Ms R Rees and Mr M Goulding are the school’s named Child Protection Officers.
- Teachers and other school staff have a vitally important role to play in the protection of children:
- in prevention of abuse by the establishment of a culture within the school in which violence and the abuse of power over others is challenged;
- where children are empowered to stay safe from abuse by the provision of knowledge about it;
- by active encouragement to participate in discussions and by a supportive environment;
- in the early identification of abuse and the appropriate response to this identification;
- in the support of any children who are known to have suffered abuse.
Even though teachers might not be trained specifically to detect abuse, they are highly trained in what is normal childhood development. As such, they are in a position to recognise the abnormal in physical, emotional, behavioural and social indicators. Because of the relationships forged with students, teachers are well placed to offer children support through and after any investigative process.
Our school takes a pro-active approach through the curriculum to evolve means of making students aware of the effect of child abuse and the needs of children and so to contribute to a reduction in future levels of abuse.
In our school Ms Rees and Mr Goulding have responsibility for Child Protection. Their role is to:
- ensure that all members of teaching and associate staff are aware of Child Protection procedures and who the designated teacher is (new members of staff/supply/students must be informed who this is);
- ensure that procedures are followed;
- receive concerns from staff or students and to ensure that referrals to social services are made without delay, that assessment records and all relevant documentation is completed accurately and stored appropriately;
- ensure appropriate attendance at Child Protection conferences and core meetings;
- ensure written reports for Child Protection conferences are prepared;
- liaise as necessary with Social Services and ensure that students about whom there are concerns are monitored and unexplained absences reported immediately to the Education Welfare Service;
- keep staff informed of individual cases as and when appropriate;
- attend and update their own training and that of relevant staff;
- keep records of training which should are forwarded to the Local Authority.
When a child tells us something which makes us suspect that he/she is being or has been physically, sexually, emotionally abused or neglected:
- listen to what the child has to say;
- accept what the child says and make sure the child knows that we take it seriously;
- reassure the child that he/she did the right thing in telling us about the abuse;
- tell the child that we will help or will get them the help they need;
- explain to the child what we will have to do next, i.e. tell the Headteacher or Deputy Headteacher, in a way that is appropriate to the child’s age and emotional state.;
- assure the child that we will support him/her within the school setting as appropriate;
- make a note of what has been said as soon as possible using the exact words used.