Safeguarding & Child Protection Policy

The Wisdom and Pioneers Academy

Date of update: September 2018 |  Review Date: September 2019

1.0    INTRODUCTION

1.1       Safeguarding and promoting the welfare of children is defined as –

Protecting children from maltreatment;

Preventing impairment of children's health or development;

Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care; and

Taking action to enable all children to have the best outcomes.

Children include everyone under the age of18.

1.2       The Wisdom and Pioneers Academy is committed to safeguarding and promoting the welfare of all its pupils/students. We believe that:

All children/young people have the right to be protected from harm, abuse and neglect;

That every child has the right to an education and children/young people need to be safe and to feel safe in school;

Children/young people need support that matches their individual needs, including those who may have experienced abuse;

All children/young people have the right to express their views, feelings and wishes and voice their own values and beliefs;

All children/young people should be encouraged to respect each other’s values and support each other;

All children/young people have the right to be supported to meet their emotional and social needs as well as their educational needs – a happy, healthy, sociable child/young person will achieve better educationally;

Schools must contribute to the prevention of abuse, victimisation, bullying(including homophobic, bi-phobic, trans-phobic and cyber-bullying), exploitation, extreme behaviours, discriminatory views and risk taking behaviours; and

All staff and visitors have an important role to play in safeguarding children and protecting them from abuse.

1.3       The Wisdom and Pioneers Academy will fulfil their local and national responsibilities as laid out in the following documents:-

The most recent version of Working Together to Safeguard Children (DfE)

The most recent version of Keeping Children Safe in Education: Statutory guidance for schools and colleges (DfE Sept 2018)

West Midlands Safeguarding Children Procedures 

The Education Act 2002s175

Mental Health and Behaviour in Schools: Departmental Advice(DfE 2014) 

Sexting in Schools & Colleges – responding to incidents and safeguarding young people (UKCCIS) 2016

General Data Protection Legislation (2018)

https://ec.europa.eu/commission/priorities/justice-and-fundamental-rights/data-protection/2018-reform-eu-data-protection-rules_en

2.0       OVERALL AIMS

2.1       This policy will contribute to the protection and safeguarding of our pupils/students and promote their welfare by:

Clarifying standards of behaviour for staff and pupils/students;

Contributing to the establishment of a safe, resilient and robust ethos in the school, built on mutual respect and shared values;

Introducing appropriate work within the curriculum;

Encouraging pupils/students and parents to participate;

Alerting staff to the signs and indicators that all may not be well;

Developing staff awareness of the causes of abuse;

Developing staff awareness of the risks and vulnerabilities their pupils/students face;

Addressing concerns at the earliest possible stage; and

Reducing the potential risks pupils/students face of being exposed to violence, extremism, exploitation, discrimination or victimisation.

2.2       This policy will contribute to supporting our pupils/students by:

Identifying and protecting the vulnerable;

Identifying individual needs as early as possible; and

Designing plans to address those needs.

2.3       This policy will contribute to the protection of our pupils/students by:

Including appropriate work within the curriculum;

Implementing Child Protection Policies and procedures; and

Working in partnership with pupils/students, parents/carers and other agencies.

2.4       This policy extends to any establishment our school commissions to deliver education to our pupils on our behalf including alternative provision settings.

The Proprietor will ensure that any commissioned agency will reflect the values, philosophy and standards of our school. Confirmation should be sought from the school that appropriate risk assessments are completed and ongoing monitoring is undertaken.

3.0       GUIDING PRINCIPLES

3.1       These are the 7 guiding principles of safeguarding, as stated by Birmingham Safeguarding Children Board (found in Right Help Right time);

Have conversations and listen to children and their families as early as possible.

Understand the child’s lived experience.

Work collaboratively to improve children’s life experience.

Be open, honest and transparent with families in our approach.

Empower families by working with them.

Work in a way that builds on the families’ strengths.

Build resilience in families to overcome difficulties.

3.2       In addition the Board has identified the following key safeguarding messages for schools -

Every child is entitled to a rich and rounded curriculum.

Governance is corporate and decisions are collective, but individual Proprietors can and should take the lead on specific aspects of school life such as safeguarding.

When issues arise, the Head Teacher or Principal should speak out, addressing them internally where possible and escalating when this is unsuccessful.

4.         KEY PROCESSES

4.1       All staff must be aware of the guidance issued by Birmingham Safeguarding Children Board in Right Help Right Time, and procedures for Early Help.

5.0       EXPECTATIONS

5.1       All staff and visitors will:

Be familiar with this Safeguarding Policy;

Understand their role in relation to safeguarding;

Be subject to Safer Recruitment processes and checks, whether they are new staff, supply staff, contractors, volunteers etc.;

All Proprietors must be subjected to an enhanced DBS check and should be checked against the Teaching Regulation Agency ‘Barred list’ (so called ‘section 128’ check)

Be involved, where appropriate, in the implementation of individual Education Programmes, Early Help Assessments and support plans, Child In Need plans and inter-agency Child Protection plans;

Be alert to signs and indicators of possible abuse (See Appendix 1 for current definitions and indicators);

Record concerns and give the record to the DSL, or deputy DSL, and 

Deal with a disclosure of abuse from a child in line with the guidance in Appendix 2 - you must inform the DSL immediately, and provide a written account as soon as possible.

5.2       All staff will receive annual Safeguarding training and update briefings as appropriate. Key staff will undertake more specialist safeguarding training as agreed by the Proprietor.

6.0       THE DESIGNATED SAFEGUARDING LEAD (DSL)

6.1       Our DSL on the Senior Leadership Team is Mr. Sakhawat Ali Whilst the activities of the DSL can be delegated to appropriately trained deputies, the ultimate lead responsibility for safeguarding and child protection remains with the DSL. This responsibility should not be delegated.

6.1.1 The deputy DSLs will support the DSL within the role and deputise when the DSL is not on-site. They are:

  1. o Sidra Awan
  1. o Soraya Garnier 

6.2       Governing bodies and proprietors should ensure an appropriate senior member of staff, from the school or college leadership team is appointed to the role of DSL. This should be explicit in the role-holder’s job description.

6.3       Any steps taken to support a child who has a safeguarding vulnerability must be reported to the lead DSL in our school; the DSL will advise the Head Teacher/Principal as appropriate.

6.4       Safeguarding and Child Protection information will be dealt with, in a confidential manner. Staff will be informed of relevant details only when the DSL feels their having knowledge of a situation will improve their ability to support an individual child and/or family.  A written record will be made of what information has been shared, with whom, and when.

6.5       Safeguarding records will be stored securely in a central place separate from academic records. Individual files will be kept for each child: the school will not keep family files. Files will be kept for at least the period during which the child is attending the school, and beyond that in line with current data legislation and guidance.

6.5.1    Where records are stored electronically e.g. within ‘My Concern’ or CPOMS etc. there is no requirement to maintain paper files.

6.6       Access to records by staff other than by the DSL will be restricted, and a record will be kept of who has had access to them, when and why they accessed them.

6.7       Parents will be aware of information held on their children and kept up to date regarding any concerns or developments by the appropriate members of staff. General communications with parents will be in line with any home school policies and give due regard to which adults have parental responsibility.

6.8 Do not disclose to a parent any information held on a child if this would put the child at risk of significant harm.

6.9       If a pupil/student moves from our school, Child Protection records will be forwarded onto the DSL at the new school, with due regard to their confidential nature and in line with current government guidance on the transfer of such records. Direct contact between the two schools may be necessary, especially on transfer from Primary to Secondary schools. We will record where and to whom the records have been passed and the date.

6.10    In addition to the child protection file, the designated safeguarding lead should also consider if it would be appropriate to share any information with the new school or college in advance of a child leaving. For example, information that would allow the new school or college to continue supporting victims of abuse and have that support in place for when the child arrives.

6.10    If sending by post, pupil records will be sent by “Special/Recorded Delivery”.  For audit purposes, a note of all pupil records transferred or received should be kept in either paper or electronic format.  This will include the child’s name, date of birth, where and to whom the records have been sent and the date sent and/or received.

6.11    If a pupil/student is permanently excluded and moves to a Pupil Referral Unit, Child Protection records will be forwarded onto the relevant organisation.

6.12    Where a vulnerable young person is moving to a Further Education establishment, consideration should be given to the student’s wishes and feelings regarding their child protection information being passed on in order that the FE establishment can provide appropriate support (see para 6.10).

6.13       Our DSL and any deputies must undergo training to provide them with the knowledge and skills required to carry out the role. The training should be updated every two years.

6.13.1 In addition to their formal training as set out above, their knowledge and skills should be updated,(for example via e-bulletins, meeting other DSLs, or taking time to read and digest safeguarding developments), at regular intervals, and at least annually, to keep up with any developments relevant to their role.

6.14    When a DSL resigns their post or no longer has Child Protection responsibility, there should be a full face to face handover/exchange of information with the new post holder.

6.14.1 In exceptional circumstances, when a face to face handover is unfeasible, the Head Teacher/Principal will ensure that the new post holder is fully conversant with all procedures and case files.

6.15    Birmingham Children’s Trust has on-going responsibilities to the young people who cease to be looked after and become care leavers. That includes keeping in touch with them, preparing an assessment of their needs and appointing a personal adviser who develops a pathway plan with the young person. This plan describes how the Trust will support the care leaver to participate in education or training. DSL should therefore have details of the Trust’s Personal Advisor appointed to guide and support the care leaver, and should liaise with them as necessary regarding any issues of concern affecting the care leaver.

7.0       THE DESIGNATED TEACHER FOR LOOKED AFTER AND PREVIOUSLY LOOKED AFTER CHILDREN  

7.1       The Proprietor must appoint a designated teacher (In non-maintained schools and colleges an appropriately trained teacher should take the lead) and should work with local authorities to promote the educational achievement of registered pupils who are looked after. On commencement of sections 4 to 6 of the Children and Social Work Act 2017, our designated teachers will have responsibility for promoting the educational achievement of children who have left care through adoption, special guardianship or child arrangement orders or who were adopted from state care outside England and Wales.

7.2       The designated teacher must have appropriate training and the relevant qualifications and experience. The designated Teacher is:

Mr. Rezwan Khaliq

7.3       The designated teacher will work with the Virtual school to provide the most appropriate support utilising the pupil premium plus to ensure they meet the needs identified in the child’s personal education plan.

7.4       The designated teacher should also work with the virtual school head to promote the educational achievement of previously looked after children. In other schools and colleges, an appropriately trained teacher should take the lead.

8.0       THE PROPRIETOR 

8.1 The Proprietor, proprietors and management committees are the accountable body and must ensure that they comply with their duties under legislation. 

8.2 The Proprietor will ensure that:

Governing Bodies and proprietors should ensure that there are appropriate policies and procedures in place in order for appropriate action to be taken in a timely manner to safeguard and promote children’s welfare; 

All Proprietors must have read part 2 of “KCSIE-18” 

The school operates “Safer Recruitment” procedures and ensures that appropriate checks are carried out on all new staff and relevant volunteers;

At least one senior member of the school’s leadership team acts as a DSL, and at least a further deputy DSL is appointed ; 

That appropriate time is made available to the DSL and deputy DSL(s) to allow them to undertake their duties; their role should be explicit in their job description;

The Head Teacher/Principal and all other staff who work with children undertake safeguarding training on an annual basis with additional updates as necessary within a 2 year framework and a training record maintained;

Temporary staff and volunteers are made aware of the school’s arrangements for safeguarding &child protection and their responsibilities;

The school remedies any deficiencies or weaknesses brought to its attention without delay; and

The school has procedures for dealing with allegations of abuse against staff/volunteers.

8.3       The Proprietor should review all policies/procedures that relate to safeguarding and child protection annually.

8.4 The Nominated proprietor for safeguarding at the school is Dr. Saeed Al-Ghadie. The Nominated proprietor is responsible for liaising with the Head Teacher/Principal and DSL over all matters regarding safeguarding and child protection issues. The role is strategic rather than operational – they will not be involved in concerns about individual pupils/students.

8.4.1   The Nominated proprietor will receive safeguarding training relevant to the governance role and this will be updated every 2 years.

8.5       The Nominated proprietor will liaise with the Head Teacher/Principal and the DSL to produce a report at least annually for Proprietors.

8.6       The Nominated Proprietor will liaise with the Head Teacher/Principal and the DSL to produce the annual Section 175 safeguarding self-assessment and ensure this is submitted on time to the Birmingham Safeguarding Children’s Board.

8.7 The Proprietor have a written policy and procedures for dealing with allegations of abuse against members of staff, visitors, volunteers or Proprietors that complies with all BSCB procedures.

8.8       A member of the Proprietor (usually the Chair) is nominated to be responsible for liaising with the Children’s Trust in the event of allegations of abuse being made against the Head Teacher/Principal.

9.0       A SAFER SCHOOL CULTURE

9.1       Safer Recruitment and Selection

9.1.1   The school pays full regard to ‘Keeping Children Safe in Education Sept 18’.  Safer Recruitment practice includes scrutinising applicants, verifying identity and academic or vocational qualifications, obtaining professional and character references, checking previous employment history and ensuring that a candidate has the health and physical capacity for the job.  It also includes undertaking interviews and appropriate checks including criminal record checks (DBS checks), barred list checks and prohibition checks. Evidence of these checks must be recorded on our Single Central Record.

9.1.2   All recruitment materials will include reference to the school’s commitment to safeguarding and promoting the wellbeing of pupils.

9.1.3   Dr. Saeed Al-Ghadie, Mr. Sakhawat Ali, Mr. Rezwan Khaliq, Mrs Sidra Awan, Mrs Soraya Garnier and Mr. Solayman Hamed)have undertaken appropriate training in Safer Recruitment.  One of the above will be involved in all staff / volunteer recruitment processes and sit on the recruitment panel. A member of the Proprietor should have received Safer Recruitment training.

9.2       Induction

9.2.1   All staff must be aware of systems within their school or college which support safeguarding and these should be explained to them as part of staff induction. This should include:

• The child protection policy;

• The behaviour policy;

• The staff behaviour policy (sometimes called a code of conduct);

• The safeguarding response to children who go missing from education; and

• The role of the DSL (including the identity of the DSL and any deputies).

Copies of policies and a copy of Part one of the KSCIE-18 document should be provided to staff at induction.

9.3       Staff Support

9.3.1   We recognise the stressful and traumatic nature of safeguarding and child protection work. We will support staff by providing an opportunity to talk through their anxieties with the DSL and to seek further support as appropriate.

9.3.2   Regular supervision will be offered to the Lead DSL within school, usually half-termly and may be extended to other members of staff as deemed appropriate by the school. 

10.0    THE USE OF REASONABLE FORCE

There are circumstances when it is appropriate for staff in school to use reasonable force to safeguard children and young people. The term ‘reasonable force’ covers the broad range of actions used by staff that involves a degree of physical contact to control or restrain children. This can range from guiding a child to safety by the arm, to more extreme circumstances such as breaking up a fight or where a young person needs to be restrained to prevent violence or injury. ‘Reasonable’ in these circumstances means ‘using no more force than is needed’. The use of force may involve either passive physical contact, such as standing between pupils or blocking a pupil’s path, or active physical contact such as leading a pupil by the arm out of the classroom. Departmental advice for schools is available here:https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools

10.2    Our school will not have a ‘no contact’ policy as this could lead our staff unable to fully support and protect their pupils and students.

10.3    When using reasonable force in response to risks presented by incidents involving children including any with SEN or disabilities, or with medical conditions, staff should consider the risks carefully.

10.4    They should also consider their duties under the Equality Act 2010 in relation to making reasonable adjustments, non-discrimination and their Public Sector Equality Duty.

10.5    Our school will by planning positive and proactive behaviour support, for instance through drawing up individual behaviour plans for more vulnerable children, and agreeing them with parents and carers, will reduce the occurrence of challenging behaviour and the need to use reasonable force. 

11.0    OUR ROLE IN THE PREVENTION OF ABUSE

11.1    We will provide opportunities for pupils/students to develop skills, concepts, attitudes and knowledge that promote their safety and well-being.

11.2    The Curriculum

11.2.1 Safeguarding issues will be addressed through the PSHE curriculum, for example self-esteem, emotional literacy, assertiveness, power, healthy relationship education (previously known as sex and relationship education SRE), online safety (formally known as e-safety), sexting and bullying (including cyber bullying).

11.2.2 Relevant issues will be addressed through all areas of the curriculum. 

11.3    Other Areas of Work

11.3.1 All our policies which address issues of power and potential harm, for example Anti-Bullying, Discrimination, Equal Opportunities, Handling, Positive Behaviour, will be inter-linked to ensure a whole school approach.

11.3.2 Our safeguarding policy cannot be separated from the general ethos of the school, which should ensure that pupils/students are treated with respect and dignity, taught to treat each other with respect, feel safe, have a voice, and are listened to.

12.0    WHAT WE WILL DO WHEN WE ARE CONCERNED- EARLY HELP RESPONSE

12.1    Where unmet needs have been identified for a child/ young person utilising the Right Help Right Time (RHRT) model but there is no evidence of a significant risk, the DSL will add the child/young person to our records of children with a safeguarding vulnerability, and support school staff to deliver an appropriate Early Help response.

12.2    In the first instance the child/young person will be enabled through the Signs of Safety and Wellbeing practice framework to express their lived experience. This will be documented in an appropriate format such as the ‘3 Houses’ and added to the child`s file. At this stage, simple reasonable adjustments within the educational setting may be all that is needed to address the unmet needs and after review the child/young person may then be removed from the children with a safeguarding vulnerability list.

12.3    Should the lived experience of the child and professional opinion of the DSL indicate that a wider Early Help response is required in order to meet the unmet safeguarding need, the DSL will develop a school-focused action plan with the child/young person and parent/carer as appropriate, utilising the Signs of Safety and Wellbeing practice framework and the 3 columns of the Early Help conversation log. This school-focused plan will then be regularly reviewed and updated to record progress towards the goals until the unmet safeguarding needs have been addressed. Once all unmet safeguarding needs have been addressed, the child can be removed from the Children with a safeguarding vulnerability list.

12.4    Should the professional opinion of the DSL indicate that a multi-agency Early Help response is required in order to meet the unmet safeguarding need, the DSL will generally lead on liaising with other agencies and setting up an Early Help Assessment and an Our Family Plan and register these documents with the Early Help Support Team. This multi-agency plan will then be reviewed regularly and progress updated towards the goals until the unmet safeguarding needs have been addressed.

12.5    Should the DSL feel that a Think Family or Social Care response is needed to meet the unmet safeguarding need; the DSL will initiate a Request for Support, seeking advice from Children’s Advice and Support Service (CASS) as required.

12.6    The DSL will then oversee the agreed intervention from school as part of the multiagency safeguarding response and ongoing school focused support.

See Part 2 Key procedures. 

13.0    SAFEGUARDING STUDENTS WHO ARE VULNERABLE TO RADICALISATION

13.1.1 Since 2010, when the Government published the first version of the Prevent Strategy, there has been an awareness of the specific need to safeguard children, young people and families from extremist ideologies.  There have been several occasions both locally and nationally in which extremist groups have attempted to radicalise vulnerable children and young people to hold extreme views including views justifying political, religious, sexist or racist violence, or to steer them into a rigid and narrow ideology that is intolerant of diversity and leaves them vulnerable to future radicalisation. 

13.1.2 The Wisdom and Pioneers Academy values freedom of speech and the expression of beliefs and ideology as fundamental rights underpinning our society’s values. Pupils/students and teachers have the right to speak freely and voice their opinions. However, freedom comes with responsibility and free speech that is designed to manipulate the vulnerable or that leads to violence and harm of others goes against the moral principles in which freedom of speech is valued.  Free speech is not an unqualified privilege; it is subject to laws and policies governing equality, human rights, community safety and community cohesion.  

13.1.3 The current threat from terrorism in the United Kingdom may include the exploitation of vulnerable people, to involve them in terrorism or in activity in support of terrorism.  The normalisation of extreme views may also make children and young people vulnerable to future manipulation and exploitation. The Wisdom and Pioneers Academy is clear that this exploitation and radicalisation must be viewed as a safeguarding concern and that protecting children from the risk of radicalisation is part of the school’s safeguarding duty. 

13.1.4 Definitions of radicalisation and extremism, and indicators of vulnerability to radicalisation are in Appendix 4.

13.1.5 The Wisdom and Pioneers Academy seeks to protect children and young people against the messages of all violent extremism including, but not restricted to, those linked to Islamist ideology, or to Far Right/Neo-Nazi/White Supremacist ideology, Domestic Terrorism, Irish Nationalist and Loyalist paramilitary groups, and extremist Animal Rights movements. 

13.2    Risk Reduction

13.2.1 The school Proprietors, the Head Teacher/Principal and the DSL will assess the level of risk within the school and put actions in place to reduce that risk.  Risk assessment may include consideration of the school’s RE curriculum, SEND policy, Assembly Policy, the use of school premises by external agencies, integration of students by gender and SEN, anti-bullying policy and other issues specific to the school’s profile, community and philosophy. To this end, open source due diligence checks will be undertaken on all external speakers invited to our school. An example of this can be found at:

https://www.birmingham.gov.uk/downloads/download/773/the_prevent_duty 

13.2.2 This risk assessment will be reviewed as part of the annual Section175 return that is monitored by the Local Authority and the Local Safeguarding Children Board.

13.3    Response

13.3.1 With effect from 1st July 2015, all schools are subject to a duty to have “due regard to the need to prevent people being drawn into terrorism” (section 26, Counter Terrorism and Security Act 2015).  This is known as The Prevent Duty.

13.3.2 There is no single way to identify an individual who is likely to be susceptible to an extremist ideology. Specific background factors may contribute to vulnerability and these are often combined with specific needs for which an extremist group may appear to provide answers, and specific influences such as family, friends and online contacts.  The use of social media has become a significant feature in the radicalisation of young people. More information on these factors is in Appendix 4.

13.3.3 Our school, like all others, is required to identify a Prevent Single Point of Contact (SPOC) who will be the lead within the organisation for safeguarding in relation to protecting individuals from radicalisation and involvement in terrorism: this will normally be the DSL.  The SPOC for our school is Mr. Sakhawat Ali. The responsibilities of the SPOC are described in Appendix5.

13.3.4 Staff within our school will be alert to changes in a child’s behaviour or attitude which could indicate that they are in need of help or protection.

13.3.5 Our School will monitor online activity within the school to ensure that inappropriate sites are not accessed by students or staff. This is best done by the use of specialist online monitoring software, which in this school is called Smoothwall Firewall and Filter system. 

13.3.6 When any member of staff has concerns that a student may be at risk of radicalisation or involvement in terrorism, they should speak with the SPOC and to the DSL if this is not the same person.

13.3.7 Numerous factors can contribute to and influence the range of behaviours that are defined as violent extremism, but most young people do not become involved in extremist action.  For this reason the appropriate interventions in any particular case may not have any specific connection to the threat of radicalisation, for example they may address mental health, relationship or drug/alcohol issues.

13.4    Channel

13.4.1 Channel is a multi-agency approach to provide support to individuals who are at risk of being drawn into terrorist related activity. It is led by the West Midlands Police Counter-Terrorism Unit, and it aims to:

Establish an effective multi-agency referral and intervention process to identify vulnerable individuals;

Safeguard individuals who might be vulnerable to being radicalised, so that they are not at risk of being drawn into terrorist-related activity; and

Provide early intervention to protect and divert people away from the risks they face and reduce vulnerability.

13.4.2 The Channel programme focuses on providing support at an early stage to people who are identified as being vulnerable to being drawn into terrorism.  It provides a mechanism for schools to make referrals if they are concerned that an individual might be vulnerable to radicalisation.  An individual’s participation in the programme is entirely voluntary at all stages.

13.4.3 Schools have a duty to cooperate with the Channel programme in the carrying out of its functions, and with the Police in providing information about an individual who is referred to Channel (Section 38, Counter Terrorism and Security Act 2015).

13.4.4 Further guidance about duties relating to the risk of radicalisation is available in the Advice for Schools on The Prevent Duty.

14.0    SAFEGUARDING PUPILS/STUDENTS WHO ARE VULNERABLE TO EXPLOITATION, FORCED MARRIAGE, FEMALE GENITAL MUTILATION OR TRAFFICKING

14.1    Our Safeguarding Policy and the school’s values, ethos and behaviour policies, provide the basic platform to ensure children and young people are given the support to respect themselves and others, stand up for themselves and protect each other.

14.2    Our school keeps itself up to date on the latest advice and guidance provided to assist in addressing specific vulnerabilities and forms of exploitation.

14.3    Our staff are supported to recognise warning signs and symptoms in relation to specific issues, and include such issues, in an age appropriate way, in their lesson plans.

14.4    Our school works with and engages with families and the local communities to talk about such issues.

14.5    Our staff are supported to talk to families about sensitive concerns in relation to their children and to find ways to address them together wherever possible.

14.6    Our DSL(s) know where to seek and get advice as necessary and our school will bring in experts and uses specialist material to support the work we do.

14.7    Reporting of Female Genital Mutilation (FGM)

14.7.1 With effect from October 2015, all schools are subject to a mandatory reporting requirement in respect of female genital mutilation.  When a teacher discovers that an act of FGM appears to have been carried out on a girl aged under 18, that teacher has a statutory duty to report it to the Police.

14.7.2 Failure to report such cases will result in disciplinary sanctions.  They will also discuss the situation with the DSL who will consult Birmingham Children’s Trust before a decision is made as to whether the mandatory reporting duty applies.

15.0    CHILDREN WHO GO MISSING FROM EDUCATION

15.1    A child going missing, particularly repeatedly, can act as a vital warning sign of a range of safeguarding risks, including abuse and neglect, which may include sexual abuse or exploitation; child criminal exploitation; mental health problems; substance abuse and other issues. Early intervention is necessary to identify the existence of any underlying safeguarding risk and to help prevent the risks of them going missing in future.

15.2    Our school will hold two or more emergency contact numbers for each pupil. It is good practice to give our school additional options to make contact with a responsible adult when a child missing education, is also identified as a welfare and/or safeguarding concern. 

15.3    The school must notify the Local Authority of any pupil/student who fails to attend school regularly after making reasonable enquiries, or has been absent without the school’s permission for a continuous period of 5 days or more.  The school (regardless of designation)must also notify the Local Authority of any pupil/student who is to be deleted from the admission register because s/he:

Has been taken out of school by their parents and is being educated outside the school system (e.g. home education);

Has ceased to attend school and no longer lives within a reasonable distance of the school at which s/he is registered (moved within the city, within the country or moved abroad but failed to notify the school of the change);

Displaced as a result of a crisis e.g. domestic violence or homelessness;

Has 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 s/he nor his/her parent has indicated the intention to continue to attend the school after ceasing to be of compulsory school age;

Is in custody for a period of more than four months due to a final court order and the proprietor does not reasonably believe that s/he will return to the school at the end of that period; or

Has been permanently excluded.

15.4    Our school will demonstrate that we have taken reasonable enquiries to ascertain the whereabouts of children that would be considered ‘missing’.

16.0    SEXUAL VIOLENCE AND SEXUAL HARASSMENT BETWEEN CHILDREN IN SCHOOLS AND COLLEGES

16.1    It is important that school and college staff are aware of sexual violence and the fact children can, and sometimes do, abuse their peers in this way. When referring to sexual violence we are referring to sexual offences under the Sexual Offences Act 2003 as described below:

16.2 Rape: A person (A) commits an offence of rape if: there is intentional penetration of the vagina, anus or mouth of another person (B) with his penis, B does not consent to the penetration and A does not reasonably believe that B consents.

16.3 Assault by Penetration: A person (A) commits an offence if: s/he intentionally penetrates the vagina or anus of another person (B) with a part of her/his body or anything else, the penetration is sexual, B does not consent to the penetration and A does not reasonably believe that B consents.

16.4 Sexual Assault: A person (A) commits an offence of sexual assault if: s/he intentionally touches another person (B), the touching is sexual, B does not consent to the touching and A does not reasonably believe that B consents.

16.5    The school will utilise the Children who Pose a Risk to Children school safety plan produced by the local authority

https://www.birmingham.gov.uk/download/downloads/id/9504/children_who_pose_a_risk_to_children.doc

 

[ A COPY OF THE FULL SAFEGUARDING POLICY IS AVAILBLE BY E-MAIL OR FROM THE SCHOOL OFFICE ]





 


 

 

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What Ofsted said about us in the latest Inspection May 2018


"Pupils achieve well in this school. Leaders have made important improvements since the

last inspection which have improved the quality of teaching and outcomes for pupils"

"Leaders have high expectations for all pupils. Leaders set demanding targets for the vast majority of pupils."

"The school’s provision for social, moral, spiritual and cultural education has many strengths. Leaders make sure that

pupils are required to represent themselves as role models of their faith, showing courtesy,

understanding and being welcoming to each other and visitors."

"Pupils have positive attitudes to learning. They told inspectors that they enjoy their lessons, find their teachers helpful and see

learning as important to their lives and career aspirations. Throughout the school, inspectors found high levels of commitment to school work.

Pupils quickly settle to their lessons and are often eager when responding to teachers’ questions."

 

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