation and extremism
• Contact: being subjected to harmful online interaction with other users such as peer to peer pressure and adults posing as children or young adults to groom or exploit children
• Conduct: personal online behaviour that increases the likelihood of, or causes, harm such as making, sending and receiving explicit images, sharing other explicit images and online bullying
• Commerce: risks such as online gambling, inappropriate advertising, phishing or financial scams.

14.5 All staff are aware of these risk areas and should report any concerns to the DSL.

 

 15 Domestic abuse

 

 15.1 The Domestic Abuse Act 2021 introduces a legal definition of domestic abuse and recognises the impact of domestic abuse on children if they see, hear or experience the effects of abuse.

15.2 Domestic abuse is any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse, between those aged 16 or over who are, or have been, intimate partners or family members regardless of gender or sexuality. It includes people who have been or are married, are or have been civil partners, have agreed to marry one another or each have or have had a parental relationship in relation to the same child. It can include psychological, physical, sexual, financial and emotional abuse.

 15.3 Anyone can be a victim of domestic abuse, regardless of sexual identity, age, ethnicity, socioeconomic status, sexuality or background and domestic abuse can take place inside or outside of the home. This means children can also be victims of domestic abuse.

15.4 Children can witness and be adversely affected by domestic violence in their home life. Experiencing domestic abuse and exposure to it can have a serious emotional and psychological impact on children, and in some cases, a child may blame themselves for the abuse or may have had to leave the family home as a result. All of which can have a detrimental and long term impact on their health, well-being, development, and ability to learn.

 15.5 Where police have been called to a domestic violence incident where children are in the household and experienced that incident, the police will inform the DSL. This ensures that the school has up to date safeguarding information about the child.

15.6 All staff are aware of the impact domestic violence can have on a child. If any of our staff are concerned that a child has witnessed domestic abuse, they will report their concerns immediately to the DSL.

 

16 Honour-Based abuse

 

 16.1 So-called ‘honour-based’ abuse (HBA) encompasses actions taken to protect or defend the honour of the family and/or the community, including female genital mutilation (FGM), forced marriage and practices such as breast ironing.

 

 16.2 Abuse committed in the context of preserving “honour” often involves a wider network of family or community pressure and can include multiple perpetrators. Our staff are aware of this dynamic and additional risk factors and we take them into consideration when deciding what safeguarding action to take.

16.3 If staff are concerned that a child may be at risk of HBA or who has suffered from HBA, they should speak to the designated safeguarding lead.

 16.4 Female Genital Mutilation

 16.4.1 FGM comprises all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs. It is illegal and a form of child abuse with long-lasting harmful consequences.

 16.4.2 FGM is carried out on females of any age, from babies to teenagers to women. Our staff are trained to be aware of risk indicators, including concerns expressed by girls about going on a long holiday during the summer break. If staff are concerned that a child may be at risk of FGM or who has suffered FGM, they should speak to the designated safeguarding lead. Teachers are also under legal duty to report to the police where they discover that FGM has been carried out on a child under 18. In such circumstances, teachers will personal report the matter to the police as well as informing the designated safeguarding lead.

16.5 Forced Marriage

 16.5.1 A forced marriage is one entered into without the full and free consent of one or both parties and where violence, threats or any other form of coercion is used to cause a person to enter into a marriage. Coercion may include physical, psychological, financial, sexual and emotional pressure or abuse. Forced marriage is illegal.

16.5.2 Our staff are trained to be aware of risk indicators, which may include being taken abroad and not being allowed to return to the UK.

 16.5.3 Forced marriage is not the same as arranged marriage, which is common in many cultures.

16.5.4 If staff are concerned that a child may be at risk of forced marriage, they should speak to the designated safeguarding lead.

 

17 Radicalisation and Extremism

 

 17.1 Extremism is defined as vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. Radicalisation refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups.

17.2 Children are vulnerable to extremist ideology and radicalisation. Whilst Islamic fundamentalism is the most widely publicised, extremism and radicalisation can occur in other cultures, religions and beliefs, including the far right and white supremacy. Our staff are trained to identify those at risk of being radicalised or drawn into extremism.

 17.3 If staff are concerned that a child may be at risk of radicalisation or being drawn into extremism, they should speak to the designated safeguarding lead.

 

 18 Staff/pupil relationships

 

 18.1 Staff are aware that inappropriate behaviour towards pupils is unacceptable and that it is a criminal offence for them to engage in any sexual activity with a pupil under the age of 18.

 18.2 We provide our staff with advice regarding their personal online activity and we have clear rules regarding electronic communications and online contact with pupils. It is considered a serious disciplinary issue if staff breach these rules.

 18.3 Our Staff Code of Conduct sets out our expectations of staff and is signed by all staff members.

 

19 Safeguarding concerns and allegations made about staff, supply staff, contractors and volunteers

 

19.1 If a safeguarding concern or allegation is made about a member of staff, supply staff, contractor or a volunteer, our set procedures must be followed. Our safeguarding concerns and allegations about staff, supply staff, contractors and volunteers policy and procedure can be accessed here: Policies | Humber Education Trust and the full procedure for managing such allegations or concerns are set out in Part Four of Keeping Children Safe in Education 2022.

 19.2 Safeguarding concerns or allegations made about staff who no longer work at the school will be reported to the police.

 

 20 Whistle blowing if you have concerns about a colleague

 

20.1 It is important that all staff and volunteers feel able to raise concerns about a colleague’s practice. All such concerns should be reported to the headteacher, unless the complaint is about the headteacher, in which case the concern should be reported to the chair of governors. Our policy sets out where and to whom staff can report any whistleblowing concerns.

 20.2 Staff may also report their concerns directly to children’s social care or the police if they believe direct reporting is necessary to secure action.

 20.3 The school’s whistleblowing code [Policies | Humber Education Trust] allows staff to raise concerns or make allegations and for an appropriate enquiry to take place.

 

 

21 Staff and governor/trustee training

 

21.1 Our staff receive appropriate safeguarding and child protection training which is regularly updated. In addition, all staff receive safeguarding and child protection updates on a regular basis to ensure they are up to date and empowered to provide exceptional safeguarding to our pupils.

21.2 New staff and volunteers receive a briefing during their induction which covers this Child Protection and Safeguarding policy and our staff behaviour policy, how to report and record concerns and information about our Designated Safeguarding Lead and deputy DSLs.

 21.3 Our staff receive appropriate safeguarding and child protection (including online) training at induction which equips them with the knowledge to provide strategic challenge to test and assure themselves that there is an effective whole trust approach to safeguarding. Online training is updated every three years, with ongoing focussed training, including updates to KCSiE, delivered at least annually.

21.4 Our safeguarding lead receives additional training to empower them to support and challenge the Designated Safeguarding Lead and support the delivery of high quality safeguarding across the trust.

 

 22 Safer Recruitment

 

 22.1 The governing body and our senior leadership team are responsible for ensuring we follow recruitment procedures that help to deter, reject or identify people who might harm children. When doing so we check and verify the applicant’s identity, qualifications and work history in accordance with Keeping Children Safe in Education 2021 and the local safeguarding partner arrangements.

 22.2 All relevant staff (involved in early years settings and/or before or after school care for children under eight) are made aware of the disqualification from childcare guidance and their obligations to disclose to us relevant information that could lead to disqualification.

22.3 We ensure that our volunteers are appropriately checked and supervised when in school. We check the identity of all contractors working on site and request DBS checks where required by Keeping Children Safe in Education 2022. Contractors who have not undergone checks will not be allowed to work unsupervised during the school day.

22.4 When using supply staff, we will obtain written confirmation from supply agencies or third party organisations that staff they provide have been appropriately checked and are suitable to work with children.

22.5 The provision maintains a single central record of recruitment checks undertaken. Our recruitment policy and procedures can be accessed here [Policies | Humber Education Trust].

 

 23 Site security Visitors are asked to sign in at the reception and are given a badge, which confirms they have permission to be on site. If visitors have undergone the appropriate checks, they can be provided with unescorted access to the school site. Visitors who have not undergone the required checks will be escorted at all times.

 

24 Child protection procedures

 

 24.1 Recognising abuse

24.1.1 Abuse and neglect are forms of maltreatment. Somebody may abuse or neglect a child by inflicting harm or by failing to act to prevent harm. Abuse may be committed by adult men or women and by other children and young people.

24.1.2 Keeping Children Safe in Education 2021 refers to four categories of abuse. These are set out at Appendix One along with indicators of abuse.

 24.2 Taking action Any child could become a victim of abuse. Key points for staff to remember for taking action are:

• in an emergency take the action necessary to help the child, if necessary call 999
• complete a record of concern (on CPOMS) and report your concern to the DSL as soon as possible • share information on a need-to-know basis only and do not discuss the issue with colleagues, friends or family

24.3 If you are concerned about a childs welfare

24.3.1 Staff may suspect that a child may be at risk. This may be because the pupil’s behaviour has changed, their appearance has changed or physical signs are noticed. In these circumstances, staff will give the pupil the opportunity to talk and ask if they are OK.

 24.3.2 If the child does reveal that they are being harmed, staff should follow the advice below.

24.3.3 Staff are aware that children may not feel ready or know how to tell someone that they are being abused, exploited, or neglected, and/or they may not recognise their experiences as harmful. Children may feel embarrassed, humiliated, or being threatened, which could be due to their vulnerability, disability and/or sexual orientation or language barriers. This will not prevent our staff from having a professional curiosity and speaking to our DSL if they have concerns about a child.

24.4 If a child discloses to you.

 If a child tells a member of staff about a risk to their safety or wellbeing, the staff member will:

• remain calm and not overreact
• allow them to speak freely
• not be afraid of silences
• not ask investigative questions
• give reassuring nods or words of comfort – ‘I’m so sorry this has happened’, ‘I want to help’, ‘This isn’t your fault’, ‘You are doing the right thing in talking to me’
• not automatically offer physical touch as comfort
• let the child know that in order to help them they must pass the information on to the DSL
• tell the child what will happen next
• complete a record of concern (on CPOMS) and notify the DSL as soon as possible
• report verbally to the DSL immediately even if the child has promised to do it by themselves.

 24.5 Notifying parents

24.5.1 The provision will normally seek to discuss any concerns about a child with their parents. If the school believes that notifying parents could increase the risk to the child or exacerbate the problem, advice will first be sought from children’s social care and/or the police before parents are notified.

 

 

25 Referral to children’s social care

 

 25.1 The DSL will make a referral to children’s social care if it is believed that a pupil is suffering or is at risk of suffering significant harm. The child (subject to their age and understanding) and the parents will be told that a referral is being made, unless to do so would increase the risk to the child.

 

26 Reporting directly to child protection agencies

 26.1 Staff should follow the reporting procedures outlined in this policy. However, they may also share information directly with children’s social care or the police if they are convinced that a direct report is required or if the Designated Safeguarding Lead, the deputies, the manager are not available and a referral is required immediately.

 

 27 Confidentiality and sharing information

 

 27.1 Child protection issues necessitate a high level of confidentiality. Staff should only discuss concerns with the Designated Safeguarding Lead, headteacher or chair of governors.

27.2 Sharing information

 27.2.1 The DSL will normally obtain consent from the child and/or parents to share child protection information. Where there is good reason to do so, the DSL may share information without consent, and will record the reason for deciding to do so.

 27.2.2 Information sharing will take place in a timely and secure manner and only when it is necessary and proportionate to do so and the information to be shared is relevant, adequate and accurate.

27.2.3 Information sharing decisions will be recorded, whether or not the decision is taken to share.

27.2.4 The UK GDPR and the Data Protection Act 2018 do not prevent  staff from sharing information with relevant agencies, where that information may help to protect a child. If any member of staff receives a request from a pupil or parent to see child protection records, they will refer the request to the Data Protection Officer.

 27.3 Storing information

 27.3.1 Child protection information will be stored separately from the childs school file and the school file will be ‘tagged’ to indicate that separate information is held. It will be stored and handled in line with our Retention and Destruction Policy.

27.3.2 Our Data Records and Management Policy, Parent and Pupil Privacy Notice and Information (Data Protection) Policy are available to parents and pupils on request.

 

 

 

28 Special Circumstances

 

 28.1 Looked after children The most common reason for children becoming looked after is as a result of abuse or neglect. The provision ensures that staff have the necessary skills and understanding to keep looked after children safe. Appropriate staff have information about a child’s looked after status and care arrangements, including the level of authority delegated to the carer by the authority looking after the child. The designated teacher for looked after children and the DSL have details of the child’s social worker and the name and contact details of the local authority’s virtual head for children in care.

28.2 Children who have a social worker Children may need a social worker due to safeguarding or welfare needs. Local authorities will share this information with us, and the DSL will hold and use this information to inform decision about safeguarding and promoting the child’s welfare.

28.3 Work Experience The school has detailed procedures to safeguard pupils undertaking work experience, including arrangements for checking people who provide placements and supervise pupils on work experience which are in accordance with statutory guidance.

 28.4 Children staying with host families

 28.4.1 The school may make arrangements for  to stay with host families, for example during a foreign exchange trip or sports tour. When they do, we follow the guidance set out in the statutory guidance to ensure hosting arrangements are as safe as possible.

28.4.2 Schools cannot obtain criminal record information from the Disclosure and Barring Service about adults abroad.

28.4.3 Some overseas pupils may reside with host families during school terms and we will work with the local authority and  the school to check that such arrangements are safe and suitable. 28.5 Private fostering arrangements

 28.5.1 A private fostering arrangement occurs when someone other than a parent or a close relative cares for a child for a period of 28 days or more, with the agreement of the child’s parents. It applies to children under the age of 16, or aged under 18 if the child is disabled. By law, a parent, private foster carer or other persons involved in making a private fostering arrangement must notify children’s services as soon as possible.

 28.5.2 Where a member of staff becomes aware that a child may be in a private fostering arrangement they will tell the DSL and the school will notify the local authority of the circumstances. Appendix One – Four categories of abuse It is vital that staff are also aware of the range of behavioural indicators of abuse and report any concerns to the Designated Safeguarding Lead. It is the responsibility of staff to report their concerns. All staff should be aware that abuse, neglect and safeguarding issues are rarely stand-alone events that can be covered by one definition or label. In most cases, multiple issues will overlap with one another.

 

 1 Physical abuse Physical abuse is a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

1.1          Indicators of physical abuse The following may be indicators of physical abuse:

1.2          • have bruises, bleeding, burns, bites, fractures or other injuries

1.3          • show signs of pain or discomfort

1.4          • keep arms and legs covered, even in warm weather

1.5          • be concerned about changing for PE

1.6          • An injury that is not consistent with the account given

1.7          • Symptoms of drug or alcohol intoxication or poisoning

1.8          • Inexplicable fear of adults or over-compliance

1.9          • Violence or aggression towards others including bullying

1.10        • Isolation from peers 2 Emotional abuse Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.

 

 2.1 Indicators of emotional abuse The following may be indicators of emotional abuse:

 

• The child consistently describes him/herself in negative ways
• Over-reaction to mistakes
• Delayed physical, mental or emotional development
• Inappropriate emotional responses, fantasies
• Self-harm
• drug or solvent abuse
• Running away
• Appetite disorders – anorexia nervosa, bulimia; or
• Soiling, smearing faeces, enuresis 3 Sexual abuse Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.

 

 3.1 Indicators of sexual abuse

 The following may be indicators of sexual abuse:

• Sexually explicit play or behaviour or age-inappropriate knowledge
• Aggressive behaviour including sexual harassment or molestation
• Reluctance to undress for PE
• Anal or vaginal discharge, soreness or scratching
• Bruises or scratches in the genital area
• Reluctance to go home
• Refusal to communicate
• Depression or withdrawal
• isolation from peer group
• Eating disorders, for example anorexia nervosa and bulimia
• self-harm
• substance abuse
• acquire gifts such as money or a mobile phone from new ‘friends’

4 Neglect

Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development.

 Neglect may occur during pregnancy, for example, as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to:

• provide adequate food, clothing and shelter (including exclusion from home or abandonment);
• protect a child from physical and emotional harm or danger;
• ensure adequate supervision (including the use of inadequate care-givers); or
• ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

 

4.1 Indicators of neglect, The following may be indicators of neglect:

• Constant hunger or stealing, scavenging and/or hoarding food
• Frequent tiredness
• Frequently dirty or unkempt
• Poor attendance or often late
• Poor concentration
• Illnesses or injuries that are left untreated
• Failure to achieve developmental milestones or to develop intellectually or socially
• Responsibility for activity that is not age appropriate such as cooking, ironing

 

Restraints and positive handling

Bounce Back

This policy will be kept under review in the light of legal developments and best practice Next review: Spring 2025 SLT responsibility: Rebecca Swallow.

 

 Physical Intervention and Restraint Policy 2024 Bounce Back alternative provision offers a positive, safe learning environment for its community, in which everyone has equal and individual recognition and respect.

 We celebrate success and are committed to the continuous improvement and fulfilment of potential in every child.

 We encourage increasing independence and self-discipline amongst the children.

 Everyone within the provision has an important role to play in sharing responsibility for the development of positive behaviour and attitudes.

 Designated Safeguarding Lead: Rebecca Swallow  Deputy Safeguarding Leads: Evie Dyson.

This policy will be kept under review in the light of legal developments and best practice Next review: Spring 2025 SLT responsibility: Rebecca Swallow

• Contents:
• Statement of Intent
• The Legal Framework
• Our Approach
• Roles & Responsibilities
• Role of Staff
• Role of Parents
• Use of Physical Restraint
• Actions After an Incident
• Positive Handling Plans
• Complaints and Allegations
• Recording Appendices

 

A Blank PHP

 

 B Blank pupil restraint record Physical Intervention and Restraint Policy.

 This policy will be kept under review in the light of legal developments and best practice Next review: Spring 2025 SLT responsibility: A. Rebecca Swallow

 3 1. Relevant documentation

1. Keeping Children Safe in Education – 2022
2. Good Behaviour Policy – 2022

 

 Statement of Intent:

 

 At Bounce Back alternative provision, we are committed to a positive behaviour policy which encourages children to make positive behaviour choices and is clearly communicated and understood by pupils, parents and staff.

 We aim, as a provision, to produce a safe and secure environment where all can learn.

 On rare occasions, circumstances may result in a situation that requires some form of physical intervention by staff, however de escalation techniques are used first and foremost. 

This policy aims to produce a consistent response to any incidents that may occur and make clear each person’s responsibilities with regard to physical intervention and restraint.

 Our policy for physical intervention is based upon the following principles: –

• Physical intervention should be used only as a last resort when other appropriate strategies have failed.
• Any physical contact should be only the minimum required.
• Physical intervention must be used in ways that maintain the safety and dignity of all concerned.
• Incidents must be recorded and reported to the manager as soon as possible
• Parents will be informed of each incident

 

2. The legal framework: Section 93 of the Education & Inspections Act 2006 allows ‘teachers and other persons who are authorised by the Head Teacher who have control or charge of pupils to use such force as is reasonable in all the circumstances to prevent a pupil from doing, or continuing to do, any of the following: –

• causing injury to his/herself or others
• committing an offence

 

• damaging property Physical Intervention and Restraint Policy This policy will be kept under review in the light of legal developments and best practice Next review: Spring 2025 SLT responsibility: A Rebecca Swallow
• prejudicing the maintenance of good order & discipline’

 

 Our Approach At Bounce Back alternative provision, we aim to avoid the need for physical intervention and regard this as a last resort in a minority of situations.

We always aim to deal with behaviour using a positive approach and therefore this policy should be read in conjunction with our Good Behaviour Policy.

 It is not possible to define every circumstance in which physical restraint would be necessary or appropriate and staff will have to exercise their own judgement in situations which arise within the above categories.

Staff should always act within the provisions policy on behaviour and discipline, particularly in dealing with disruptive behaviour.

Staff should be aware that when they are in charge of children during the school day, or during other supervised activities, they are acting in loco parentis and have a ‘Duty of Care’ to all children they are in charge of.

They must, therefore, take reasonable action to ensure all pupils’ safety and wellbeing.

Staff are not expected to place themselves in situations where they are likely to suffer injury as a result of their intervention.

 

 

 

 

 Roles

 The Manager

 

• Lead the implementation of the contents of this policy and communicate its contents to all members of the school community.
• Ensure that the provision is a safe place for all children and staff.
• Ensures incidents are recorded appropriately.
• Ensures that all staff members receive sufficient training to be equipped to deal with incidents that require physical intervention and restraint.
• Ensures that staff receive appropriate support following an incident.

 

Physical Intervention and Restraint Policy This policy will be kept under review in the light of legal developments and best practice Next review: Autumn 2024 SLT responsibility: A. Kirsty Ling

        Staff

• Follow the positive handling plans for those with recognised emotional/behavioural difficulties.
• Inform the manager of any incidents involving physical intervention or restraint.
• Communicate effectively and promptly with parents.
• Write/review PHP and share with parents and relevant staff.
• Record incident on relevant RPI forms and file in appropriate file. Copies of all forms will be uploaded to the child’s CPOMs record.
• Communicate any concerns to the head teacher of the school.

 

 

 

 Parents

 

• Attend meetings arranged by members of staff and cooperate in devising strategies, planned responses and PHPs which will support the child.
• Sign and support the PHP.
• Communicate any concerns to an appropriate member of staff.

 

5. Use of Reasonable Force & Physical Restraint

 

The term ‘reasonable force’ covers the broad range of actions used by most educational staff and provisions staff at some point in their career that involve a degree of physical contact with pupils.

 Force is usually used either to control or restrain.

This can range from guiding a pupil to safety by the arm through to more extreme circumstances such as breaking up a fight or where a student needs to be restrained to prevent violence or injury.

 All members of staff have a legal power to use reasonable force.

 Reasonable force can be used to prevent pupils from hurting themselves or others, from damaging property or from causing disorder.

 

 

 Members of staff can use reasonable force to:

Physical Intervention and Restraint Policy This policy will be kept under review in the light of legal developments and best practice Next review: Sprig 2025 SLT responsibility: A. Rebecca Swallow

• prevent a pupil from attacking a member of staff or another pupil, or to stop a fight in the outdoor area.
• restrain a pupil at risk of harming themselves through physical outbursts. In all circumstances, alternative methods should be used as appropriate with physical intervention or restraint, a last resort. When physical restraint becomes necessary: DO
• Tell the pupil what you are doing and why
• Tell the pupil what s/he must do for you to remove the restraint (this may need frequent repetition)
• Use simple and clear language
• Relax your restraint in response to the pupil’s compliance DON’T
• Act in temper (involve another staff member if you fear loss of control)
• Involve yourself in a prolonged verbal exchange with the pupil.

Actions after an incident:

 Physical restraint often occurs in response to highly charged emotional situations and there is a clear need for debriefing after the incident, both for the staff involved and the child. The manager should be informed of any incident as soon as possible and will take responsibility for making arrangements for debriefing once the situation has stabilised.

An appropriate member of staff should always be involved in debriefing the child involved and any victims of the incident should be offered support, and their parents informed. After any incident involving restraint a PHP  will need writing/reviewing. It is also helpful to consider the circumstances precipitating the incident to explore ways in which future incidents can be avoided. All incidents should be recorded immediately on the Pupil Restraint Record Form.

All sections of this report should be completed so that any patterns of behaviour can be identified and addressed.

In the event of any future complaint or allegation this record will provide essential and accurate information. A copy should be filed in the Physical Intervention & Restraint file, kept in a secure place within the office in order to inform individual PHP’s and school risk assessments.

 Physical Intervention and Restraint Policy This policy will be kept under review in the light of legal developments and best practice Next review: Spring 2025 SLT responsibility: Rebecca Swallow

 A manager will contact parents as soon as possible after an incident, normally on the same day, to inform them of the actions that were taken and why, and to provide them with an opportunity to discuss it.

7. Positive Handling Plans:

 If we become aware that a child is likely to behave in a disruptive way that may require the use of reasonable force, we will plan how to respond if the situation arises. Such planning will address:

• Strategies to be used prior to intervention
• Ways of avoiding ‘triggers’ if these are known
• Involvement of parents to ensure that they are clear about the specific action the provision might need to take
• Briefing of staff to ensure they know exactly what action they should be taking (this may identify a need for training or guidance)
• Identification of additional support that can be summoned if appropriate

 The Provision duty of care to all children and staff

 Complaints and Allegations:

A clear physical intervention and restraint policy, adhered to by all staff and shared with parents, should empower everyone working with children within bounce back.

Any concern about the use of Physical intervention and restraint would lead to a full investigation. It is our intention to inform all staff, children, parents and school about these procedures and the context in which they apply.

 Recording All behaviour incidents, where restraint is needed, are to be recorded.

 All incidents to also be recorded on a ‘Record of intervention Form’  This form will be signed by any staff involved or observing and the manager. It will be kept in the Physical Intervention & Restraint file in the secured office.

Physical Intervention and Restraint Policy This policy will be kept under review in the light of legal developments and best practice Next review: Autumn 2024 SLT responsibility: Kirsty Ling

 This policy is monitored on a day-to-day basis by the manager and all staff, by talking with children, both formally and informally, from parents’ communications and from colleague observations and reporting.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                                                                                     Date:……………………………………….

Name……………………………………………………………………..

Staff member…………………………………………………………..

 Support

 Medical Things/subjects I like/am good at Triggers Anxiety behaviours Defensive behaviours Crisis behaviour Follow up Consequences Child Parent member of staff and manager.

 De –escalation list Verbal advice and support Giving space Reassurance Help scripts

• Negotiation Choices,
• Humour Consequences,
• Planned ignoring,
• Take up time Time -out,
• Supportive touch,
• Transfer adult Success,
• reminded Simple listening Acknowledgement,
• Apologising Agreeing,
• Removing audience Others,
• Physical intervention,
• list Friendly escort,
• Single elbow,
• Figure of four,
• Double elbow,
• Single elbow in seats,
• T Wrap,
• T Wrap to seats,
• Seats to T Wrap,
• T Wrap to ground,
• Cradle,

 This policy will be kept under review in the light of legal developments and best practice Next review: Autumn 2024 SLT responsibility: Kirsty Ling 11 Please refer to the provisions Positive Handling Policy provided by school

Name of Child: ………………………………………………………………………………………. …………………………………………………………………

 Date of incident Place/s incident occurred: ……….

 Reporting staff: …………………………………………………… ………………………………………………………………………….. Other staff involved:…………………………………………….. ………………………………………………………………………….. …………………………………………………………………………. ………………………………………………………………………….. Other witnesses:………………………………………………….. ………………………………………………………………………….. Start time (please use 24 hour clock):……………………………….. End time:……………………………………………………

 How did the incident begin? (Antecedents) What led to the incident/triggered the behaviour?

What behaviour was observed? (Behaviour) State actual behaviour observed, e.g. hitting rather than aggressive. Intervention no. Record of Interventions What was done to defuse/de-escalate the situation?

 Place………………………………………………………………….

Was a Restrictive Physical Intervention used?

………………………………………………………………………………………………………………………………………………….

 post incident, support Reason why reasonable force was thought necessary

……………………………………………………………………………………………………………………………………………………

 The pupil was at immediate risk of injury

…………………………………………………………………………………………………………………………………………………….

 The pupil was placing other pupils at risk of injury

………………………………………………………………………………………………………………………………………………………

 The pupil was placing staff or others present at risk of injury

………………………………………………………………………………………………………………………………………………………

 Description of physical interventions used TT

………………………………………………………………………………………………………………………………………………………

 Technique used Length of time Staff involved TT

………………………………………………………………………………………………………………………………………………………

Technique used Length of time Staff involved Friendly Escort Seats to T wrap Single Elbow T Wrap to ground Double Elbow Cradle Figure of Four Bite response Single Elbow in Seats Hair Grab Response Ignoring Calm talking Negotiating Humour Remove Audience Acknowledgement Apologising Verbal advice / support Transfer Adult Behaviour Management Plan followed Other (please state):

 

 Post incident support

Incident discussed with child at level appropriate to their understanding ▪ By whom? ……………………………………………

 Post incident discussion with child (Brief description of outcomes)

……………………………………………………………………………………………………………………………………………………………

Was the pupil’s positive handling plan followed?

…………………………………………………………………………………………………………………………………………………………….

 No plan was in place

…………………………………………………………………………………………………………………………………………………………….

 

 Yes and was adequate to manage the incident

…………………………………………………………………………………………………………………………………………………………

 

Yes but additional measures were needed as behaviour had not been experienced before and the PHP will need reviewing Parents informed  By telephone – by whom? ………………………………………………………………………………… In home/school diary – by whom? …………………………………………………………………… Letter sent home – by whom? …………………………………………………

Injuries – please tick all that apply and add HS1 number to brackets [ ]

 T Wrap Clothing Grab Response T wrap to Seat Safe Neck Disengagement Staff injured [ ]

HS1 completed Pupil involved in incident injured [ ] HS1 completed Other pupils injured [ ]

 HS1 completed Other people injured [ ]

HS1 completed All staff involved please sign to confirm this is an accurate record of the incident: Signed: …………………………………………………. Date: …………………………………………… Signed: …………………………………………………. Date: …………………………………………… Signed: …………………………………………………. Date: …………………………………………… Incident reported to: ……………………………………..

 Action taken by Manager ❑

 RPI record completed fully and correctly – Yes/No

 ❑ Serious Incident Book (and HS1 if required) completed and signed

 ❑ Serious Incident Report letter sent home

 ❑ Report reviewed with staff and support/guidance provided

 ❑ Parents informed by Manager

o Telephoned o Invited into school

 o Other – please state:

 ❑ Other professionals informed: Name Designation Date informed and how Signed: ……………………………………………. Time: …………………….. Date: ……………..

 

 

 

 

 

 

Safer Recruitment Policy

 

 

 

 

 

Date of Adoption:            March 2024

Date of Next Review:     March 2025

 

 

 

 

This policy and procedure has been produced by Bounce Back. It was initially issued as those working with children had expressed concern about their vulnerability and requested clearer advice about what constitutes illegal behaviour and what might be considered as misconduct. Education staff asked for practical guidance about which behaviours constitute safe practice and which behaviours should be avoided.

 

This document is recommended for adoption by all maintained schools including community, voluntary controlled, community special, maintained nursery, foundation, foundation special and voluntary aided schools. This document is also recommended for adoption by academies and free schools (modified as appropriate and taking into account the particular circumstances of the relevant academy or free school). References in this document to schools include a reference to academies and free schools unless otherwise stated and references in this document to the Headteacher include a reference to an academy or free school Principal.

 

Under the public sector equality duty, all schools/academies must have due regard to the need to eliminate discrimination, harassment and victimisation and any other conduct prohibited by the Equality Act 2010; to advance equality of opportunity between those who share a relevant protected characteristic and those who do not share it and to foster good relations across all protected characteristics. This means schools/academies must take into account equality considerations when policies are being developed, adopted and implemented.

SAFER RECRUITMENT POLICY

Document Control

Title       Safer Recruitment Policy

Date      March 2024

Supersedes        n/a

Amendments    To provide provision staff with details of their obligations and entitlements in relation Safer Recruitment.

Related policies/guidance             DfE statutory guidance Keeping children safe in education

Review September 2024

Author Bounce Back

Date consultation completed

 

Under the public sector equality duty, all schools/academies must have due regard to the need to eliminate discrimination, harassment and victimisation and any other conduct prohibited by the Equality Act 2010; to advance equality of opportunity between those who share a relevant protected characteristic and those who do not share it and to foster good relations across all protected characteristics. This means schools/academies must take into account equality considerations when policies are being developed, adopted and implemented.

 

Bounce Back

 The Manger* who has ultimate responsibility for safeguarding is: Rebecca Swallow and Evie Dyson

Key Provisions staff role

Name                                                      Role                                        Contact

Rebecca Swallow                                  Manager                                Bounce Back

                                                                 Safeguarding lead                 250 King Edward street

                                                                                                                 Grimsby

 

 

CHILD PROTECTION AND SAFEGUARDING PROCEDURE

Our procedure if there is a concern about child welfare or safeguarding is:

Insert a summary of the procedure/flowchart as a quick reference for staff/volunteers/visitors, including advice line numbers as set out below

Children’s Services Advice & Guidance Helpline/Referrals: childrenservicesnel@nelincs.gov.uk

NELCChildrensFrontDoor@nelincs.gov.uk

National Society for the Prevention of Cruelty to Children (NSPCC): 0808 800 5000

Local Authority (LA) Safeguarding in Education Team: 01472 326292

 

MANAGING ALLEGATIONS PROCEDURE

Our procedure if there is an allegation that an adult working or volunteering with children has harmed a child or that a child is at risk from an adult working or volunteering with children is:

Manger Rebecca Swallow

LADO (sometimes referred to as the Designated Officer or DOLA): 0161 234 1214

NSPCC Whistleblowing Helpline: 08000 280 285

 

WHISTLEBLOWING PROCEDURE

Our Whistleblowing procedure if staff and volunteers are aware of poor or unsafe practice, a breach of the code of conduct, and or potential failings in our safeguarding regime internally or externally:

Manager Rebecca Swallow

NSPCC Whistleblowing Helpline: 08000 280 285

 

KEEPING CHILDREN SAFE IN EDUCATION, PART 3 SAFER RECRUITMENT

 

We will adhere to the advice regarding all aspects of safer recruitment, including pre-employment checks and DBS checks and the DFE definitions of regulated activity.

 

This policy will be reviewed annually unless an incident or new legislation or guidance suggests the need for an interim review

CONTENTS

 

1              Introduction

2              Roles and responsibilities

3              Inviting applications

4              Identification of the recruitment panel

5              Short listing and references

6              Invitation to interview

7              The selection process

8              Employment checks

9              Records & Information Sharing

10           Trainee and student teachers

11           Volunteers

12           Induction

13           Agency and third party staff

14           Directors

15           Contractors

16           Visitors

17           Alternative provision

18           Adults who supervise children on work experience

19           Children staying with host families (Homestay)

APPENDIX 1                       Part 3 KCSiE 2022

APPENDIX 2                       Factual Note on Regulated Activity in Relation to Children

APPENDIX 3                       Part 4, KCSiE 2022

APPENDIX 4                       Quick glance pre-employment checks

APPENDIX 5                        Disqualification from childcare self-declaration letter

APPENDIX 6                       Safer recruitment checklist

APPENDIX 7                  Risk assessment for commencing employment whilst awaiting Enhanced DBS Certificate

APPENDIX 8                       Positive DBS Disclosure Risk Assessment

APPENDIX 9                       Risk assessment for volunteers not engaging in regulated activity

APPENDIX 10                     Guidance for Retention Periods from IRMS

APPENDIX 11                     Example Reference Request

APPENDIX 12                     Model Recruitment Policy for Schools

APPENDIX 13                     Links to relevant school policies and guidance as applicable

1   INTRODUCTION

1.1          This policy has been developed to embed safer recruitment practices and procedures to support the creation of a safer culture by reinforcing the safeguarding and well-being of children and young people in our care. This policy applies to employees, supply staff, contractors, volunteers and visitors.

 

1.2          This policy complies with guidance outlined in DfE, KCSiE 2022.

 

1.3          We know that safer recruitment processes alone are not enough to safeguard children. We will apply the learning from research and serious case reviews to help us create and maintain a culture within our provision that will help deter, prevent, and detect inappropriate or abusive behaviour. Important elements of a safe culture include:

 

• an ‘open and no secrets’ culture where adults and children feel safe and supported to raise concerns and trust that they will be taken seriously and acted upon appropriately
• belief that it ‘could happen here’
• setting acceptable standards of behaviour and guidance for safer working practices
• setting clear procedures for reporting concerns and whistleblowing
• a strong commitment to safeguarding children and an ongoing culture of vigilance
• policies and procedures are put in to practice and are effective
• induction, regular training and probationary periods.

1.4          This policy reinforces the conduct outlined in the Safer Recruitment Consortium, ‘Guidance for Safer Working Practice for those Working with Children and Young People in Education Settings’, May 2019 as well as the school’s whistle blowing policy. All staff and volunteers are expected to be familiar with this guidance and all successful candidates for paid or volunteer employment will be made aware of these documents as part of their induction. We also expect all staff and volunteers to discuss with the Headteacher any relationship or association, either in school, out of school or online, that may have implications for the safeguarding of children within the provision.

 1.5        This policy is an essential element in creating and maintaining a safe and supportive environment for all pupils, staff and others within the school community and aims to ensure both safe and fair recruitment and selection of all staff and volunteers by:

• attracting the best possible candidates or volunteers to vacancies
• deterring prospective candidates or volunteers who are unsuitable from applying for vacancies 
• identifying and rejecting those candidates or volunteers who are unsuitable to work with children and young people.

1.6  Bounce Back is committed to using disciplinary procedures that deal effectively with those adults who fail to comply with the school’s safeguarding and child protection procedures and practices. 

1.7          As an employer we are under a legal duty to refer any allegation of abuse against a member of staff or volunteer to the LADO within one working day of the allegation being made. A referral will be made if a teacher or member of staff (including volunteers) has:

• behaved in a way that has harmed a child, or may have harmed a child
• possibly committed a criminal offence against or related to a child
• behaved towards a child or children in a way that indicates he or she would pose a risk of harm if they work regularly or closely with children
• conducted an act which is deemed inappropriate and may impact on the provisions reputation or confidence in staff’s ability to safely work with children.

1.8          As an employer we are under a legal duty to refer to the Disclosure and Barring Service (DBS), any member of staff who, following disciplinary proceedings, is dismissed because of misconduct towards a pupil and we may refer any concerns we have before the completion of this process.  We will adhere to the guidance set out in KCSiE, 2021, Part 4 ‘Allegations of Abuse Made Against Teachers and other Members of Staff’ (Appendix 3), including where a member of staff leaves or is dismissed. 

1.9          Rebecca Swallow ,  will check for updated relevant information about staff every 3 years. The DBS online update service will be used where existing staff have subscribed to this service and have given their consent for the status to be rechecked.   

 Apart from these circumstances, in respect of existing staff the provision is not required to request a DBS check or barred list check. 

2              ROLES AND RESPONSIBILITIES

 

2.1                          The director and management will:

• ensure the school has effective policies and procedures in place for the safe and fair recruitment and selection of staff and volunteers in accordance with DFE guidance and legal requirements
• monitor the school’s compliance with them. Termly quality assurance of the single central record, ensuring completion of safer recruitment checklists for each new appointment, ensuring that at least one member of each recruitment panel has completed Safer Recruitment training and that those responsible for the management and oversight of the single central record have completed relevant training.

nb See Section 9 for summary of requirements in school single central records.

 2.2        The Manager will: 

• ensure that the provision operates safe and fair recruitment and selection procedures which are regularly reviewed and up-dated to reflect any changes to legislation and statutory guidance
• ensure that all appropriate checks have been carried out on staff and volunteers in the provion
• monitor any contractors and agencies compliance with this document
• promote the safety and well-being of children and young people at every stage of this process.

3  INVITING APPLICATIONS

 3.1        All advertisements for posts of regulated activity, paid or unpaid, will include the                     following statement:      

“Bounce Back is committed to safeguarding children and young people. All post holders are subject to appropriate vetting procedures as outlined in Part 3 of DfE, KCSiE 2021 (Appendix 1), this includes a satisfactory Disclosure and Barring Service Enhanced with barred list information check”. 

3.2.        All applicants will receive a pack containing the following when applying for a post:

• a statement of the provisions commitment to ensuring the safety and well-being of the pupils
• job description and person specification, this will include reference to the responsibility for and qualities required to safeguard and promote the welfare of all children
• the provisions Safeguarding Policy
• the provisions Safer Recruitment Policy
• the selection procedure for the post
• equal opportunities monitoring form
• self-disclosure of criminal history in relation to unprotected cautions and convictions (to be returned in a separate sealed envelope marked ‘confidential – disclosure’ and name of candidate)
• an application form that requests the following information:

o             personal details

o             full education, training and employment history

o             explanation of any gaps

o             appropriate referees (including current or most recent employer)

o             personal statement

o             signed and dated declaration   

3.3          Prospective applicants must complete, in full, and return a signed application form. Incomplete application forms will not be accepted and must be returned to the applicant where the deadline for completed forms has not passed. 

3.4          Positions working with children are exempt from the provisions of the Rehabilitation of Offenders Act 1974 (as amended 2013). Therefore, applicants will be asked to disclose any criminal history. This information will be requested as part of the application process but on a separate form submitted at the same time (to be returned in a separate sealed envelope marked ‘confidential – disclosure’ and name of candidate). This information will only be considered by the recruitment panel after the short-listing stage. Applicants will be given the opportunity to discuss any relevant information disclosed prior to the interview. Self-disclosure does not remove the requirement to obtain a DBS certificate.   

3.5          Candidates submitting an application form completed on-line will be asked to sign the declaration on their application form if called for interview. This declaration will ask candidates to confirm the following:

• that the information submitted on their application form is complete and accurate
• that they understand any offer of employment is subject to satisfactory references and vetting checks including a satisfactory DBS certificate and check of the Barred list
• a satisfactory medical report, if appropriate
• that they have not been disqualified from working with children, cautioned or sanctioned in this regard. See Appendix 5 for model letter.

3.6                          A curriculum vitae cannot be accepted in place of a completed application form.

 4   IDENTIFICATION OF THE RECRUITMENT PANEL

4.1          At least one member of the Selection and Recruitment Panel will have successfully completed training in ‘Safer Recruitment’ that covers as a minimum, the requirements set out in DfE, KCSiE 2022. In light of the pace of change in statutory guidance, namely DfE, KCSiE 2022, it is good practice and strongly recommended by NE Lincs Council that Safer Recruitment training is refreshed every three years.

4.2          If there are other members of the panel who have not yet completed safer recruitment training, it will be the responsibility of the trained panel member to brief the panel on the principles and requirements of safer recruitment practice prior to the process commencing.

4.3          Effective and safe recruitment can be a lengthy process, sufficient time and resource will be allocated to ensure safer recruitment practice is fully implemented.

5   SHORT LISTING AND REFERENCES

5.1          At least two members of the management team will carry out the short-listing process. Candidates will be short listed against the person specification for the post. Applications will be scrutinised and any discrepancies, anomalies and or gaps in employment will be noted and explored if the candidate is shortlisted.

5.2          We will ensure that two written satisfactory references are obtained, one of which must be from the applicant’s current or most recent employer. References will be requested at the short-listing stage and where possible obtained prior to interview. This would allow any concerns they raise to be explored further with the referee and taken up with the candidate at interview. Unconditional offers will only be made to the preferred candidate after two satisfactory references have been obtained. Detailed written records will be kept of any verbal exchanges about the content of the reference with either the candidate and or the referee.  

5.3          Open references will not be accepted. References will be sought directly from the referee and from a senior person who is able to provide information specifically relating to disciplinary matters and suitability to work with children and who has the appropriate authority to provide a professional reference on behalf of the organisation. Where this is not the case for the named referee, a senior person within the organisation will be contacted directly to confirm the content of the reference and asked to provide any additional information specifically relating to disciplinary matters and suitability to work with children.

5.4          Where necessary, previous employers who have not been named as referees may be contacted in order to clarify any such anomalies or discrepancies. Detailed written records will be kept of such exchanges.

5.5          Electronic references will be verified for authenticity, this may include:

• checking referee contact details against those listed on the organisation’s website
• only accepting professional email addresses
• telephone contact
• checking Companies House.

5.6          Referees will be sent a reference request (Appendix 11 for MSPRU form) and asked specific questions about the following:

• the candidate’s suitability to work with children and young people
• any disciplinary warnings, including current and live and or time-expired warnings, relating to the safeguarding of children and young people
• the candidate’s suitability for the post.

5.7          Reference requests will include the following:

• applicant’s current position and salary
• attendance record (In accordance with the Equality Act 2010, referees will only be asked for information relating to absence or sickness record after the preferred candidate has been selected unless the post has an exception)
• disciplinary record.

5.8          All appointments are subject to satisfactory references, vetting procedures and DBS clearance.

6   INVITATION TO INTERVIEW

 6.1        Candidates called to interview will receive:

• an email confirming the interview and details of the selection techniques
• a request to bring the required proof of identification, including photo ID, that will be needed for an ID check as part of the DBS application process should they be offered the post
• a request to bring original certificates of any qualifications required for the post
• details of the interview day including details of the panel members
• further copy of the person specification
• details of any tasks to be undertaken as part of the interview process
• the opportunity to ask any questions and or seek clarification about the selection process prior to the interview

 

7   THE SELECTION PROCESS         

7.1          Selection techniques will be determined by the nature and duties of the post but all vacancies will require a planned and formal interview of short-listed candidates. To allow the best opportunity to assess a candidate’s suitability for the role, a range of selection tools may be used in addition to an interview. This may include:

• opportunities to assess the candidate’s interaction with staff and children
• presentations
• role play
• group exercises
• written exercises
• aptitude/ability tests
• personality questionnaires.

7.2          Interviews will always be face-to-face or in exceptional circumstances, conducted via the use of technology e.g. Skype. Interviews will include value-based and probing questions to inform the panel’s assessment of the candidate’s suitability to safeguard and promote the welfare of all children. Value based interviewing helps to assess the values, motives and attitudes of applicants. It focuses on how and why decisions are made and helps to explore reasons for their behaviour. All questions will be pre-planned by the panel and designed to invite evidence-based responses rather than theoretical responses.

7.3          Written notes will be taken by the panel to record the questions asked and responses given by candidates.

7.6          Candidates will be required to:

• explain any gaps in employment
• declare and explain any information that is likely to appear on the DBS disclosure
• demonstrate their ability to safeguard and protect the welfare of children and young people.

8   EMPLOYMENT CHECKS

8.1          Pre employment vetting checks are a vital part of safer recruitment practice. An offer of appointment will be conditional and subject to satisfactory checks required for the role as set out in DfE, KCSiE 2022 and outlined in the Appendix 4. Where applicable to the role and or candidate, checks include:

• proof of identity
• enhanced DBS check
• children’s barred list check
• proof of professional status
• proof of qualifications (original certificates)
• mental and physical fitness (completion of a confidential health questionnaire)
• proof of eligibility to live and work in the UK
• overseas criminal record checks
• EEA Check
• teacher’s sanctions and prohibitions checks
• section 128 check (if appropriate)
• disqualification from childcare self-declaration (Appendix 5)
• satisfactory references.

8.2          An enhanced DBS certificate which includes barred list information, will be required for all appointments within Bounce Back. In summary, a person will be considered to be engaging in regulated activity if, as a result of their work, they:

• will be responsible, on a regular basis in a school or college, for teaching, training, instructing, caring for or supervising children; or
• will carry out paid, or unsupervised unpaid, work regularly in a school or college where that work provides an opportunity for contact with children; or
• engage in intimate or personal care or overnight activity, even if this happens only once.

8.3          A ‘safer recruitment checklist’ (Appendix 6) will be used throughout the process to record the progress of checks. As part of the quality assurance process, the Headteacher will counter-sign the checklist upon completion and prior to employment commencing.

8.4          Although it is strongly recommended that employment only commences once all checks have been completed satisfactorily, KCSiE 2022 does allow for exceptional circumstances to account for potential delays by the Disclosure and barring service (not for school internal processes, as this would be a reflection of a poor safer recruitment culture). Where schools make the policy decision to commence employment prior to the DBS certificate being available, a separate barred list check and written risk assessment (Appendix 7) must be completed and appropriate levels of supervision must be in place.

                Employment will only commence subject to all checks and procedures being satisfactorily completed

The following check must be completed:

In exceptional circumstances, where the enhanced DBS certificate has not yet been received, employment may commence subject to:

• completion of all other checks including a separate barred list check
• completion of a written risk assessment (Appendix 7)
• appropriate supervision arrangements in place – staff will need to be supervised at all times
• signed agreement by the Manger.

8.5          In cases where ‘unprotected’ information about criminal history is disclosed on the DBS certificate and or as part of the self-disclosure, a risk assessment (Appendix 8) will be completed to inform the decision whether to withdraw a conditional offer or to appoint. As part of this process, consideration will be given to the following factors:

• Nature, seriousness and relevance
• How long ago it occurred
• If it was a one-off or part of a history
• Circumstances of it being committed
• Change of personal circumstances of the applicant
• Country of conviction
• Decriminalisation

9   RECORDS & INFORMATION SHARING

9.1         Interview notes will be retained for a period of 6 months after the interview and then destroyed, unless a complaint has been lodged about the recruitment process.  In this case, notes will be retained as long as is necessary in order to fully investigate and resolve. 

9.2          Notes of the interview with the successful candidate will be placed in the personnel file and stored for the duration of the employment and afterwards in accordance with our retention policy (Appendix 10, Guidance for Retention Periods from IRMS)

9.3          With the exception of the DBS Certificate, copies of documents used to verify the successful candidate’s identity, evidence of their right to work in the UK and required qualifications will be retained in their personnel file.

9.4      We will not retain copies of DBS certificates for more than 6 months. 

9.5      Evidence of all checks will be recorded in our Single Central Record.

9.6      We maintain a Single Central Record in electronic form in accordance with KCSiE 2021 with the following minimum information:-

• Identity check
• Barred list check
• An enhanced DBS check
• A prohibition from teaching check
• Further checks on persons who have lived or worked outside the UK
• Professional qualification checks
• A check to establish the person’s right to work in the UK
• If a college, whether the person’s position involves ‘relevant activity’ ie regularly caring for, training, supervising or being solely in charge of persons aged under 18
• For agency or third party staff, whether written confirmation has been received that the employment business supplying the member of supply staff has carried out relevant checks and obtained the appropriate certification and the date that confirmation was received and whether any enhanced DBS certificate check has been provided in respect of the member of staff. (This is usually in paper form)

10   TRAINEE AND STUDENT TEACHERS

10.1       Where applicants for initial teacher training are salaried by us, we will ensure that all necessary checks are carried out and will record evidence of those checks on the school’s single central record. 

10.2.      Where trainee teachers are fee-funded, we will obtain written confirmation from the initial teacher training provider that it has carried out all required checks, and that the trainee has been judged by the provider to be suitable to work with children. We will carry out identity checks when the individual arrives at school to ensure that the person presenting themselves for work is the same person on whom the checks have been made. Confirmation of checks from the provider will be retained and may be recorded on the provisions single central record.

11   VOLUNTEERS

11.1        As set out in this policy, we will always apply safer recruitment principles and practice to volunteers working in our school. The level of checks undertaken for each volunteer will be informed by the level of supervision in place, the type and frequency of the activity undertaken and the outcome of a written risk assessment (Appendix 9). 

11.2        Where checks have not been undertaken, we will never leave a volunteer unsupervised or allow them to work in regulated activity. 

11.3        To ensure full compliance with the law, we will only obtain an enhanced DBS certificate with barred list check information for volunteers who are in regulated activity.

11.4        Where a volunteer is not considered to be in regulated activity, we will complete a written risk assessment to inform our decision about which level of checks are required, which we will keep securely in our files. Examples of the types of checks that may be undertaken on volunteers who are not in regulated activity may include, proof of identity, enhanced DBS certificate, employment and training history and references. As part of our risk assessment process, we will consider:

• the nature of the work with children
• what we know about the volunteer, including formal or informal information offered by staff, parents and other volunteers
• motivation to volunteer
• whether the volunteer has other employment or undertakes voluntary activities where referees can advise on suitability
• whether the role is eligible for an enhanced DBS check.

11.5        Confirmation of checks will be retained and may be recorded on the school’s single central record.

12   INDUCTION

12.1       As part of their induction training on day one, all staff, volunteers and visitors who are new to the school will receive information at the appropriate level on:

• the school’s safeguarding policy and procedures
• guidance on safe working practices and code of conduct
• the provisions behaviour and communication policy
• who the designated safeguarding leads are and their role
• safeguarding responsibilities for children missing education
• DfE, KCSiE, 2021 Part 1 and Annex A.

12.2       All staff and regular volunteers will undergo a period of monitoring and where appropriate a probation period. This will include regular meetings with their induction tutor and line manager. Safeguarding and any other appropriate training will also be arranged and completed during the induction period.

12.3        Upon completion of the induction process, an induction checklist will be signed by both parties and a copy placed in the Personnel file.

12.4        Regular volunteers and visiting professionals working with children may also be asked to sign a safeguarding agreement prior to any contact with children. 

12           Directors

12.1        Directors would not normally engage in regulated activity and therefore an enhanced DBS check without Barred list information will be the appropriate level of check. Where a governor is undertaking additional duties, for example, unsupervised and regular volunteer work with children, an enhanced DBS check with barred list information will be obtained. We will also check that governors are not prohibited from management (section 128 check). Confirmation of checks will be retained and may be recorded on the school’s single central record.

13   AGENCY AND THIRD PARTY STAFF

13.1       We will only use those agencies which operate a Safer Recruitment Policy and supply written confirmation that all relevant checks in line with DfE, KCSiE, 2022 have been satisfactorily completed. Any information disclosed as part of the DBS check will be treated confidentially.

13.2        For those undertaking regulated activity, we will also request written confirmation that the agency or organisation have safeguarding policies in place and annual safeguarding training appropriate to the role.

13.3        NE Lincs Council apply safer recruitment practice and undertake vetting checks relevant to posts appointed to within Children’s Services.

13.4        We will carry out identity checks when the individual arrives at school to ensure that the person presenting themselves for work is the same person on whom the checks have been made. Confirmation of checks from the agency will be retained and recorded on the provisions single central record.

14   CONTRACTORS

14.1        We will ensure that any contractor, or any employee of the contractor, including those who are self-employed, who is to work at any Bounce Back site, has been subject to the appropriate level of DBS check as set out in the flowchart, in KCSiE 2021, Part 3.  Contractors engaging in regulated activity will require an enhanced DBS certificate (including barred list information). For all other contractors who are not engaging in regulated activity, but whose work provides them with an opportunity for regular contact with children, an enhanced DBS check (not including barred list information) will be required.

14.2        Contractors who have not had any checks will not be allowed to work unsupervised or engage in regulated activity.

14.3        Where confirmation of checks has been obtained, we will carry out identity checks when the individual arrives at school to ensure that the person presenting themselves for work is the same person on whom the checks have been made.

14.4        Confirmation of checks will be retained and may be recorded on the provisions single central record.

15   VISITORS

15.1       All visitors will be asked to report to reception. Upon arrival, visitors will be asked who they are seeing and what the purpose of the visit is. Visitors will be asked to sign in on inventory and this will generate a sticker with ID details on. A Safeguarding leaflet for visitors will be distributed. Unchecked visitors will always be escorted and or supervised.

15.2        We have adopted NE Lincs Council procedures to ensure that there is no risk to children from visitors and we exercise diligence and prevent any organisation or speaker from using our facilities to disseminate extremist views or radicalise pupils and staff. Describe arrangements e.g. Sourced from reputable organisations, pre-agreed content

16   Bounce Back

16.1        Where we have children accessing education with an alternative provision provider, we will always satisfy ourselves of the safeguarding arrangements in place. As part of our ongoing safeguarding responsibilities for all our children, we will obtain written confirmation from the alternative provider that safer recruitment checks have been carried out on individuals working at the establishment in accordance with their legal duties under KCSiE, 2022.

17           ADULTS WHO SUPERVISE CHILDREN ON WORK EXPERIENCE

17.1       We will ensure that the placement provider has policies and procedures in place to protect children from harm.  We will consider the specific circumstances of the work experience, and in particular to the nature of the supervision and the frequency of the activity being supervised, to determine what, if any, checks are necessary. These considerations will include the level of supervision of the person providing the work experience and the placement frequency. We will request written confirmation from the employer that a barred list check has been undertaken where it is considered the person supervising the placement is in regulated activity. 

18                           CHILDREN STAYING WITH HOST FAMILIES (HOMESTAY)

19.1        Where we make arrangements for children to have learning experiences where, for short periods, the children may be provided with care and accommodation by a host family to whom they are not related (for example, as part of a foreign exchange visit or sports tour), we will request enhanced DBS checks with barred list on those living within the household. Where the arrangement is overseas, we will work with our partner schools to ensure that similar assurances are undertaken prior to the visit.

 

The following documents can be found on request from the Manager

Part 1 KCSiE 2022

Factual Note on Regulated Activity in Relation to Children

Part 5, KCSiE 2022

Quick glance pre-employment checks                                                  

Risk assessment for commencing employment whilst awaiting Enhanced DBS Certificate

Positive DBS Disclosure details

Links to relevant school policies and other guidance as applicable

 

Other policies relating to recruitment are available:

Safeguarding policy and procedures

Code of conduct

Behaviour and Communication policy

Pupil Attendance policy

Children missing education policy

Intimate care policy

SEND policy

Whistleblowing policy

Visitor policy

Online safety policy

Acceptable use policy

Other Useful Documents

The Safer Recruitment Consortium is a partnership between four organisations with the safety and wellbeing of children at their heart, DFE, NSPCC & CAPE. Together they have developed the Guidance for safer working practice for professionals working in education settings 2022

HM Government, Information sharing guidance for practitioners providing safeguarding services, 2018