Governors : Health and Safety Sub-committee
Governor Implementation Check. Date: June 2017
Governor Implementation Check EYFS Date: June 2017
Policy Review by Governors Date: June 2017
Date of next Implementation review: June 2018
Health and Welfare of Children
Including EYFS and before and after school care
Steephill fully recognises its responsibilities for child protection and takes regard of:
Child sexual exploitation (Feb 2017)
Keeping Children Safe in Education (Sept 2016) (KCSIE)
Working Together to Safeguard Children (2015) WTSC).
Guidance for safer Working Practice (October 2015).
What to do if a child’s being abused (2015).
Prevent Duty Guidance (2015)
Female genital mutilation Risk and Safeguarding Guidance (2015)
The Designated Safeguarding Lead is Caroline Birtwell, Headteacher
01474 702107 or out of hours 07711600735
Deputy Designated Safeguarding Lead is Anne Saul, Deputy Headteacher
Chair of Governors is Edward Oatley 01732 465905
Designated Safeguarding Board Lead is Jenny Smith-Spark. 01474 872675
Local Safeguarding Board is Kent Safeguarding Children’s Board
The contact at Kent Children’s Safeguarding Board is
Area Safeguarding Adviser (Education)
Office: 03000 412445 email@example.com
Kent Children’s LADO (for complaints against staff)
Office: 03000 410888
Specialist Children’s Services County Duty team 03000 411111
For concerns with radicalisation
Detective Sergeant Toni Roullier, Kent Police – firstname.lastname@example.org or Nick Wilkinson, youth offending lead manager, Kent County Council – email@example.com
02073407264 Police 101
Female Genital Mutilation
NSPCC FGM helpline 0800 0283550
Early Help Service 03000 419222 firstname.lastname@example.org
Role of the Designated Safeguarding Lead and Designated Safeguarding Governor Lead
The DSL is also the Designated Child Protection Lead (DCPL) and is responsible for the training of all adults, (including paid staff, volunteers, governors or any adults working in the School) keeping all adults aware of the systems and procedures in place, promoting an environment which knows ‘it could happen here’ and of listening to children. The DSGL has governance responsibility for all safeguarding arrangements. There are separate roles and responsibilities for her which has regard to KCSIE 2016.
The DSL has a separate job description which refers to annexe B of KCSIE Sept 2016
The identification and support of children in need and children at risk is at the heart of all policies and procedures. The DSL only delegates responsibility in case of illness or absence and is the first contact for all members of staff and has lead responsibility at all times.
The DSL works closely and in accord with locally agreed interagency procedures.
Although the DSL takes lead responsibility, all adults should feel free to and confident in referring a concern directly to the Police or Social Services or any of the above contacts if they wish to do so. In this case, the adult should inform the DSL immediately that they have done so.
Documents associated with this policy:
Prevention of Bullying Policy
Health and Safety
Procedure at end of school
Welfare out of school
Staff Code of Conduct
Procedures for dealing with concerns about a child
Due to the day to day contact with children, school staff are well placed to observe any signs of abuse. It is important that all staff members understand that ‘it could happen here’ when considering safeguarding issues.
The Head Teacher is the designated Child Protection Lead and undergoes the required training for this role. In her absence the Deputy Headteacher has also undergone the requisite training and is therefore qualified to stand in. All staff have responsibilities towards the children and need to be alert for any signs of abuse. In the case of concern the staff member should inform the DCPL as soon as possible. Written records are always kept of any concern. These records are kept securely by the DCPL or the deputy DCPL in her absence. Any staff member may make a referral to external agencies directly and must inform the DSL of this immediately.
The Class teacher keeps a Vulnerability Profile on which is recorded any risk factors which may affect the vulnerability of a child. These factors include risk of FGM, radicalisation, progress, home circumstances etc. This profile is reviewed together with the provision at the Pupil Profile meetings in each term and is used to inform in case of concerns about absenteeism or child missing from education.
There are arrangements for the supervision of staff working in EYFS. Each half term the manager of the Pre-School and the manager of the Lower I Class (Reception) have a dedicated meeting with their staff member on a 1 to 1 basis concerning the welfare and care of their individual pupils for whom they are key workers. This is filled in on a pro forma and given to the Headteacher who acts as overall EYFS manager. The HT has fortnightly meetings with the managers which contain a dedicated review of the supervision meetings and a discussion on the welfare of individual pupils.
Types and forms of abuse
Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. They may be abused by an adult or adults or another child or children. A child going missing from an educational setting is also a potential indicator of abuse or neglect. Children may be abused in a family or in an institutional or community setting by those known to them, or, more, rarely, by others (e.g. via the internet).
Physical abuse: 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. This also include female genital mutilation FGM. Guidance on actions in case of FGM is in KCSIE 2016 and it should be noted that the age at which girls undergo FGM varies enormously according to the community. The procedure may be carried out when the girl is newborn, during childhood or adolescence, just before marriage or during the first pregnancy. However, the majority of cases of FGM are thought to take place between the ages of 5 and 8 and therefore girls within that age bracket are at a higher risk. Multi-agency practice guidelines are available for reference. Staff training includes signs of FGM for teachers/adults to be aware.
Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and 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 cyberbullying), 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. (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children
Neglect: 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 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.
Children who have a responsibility for caring for siblings or adults may not be in fact be neglected but may have difficulties caused by these duties which have similar repercussions.
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.
All staff should have regard to the following guidelines when there is any concern about a child.
The definition of child sexual exploitation is as follows:
Child sexual exploitation is a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact; it can also occur through the use of technology.
Disclosure by a child refers to any confidence a child chooses to tell you about actions of any person against them, either mentally or physically. If you become involved in a situation where it is becoming evident that you may be used as a confidante, it should be explained that a ‘disclosure’ cannot be kept in confidence and must be referred upwards. In this case or where you are monitoring a suspected case, please be aware of how important legally it is not to ask leading questions eg ‘how are you getting on with your father now?’ or even ‘how are things at home?’ without compromising legal action.
However ‘how is it going?’ is not a leading question and may be used. If a pupil chooses to talk to you and discloses she/he has been abused take the following action:-
LISTEN: repeat the pupil’s words back to her/him to confirm you’ve heard correctly.
STOP: do not ask more questions
REASSURE: the pupil, that she/he is not to blame
BELIEVE: you are not there to judge or doubt: accept what the pupil says: INVESTIGATION IS FOR SOCIAL SERVICES AND THE POLICE TO PURSUE
AFFIRM: tell the pupil she/he has been right to tell you; explain clearly that you must report the disclosure straightaway. Locate the pupil somewhere she/he will feel secure.
REPORT: immediately report what you have been told to the Headteacher. Report verbally and write, verbatim, what the child has said to you. Remember to date and sign what you have written. Give a copy to the Headteacher.
do NOT attempt a detailed examination or remove a child’s clothes to
look further at a physical injury. It may be possible to observe the pupil during the normal school routine - P.E. for example. If a child wants to show you his/her injuries, make sure that a colleague is with you as witness; ideally this should be with the Headteacher.
Signs of abuse
Below are the general areas of abuse and their main signs, however, it is important to recognise that these are not discrete and that signs will often overlap each other. It is rare that someone is suffering from one kind of abuse and issues are not stand alone events.
Being overly affectionate or knowledgeable in a sexual way inappropriate to the child's age
Medical problems such as chronic itching, pain in the genitals, venereal diseases
Other extreme reactions, such as depression, self-mutilation, suicide attempts, running away, overdoses, anorexia
Personality changes such as becoming insecure or clinging
Regressing to younger behaviour patterns such as thumb sucking or bringing out discarded cuddly toys
Sudden loss of appetite or compulsive eating
Being isolated or withdrawn
Inability to concentrate
Lack of trust or fear of someone they know well, such as not wanting to be alone with a babysitter or child minder
Starting to wet again, day or night/nightmares
Become worried about clothing being removed
Suddenly drawing sexually explicit pictures
Trying to be 'ultra-good' or perfect; overreacting to criticism
Unexplained recurrent injuries or burns
Improbable excuses or refusal to explain injuries
Wearing clothes to cover injuries, even in hot weather
Refusal to undress for gym
Chronic running away
Fear of medical help or examination
Aggression towards others
Fear of physical contact - shrinking back if touched
Admitting that they are punished, but the punishment is excessive (such as a child being beaten every night to 'make him study')
Fear of suspected abuser being contacted
Physical, mental and emotional development lags
Sudden speech disorders
Continual self-depreciation ('I'm stupid, ugly, worthless, etc')
Overreaction to mistakes
Extreme fear of any new situation
Inappropriate response to pain ('I deserve this')
Neurotic behaviour (rocking, hair twisting, self-mutilation)
Extremes of passivity or aggression
The school will inform Kent County Council of any pupil who is going to be deleted from the admission register where they:
• have been taken out of school by their parents and are being educated outside the
school system e.g. home education;
• have ceased to attend school and no longer live within reasonable distance of the
school at which they are registered;
• have been certified by the school medical officer as unlikely to be in a fit state of
health to attend school before ceasing to be of compulsory school age, and
neither he/she nor his/her parent has indicated the intention to continue to attend
the school after ceasing to be of compulsory school age;
• are in custody for a period of more than four months due to a final court order and
the proprietor does not reasonably believe they will be returning to the school at
the end of that period; or,
• have been permanently excluded
If there is a concern then immediately inform the DCPL. Every member of the community whether parent, staff or volunteer may also refer directly to the Kent Designated Lead. Children who are missing from School for ten days with no contact with the School or is not in regular attendance will be referred directly to Social Services. This is in our Parents’ Booklet for their information. The School’s Vulnerability Profile is a good tool to assess risk re FGM and radicalisation amongst other factors in this case
The DCPL will either monitor, seek advice or refer immediately to the Kent Designated Lead.
Area Designated Officer
Office: 01622 696 366
Mobile: 07717 716 861 email@example.com
The contact at Kent Children’s Safeguarding Board is
Area Safeguarding Adviser (Education)
Office: 03000 412445
When a staff member brings a concern to the DCPL a written record is made of the concern, a confidential meeting between the DCPL and the staff member is held to discuss next steps.
It is important to recognise the role of SEND when identifying children at risk. SEND is recognised as a barrier to clear identification as many indicators of possible abuse could be attributed to the child’s disability or special need. Children with SEND are also more vulnerable to bullying. In this school the SENCo and class teachers review the Vulnerability Profile each term with these questions in mind.
All adults in school should be prepared to identify children who may benefit from early help. Early Help means providing support as soon as a problem
emerges at any point in a child’s life. Mechanisms in place to identify such children are the Vulnerability Profile, safeguarding meetings, observations, discussions with parents and other adults. In the first instance, staff should discuss early help requirements with the designated safeguarding lead. Staff may be required to support other agencies and professionals in an early help assessment.
Early Help would be of benefit to children who are identified as having significant difficulties in their life which is affecting their physical or emotional well-being but not to the degree that they are in any immediate threat of harm. In the stages below it is probable that they would fall into the ‘seek advice’ area.
If Early Help is appropriate, the designated safeguarding lead will support the
staff member in liaising with other agencies and setting up an inter-agency assessment
as appropriate. The case should be kept under constant review and consideration given to a referral to children’s social care if the child’s situation does not appear to be improving. Early Help will be signalled by a creation of a safeguarding form found in the teacher’s shared area on the main server, from the Office or from the DSL. This is then filled in with relevant information and sent to the DSL for action.
Stages of intervention might be:
Monitor: where a mild concern needs to be monitored in case it is part of a greater concern. All staff to be informed of concern and requested to discreetly observe and report any further concerns.
Seek advice: where concern is more concrete but not imminently causing a danger to the child, advice from the Kent Designated Officer (KDO) will be sought.
Refer; on advice or due to extreme concerns for the child’s safety then a referral to the KDO will be made immediately. The Kent Designated Officer provides advice and preside over the investigation. Where there is an immediate danger or risk of harm the child is referred to social care and/or police immediately. Where a crime is suspected then this will be reported to the police immediately.
Clear records of conversations, injuries etc will be made at each stage together with any decisions and reasons for those decisions and recorded on the safeguarding Form. These forms are kept separately for each child, are confidential and are stored in the Head teacher’s (DSL) office. Notes will be made on any views expressed by the child.
In accordance with local procedure, the family will be informed that a referral has been made to Children's Social Services if possible. This will only be done when sharing the information will not place a child at increased risk of significant harm. Where a child is in immediate danger an urgent referral should be made to the Police. Emergency medical attention can be secured by calling an ambulance.
If parents refuse consent for a referral and it is not believed the child is at risk from immediate harm then a risk assessment will be made by the DSL, Deputy DSL, Governor for safeguarding and where appropriate other adults e.g. class teacher. When appropriate, the child's view may be sought.
Should the DSL believe the child requires Early Help and the parents refuse to give permission then the DSL will seek advice from the Kent Designated Officer.
The full Kent procedure is available at www.kcsb.org.uk
When appropriate the School will take part in the Common Assessment Framework, work closely with Social Services and monitor Children in Need or those children for whom there are outstanding concerns or concerns that require reassessing.
A short reference document will be available in the staff room, main office and bursar’s office in case of need for immediate action. This will have a simple guide and contact details for the relevant agencies.
Engagement with parents
A fully robust policy requires excellent communication with parents and/or carers. We recognise that a large number of children have nannies, carers, helpers at home who are responsible for the children’s care.
Day to day contact with parents, class teacher/ parent meetings and school events are fundamental to building up relationships between staff and families. Contact with parents over any safeguarding issues including Prevent should always be open with positive dialogue. Parents who come to the School are always treated seriously and with concern.
Class 6 present online safeguarding to parents, information evenings are arranged and British Values are explained to prospective parents.
Procedure for dealing with abuse of a pupil by another pupil
The School has a Prevention of Bullying Policy which all staff have regard to. The principles and procedures in this document will be followed when it is observed or a pupil reports behaviour which causes concern. In case of severe immediate threat pupils will be separated and protected until suitable parental supervision can be arranged. Where the abuse is considered to be significant the advice of the KDO will be sought and where the threat is immediate a direct referral to the KDO/KSCB will be made. The contact details are above.
Behaviour of children is closely monitored and those children who have potential for being an abuser are identified early. All classes have circle time, PHSEE lessons, assemblies, discussion groups on philosophy to raise awareness of behaviour, responsibility, ethics and morality. There is also a clear reporting structure so that children can feel supported. These channels of communication are reinforced during school events, class time, team work.
In the event of an incident of peer on peer abuse being reported, children are interviewed separately and then with their agreement together. In the first instance this will be to resolve any issues between the pupils and then agree a way to move forward. Where this is serious and/or from a home environment then parents will be asked to join the discussions.
Types of peer on peer abuse (also referred to in the Anti-Bullying Policy and Behaviour Policy)
Cyber bullying: through email, social media, mobile phones. Picture or text abuse
Emotional abuse: through calling names, excessive teasing, rejection from peer group
Sexual abuse: through inappropriate behaviour, inappropriate contact (see cyber bullying) or use of inappropriate words/innuendo
Sexting: sending sexual imagery electronically
Physical abuse: through rough physical contact as pushing, pulling or violence.
None of these should be tolerated or passed off as ‘banter’ or ‘part of growing up’.
Supporting the victim
It is important that the victim is listened to, feels safe and is able to put the incident behind them. A member of staff that the victim feels able to talk to will be assigned to individually support. This may well be his/her’s class teacher although any other member of staff could be nominated. This person will liaise with the victim and the parents to ensure the situation is resolved.
Thought should be given as to the nature of the abuse and the role of the perpetrator. The DSL will consider whether the perpetrator needs Early Help or referral. Advice may be sought from the KDO.
Regard is given to the UK Council for Child Internet safety: Sexting in Schools and DFE advice; Searching, screening and confiscation when considering the steps taken to resolve issues.
Arrangements for handling allegations of abuse against a member of staff, volunteers and the School Head
If an adult is believed to have abused a child then this should be reported immediately to the Headteacher who is the DCPL (unless the person accused is the Headteacher). If the allegation is against the Headteacher, or the Headteacher is absent then the concern should be raised as soon as possible with the Chair of Governors, Edward Oatley. In this case the head teacher is not informed prior to investigation that an allegation has been made.
Edward Oatley, Chair of Governors tel. 01732 465905.
Where an adult or child accuses a member of staff not the Headteacher, volunteer or employee of a third party of abuse, the School will try and resolve the issue as quickly as possible. The first step will be to contact the KDO for advice. This may be informally if the case is not serious or formally if serious. In very serious cases the Police may be contacted directly. In all cases the KDO will be informed of any allegations within one working day of coming to the School’s attention. The KDO then provides advice and oversight of the investigation which the school follows.
Following this advice, steps will be taken to resolve the issue as soon as possible:
A course of action will be agreed with the KDO, discussions will be recorded and communications agreed. After consultation with the KDO and the Police, if appropriate, a decision on whether suspension of the teacher is required will be made.
Where a person no longer works for the School, either because they have left, been dismissed or contract expired or not deemed employable due to cause for concern about their suitability of working with children, the Disclosure and Barring Service (DBS) will be informed within a day of their departure. The National College for Teaching and Learning (NCTL) will also be informed at the same time.
Management of safeguarding including appointment of designated person
The Designated Child Protection Lead is Caroline Birtwell, Headteacher
Deputy Designated Child Protection Lead is Anne Saul, Deputy Headteacher
Designated Board Lead for Child Protection Jenny Smith-Spark.
2. Recruitment procedure
There is a separate Recruitment Policy which is part of the Employee Handbook. This outlines the safer recruitment procedures, interview and induction procedures. The induction procedures include up to date child protection, safeguarding and whistle-blowing procedures.
3. Staff are asked to be familiar with and refer to the ‘Staff Code of Conduct’ which is intended for all paid staff, volunteers, peripatetic, employees of a third party, supply workers. The Code is to set out sensible guidelines for behaviour to protect pupils and staff from allegations.
4. Training of designated person, staff, volunteers and Head.
Safeguarding and promoting the welfare of children is everyone’s responsibility. It is important that all the adults in the school work together to create a picture of the whole child, his/her needs and circumstances. In order to ensure everyone is fully cognisant of their responsibilities and thoroughly knows the mechanisms and policies used in the school to promote child welfare, thorough, regular training, frequent meetings, frequent discussions and a clear and open dialogue is maintained.
The DCPL receives child protection training from the KCSB every year. The Deputy DCPL also receives this training every year, this being staggered so that up to date information is available as much as possible. This training is in line with that recommended by KCSIE.
All staff including peripatetic and volunteers are trained every year. This may be by the KCSB on Inset days or by the DSLL on joining the School as part of Induction. Induction of new staff, including temporary staff, supply teachers and volunteers includes the Safeguarding Policy, staff code of conduct, identity of the Designated Safeguarding Lead (in this school the DCPL) and Part 1 of the KCSIE.
All adults are updated at least three times a year. Weekly safeguarding meetings are in place for all teaching staff where individual cases are reviewed, policy reviewed and concerns raised. A time slot is always arranged at the termly Inset meetings to update all staff/volunteers/governors on new developments and allow discussion of concerns, policy and individuals. The governors recognise the expertise staff build up by undertaking safeguarding training and managing concerns on a daily basis. There is opportunity at these meetings and discussions to influence policy and clarify existing policy.
On the issuing of a new KCSIE part 1 and/or a new Safeguarding Policy all adults in the school, including staff, volunteers, contractors, tutors, coaches and governors are required to read the documentation and sign to say that they have read and understood. Further to this, care is taken to ensure that everyone has understood the documents and are competent to carry out any appropriate actions.Mechanisms to aid the understanding and implementation of the contents are to discuss and clarify at staff meetings, Inset days and through informal channels such as personal discussions where appropriate. Regular training of all adults are scrupulously carried out. The safeguarding governor lead conducts annual assessment of the implementation and understanding of all aspects of the policy. Any areas that need further clarification for all or an individual are highlighted and followed up.
All adults are welcome to make suggestions and discuss policy at any time.
Arrangements for annual review by all governors
The Child Protection Policy, Staff Code of Conduct, Recruitment Policy and all other procedures associated with the Health and Safety of children are reviewed annually. This is carried out by the Headteacher and the safeguarding governor lead who make a report to the governors. The governors then all review the whole document and the current file for safeguarding. The updated policies are sent electronically to all staff and appropriately to volunteers and those employed by third parties as and when they are produced. These updates are noted in the Board of Governor’s minutes.
Once a year, or more frequently if required, the Staff handbook is reproduced, printed and sent electronically to all staff.
Monitoring of the Safeguarding policy and the effectiveness of child protection training is also carried out annually by the safeguarding Governor Lead. She checks that good training is carried out and that staff have a good understanding of their roles and responsibilities. A record of this check is also kept with the Board of Governor’s minutes and is part of the whole board annual review of safeguarding.
Radicalisation and the Prevent Duty
It is essential that school safeguarding leads and governors with safeguarding responsibilities understand their role to support the Prevent strategy. Governors and staff access the Prevent training, whole school discussion takes place within safeguarding training and in staff meetings (weekly). Effective engagement with parents
Visiting speakers are vetted. Their identities are checked, the content of their delivery is checked and the speaker is supervised at all times. Some speakers or visitors are very familiar to the School such as the Rector. Where anyone not well known to the school is visiting, they will be entered in the SCR.
Prevent training is reviewed annually.
The School is multi-ethnic and it is important to bear in mind that the Prevent strategy realises that any child, of any background may be radicalised and that an open and vigilant mind must be kept.
The Prevent Lead is Caroline Birtwell and the deputy is Anne Saul. Any concerns should be reported immediately to one of them.
Should there be any reason to refer an individual contact Detective Sergeant Toni Roullier, Kent Police – firstname.lastname@example.org or Nick Wilkinson, youth offending lead manager, Kent County Council – email@example.com
Female Genital Mutilation
Teachers or any staff at the School must report any incidences of FGM directly to the police and also inform the DSL and where appropriate the Social Care should be contacted. When staff suspect a girl may be at risk then this should be reported to the DSL.
Staff are trained together with all other safeguarding issues on the prevalence and signs of FGM. This training is updated annually or more often if new guidance is issued. NSPCC FGM helpline 0800 0283550. KCSIE ( 2016) p14 provides more information on child exploitation and FGM and where to access further information.
There is an online safety policy attached below which details the measures taken by the school to educate pupils, staff and parents on the use of computers, mobile phones and other equipment to keep them safe. This also includes the use of cameras and mobile phones in Early Years.
Strategy for the Improvement of Care and Welfare
In order to be clear on the success of this implementation a termly check is carried out during the Senior Management Team meetings on:
Number and breakdown of significant incidents in school, defined as one which results in a child being sent home because of accident or illness.
Number and breakdown of significant incidents whilst out of school but in the care of the School
The Health and Safety report and progress on any action needed
The safeguarding/concerns file
Risk assessments and their success on trips or visits during that term
Complaints received at any level
Any other relevant detail which has a bearing on the care and welfare of children at this School
As a result of this review actions needed are assigned to the appropriate person and the HT has responsibility to check these actions are carried out in a determined time frame.
Review of Implementation
The Governors review the implementation of the policies annually. The designated governor carries out a check on the Single Central Register, recruitment procedures, all elements of the Code of practice, Safeguarding training, the effect of training and any other issue which may arise from her checks.
This is reported in the Board meeting annually. The policy is read and agreed annually by all Board members.
There is a whistle blowing policy in the employees handbook which is issued to all members of staff.
CB May 2017