Safeguarding is defined as:
Child Protection is defined in the Children Act 1989 (s.47) as when a child is suffering or is likely to suffer significant harm. Under statutory guidance and legislation action must be taken to safeguard and promote the child’s welfare.
Heathfield Community School includes students at the Cedar Centre autism base and the SPACE sixth form (Somerset Performing Arts Centre for Excellence)
Designated Safeguarding Lead (DSL) – Nicola Patmore (Assistant Head, Heathfield Community School)
Head Teacher – Hannah Jones (Heathfield Community School)
Safeguarding Member of the Interim Executive Board (equivalent of Safeguarding Governor) – Gale Webb (contact via Julie Taylor, Heathfield Community School)
Chair of Interim Executive Board (equivalent of Chair of the Board of Governor) – Claire Emery (contact via Julie Taylor, Heathfield Community School)
At Heathfield Community School
Heathfield Community School is committed to safeguarding and promoting the welfare of children by:
All action taken by Heathfield Community School will be in accordance with:
This policy should be read in conjunction with the following policies:
Low Level Concerns (about staff) is an appendix to this policy [LLCs Appendix x]
Heathfield School expects that the above policies and procedures, adopted by governing bodies and proprietors, are accessible, understood and followed by all staff.
With regards to safeguarding we will consider our duties under the Equality Act 2010 and our general and specific duties under the Public Sector Equality Duty. General duties include:
Details of our specific duties are published under Heathfield Community School’s equality duty statement, which is available from the school office on request.
We adhere to Children and Young People plan 2019 – 2022 Somerset
https://www.somerset.gov.uk/how-the-council-works/children-and-young-peoples-plan/
Staff are aware of the additional barriers to recognising abuse and neglect in children with Special Educational Needs and Disabilities (SEND). This will be in line with our Special Educational Needs and Disability Policy, which is available from the school office on request.
Heathfield Community School also adheres to the principals of and promotes anti-oppressive practice in line of the United Nations Convention of the Rights of the Child and the Human Rights Act 1998.
This policy will contribute to the safeguarding of children at Heathfield Community School by:
Heathfield Community School is named as a relevant agency in the Local Safeguarding Partnership (Somerset Safeguarding Children Partnership). This policy sets out its statutory duty to co-operate, follow and comply with published arrangements as set out by the Somerset Safeguarding Children Partnership’s professional expectations, roles, and responsibilities
Duties are further outlined in Keeping Children Safe in Education (2022)
Details of our DSL and Deputy DSL are available on the Heathfield Community School website, our newsletters, or the notice board in reception.
The DSL will also:
Duties are further outlined in Keeping Children Safe in Education (2022)
There is a senior board level lead who takes responsibility for the setting’s safeguarding responsibility to ensure that safeguarding and child protection practice, process, and policy (including online safety) is effective and is compliant with legislation, statutory guidance, and Local Safeguarding Partnership arrangements.
Heathfield Community School is dedicated to ensuring that learners are taught about safeguarding, including online safety. We recognise that a one size fits all approach may not be appropriate for all learners, and a more personalised or contextualised approach for more vulnerable learners, victims of abuse and some SEND children might be needed. This is part of a broad and balanced curriculum.
This includes:
Heathfield Community School pays full regard to the safer recruitment practices detailed in ‘Keeping Children Safe in Education’ (2022;)
‘Reasonable force’ refers to the physical contact to restrain and control children using no more force than is needed.’ The use of reasonable force is down to the professional judgement of the staff member concerned and will be determined by individual circumstances and the vulnerability of any child with Special Educational Needs or Disability (SEND) will be considered.
The process around how the setting manages concerns where a professional may pose a risk to learners and our response to low level concerns can be accessed in section 2.8 Allegations of abuse made against professionals.
Staff are aware of the following whistleblowing channels for situations where they feel unable to raise an issue with the senior leadership team or feel that their genuine concerns are not being addressed:
These topics are themes that can impact on children and families, there are specific areas of safeguarding that the setting has statutory responsibilities to address which are hyperlinked:
Additional information about key safeguarding areas can also be found in Keeping Children Safe in Education (2022; Annex B); the NSPCC website – Types of Abuse; And for localised resources for education settings Somerset Safeguarding Children’s Partnership
All staff are clear about recording and reporting concerns to the DSL/DSL deputies in a timely way. In the case a learner is in immediate danger, staff should immediately seek support from the Head Teacher/Deputy Head Teacher who may decide to phone the police.
All staff are aware of and follow the procedures to respond to a concern about a child detailed in Appendix B. This includes responses to child-on-child harm and learners who present with a mental health need.
At Heathfield Community School learners can raise their concerns via any member of staff and they will be treated seriously.
Heathfield Community School is committed to have due regard to relevant data protection principles which allow for sharing (and withholding) personal information as provided for in the Data protection Act 2018 and UK General Data Protection Regulations. This includes how to store and share information for safeguarding purposes, including information which is sensitive and personal and should be treated as ‘special category personal data’.
Staff at the setting are aware that:
There may be times when it is necessary to share information without consent such as:
There are also times when Heathfield Community School will not provide pupil’s personal data where the serious harm test under legislation is met, (by sharing the information the child may be at further risk). When in doubt Heathfield Community School will seek legal advice.
The Data Protection Act 2018 and UK GDPR do not prevent the sharing of information for the purposes of keeping children safe. Fears about sharing information must not be allowed to stand in the way of the need to safeguard and promote the welfare and protect the safety of children.
The DSL and Deputy DSL will regularly review and monitor those students who have been identified as vulnerable. This can include reviewing attendance data, behaviour data, attainment data and safeguarding records. This is to ensure that:
Heathfield Community School will work together with appropriate agencies to safeguard and promote the welfare of children including identifying and responding to their needs. This is in compliance with statutory guidance Working Together to Safeguard Children 2018.
Occasions that warrant a statutory assessment under the Children Act 1989:
Referrals in these cases should be made by the DSL (or Deputy DSLs) to Children’s Social Care in the Local Authority in which that child resides.
Where the child already has a social worker, the request for service should go immediately to the social worker involved or, in their absence, to their team manager. If the child is a child in care, notification should also be made to Somerset’s Virtual School.
Heathfield Community School will co-operate with any statutory safeguarding assessments conducted by children’s social care: this includes ensuring representation at appropriate inter-agency meetings such as integrated support plan meetings initial and review child protection conferences and core group meetings.
When the setting is considering a fixed term exclusion (suspension) or permanently excluding a learner where additional vulnerability is identified it is important that the learner’s welfare is a paramount consideration. The head teacher will consider their legal duty of care when sending a learner home.
Heathfield Community School will exercise their legal duties in relation to their interventions. This includes:
In the event where Heathfield Community School commissions an Alternative Provision we will ensure clear agreement of roles and responsibilities to maintain safeguarding and daily monitoring of attendance arrangements for learners who are not taught on site.
Heathfield Community School will continue to be responsible for the safeguarding of that learner and will make necessary checks on the provider to meet the needs of the learner. Written confirmation from the Alternative provider will be obtained of the checks on staff that we would otherwise perform for our own staff.
A learner missing from education is a potential indicator of abuse or neglect, or maybe an indicator of need for early help support. Staff should follow procedures for unauthorised absence and for dealing with children that go missing from education, particularly on repeat occasions. These should be reported to the DSL and reviewed in line with 2.3 Identifying and monitoring the needs of vulnerable learners.
Heathfield Community School will follow the guidance detailed in Children Missing Education (2016) and Somerset Education Safeguarding Policy for Children Missing Education
This will include notifying the local authority in which the child lives:
Heathfield Community School will notify the Local Authority of every learner where a parent has exercised their right to educate their child at home. Safeguarding concerns should be shared with the Education Safeguarding Service and consideration of whether additional support from children’s services should be made in line with the Children Act 1989.
All staff should recognise that children can abuse their peers (including online). It is important that incidents of abuse and harm are treated under safeguarding policy in conjunction with the behaviour policy. However, concerns regarding the welfare of learners requires process and records to be kept on the child’s safeguarding/child protection file.
Further examples of child-on-child harm this can be found under section 1.9 Key Safeguarding Areas. It is recognised that child-on-child abuse can happen inside and outside of school/college or online.
At Heathfield Community School
There are clear systems in place (which are well promoted, easily understood and easily accessible) for learners to confidently report abuse knowing their concerns will be treated easily as reflected in section 2.1 Reporting a concern of this policy. Heathfield Community School will handle initial reports of harm by:
Reference to Keeping Children Safe in Education (2022) guidance should be made in relation to taking protective action. Heathfield Community School will take the following actions when responding to incidents of sexual violence and sexual harassment:
Heathfield Community School will minimise the risk of child-on-child abuse by taking a contextual approach to safeguarding by increasing safety in the contexts of which harm can occur – this can include the school environment itself, peer groups and the neighbourhood.
Following any incidents of child-on-child harm, the DSL/Deputies will review and consider whether any practice or environmental changes can be made in relation to any lessons learned. This can include making changes to staffing and supervision, making changes to the physical environment and considering the utilisation and delivery of safeguarding topics on the curriculum.
Further information can be found in the school’s Child-on-Child Abuse policy.
Staff must report any concerns or allegations about a professional’s behaviour (including supply staff, volunteers, and contractors) where they may have:
This should be read in conjunction with the staff code of conduct and Keeping children Safe in Education (2022,). A low-level concern is not insignificant. This process should be used in events where a concern about professional conduct does not meet the threshold set out at the beginning of this section.
The setting provides a clear procedure for sharing low level concerns. These will be shared with the Head Teacher
Schools and colleges have an important role to play in supporting the mental health and wellbeing of their learners. Mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation, and or may require early help support.
Heathfield Community School will commit to undertake the following.
Heathfield Community School will ensure that preventative measures in terms of providing safeguarding on the curriculum will provide opportunities for learners to identify when they may need help, and to develop resilience.
The setting will take a ‘whole school approach’ to:
Online safety is an integrated and interwoven theme with other safeguarding considerations. The DSL liaises with the appropriate curriculum leaders and Personal Development lead to ensuring that interventions are in place and are effective. This means coordinating support and engaging with other colleagues in the setting who may have more technological expertise such as the IT manager.
Heathfield Community School is committed to addressing online safety issues around content, contact, conduct and commerce. This includes:
Children’s Social Care and/or the Police should be contacted out of normal office hours (i.e. evenings and weekends).
When a child tells me about abuse they have suffered, what must I remember?
NB It is not education staff’s role to seek disclosures. Their role is to observe that something may be wrong, ask about it, listen, be available and try to make time to talk.
Recognise – Respond – Reassure – Refer – Record
The Department for Education’s Tackle Child Abuse campaign has accessible videos to watch https://tacklechildabuse.campaign.gov.uk/
Abuse and neglect are defined as the maltreatment of a child or young person whereby someone may abuse or neglect a child by inflicting harm, or by failing to prevent harm. They may be abused by an adult or adults or by another child or children.
All school and college staff should be aware that abuse, neglect and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases multiple issues will overlap with one another. For children with Special Educational Needs and Disabilities (SEND) additional barriers can exist when identifying abuse and neglect, these include:
To address these additional challenges, schools and colleges should consider extra pastoral support for children with SEND (KCSIE, 2022).
The following are the definition of abuse and neglect as set out in Working Together to Safeguard Children (2018) however, the ultimate responsibility to assess and define the type of abuse a child or young person may be subject to is that of the Police and Children’s Services – our responsibility is to understand what each category of abuse is and how this can impact on the welfare and development of our children and where we have concerns that a child or young person may be at risk of abuse and neglect (one or more categories can apply) to take appropriate action as early as possible.
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.
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 caregivers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.
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.
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 (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.
General or national guidance will not be included here. A summary of specific duties are in Keeping Children Safe in Education 2022 Annex B and Access to local guidance can be found in Appendix A of this document.
In recognition that the threshold of child protection is ‘likely to suffer’ significant harm, Heathfield Community School may need to make a referral to children’s social care. Where possible, this will involve notifying the parent/carer if it does not place the learner at further risk of harm. In all other circumstances information will be shared in line with section 2.2 Information Sharing.
It is also important to recognise the importance of liaising with other education settings who may have siblings attending. It is likely that they may hold additional information which will support early identification of harm and in turn develop your assessment of need.
Child Exploitation – both Child Sexual Exploitation (CSE) and Child Criminal Exploitation (CCE)
Heathfield Community School will ensure that early help intervention is provided as soon as a concern of exploitation is identified. Discussion and advice will be sought from targeted services to consider what support may be available. The learner and their families will be part of any planning and interventions.
Domestic Abuse
Operation Encompass is a national operation where local police forces notify when the police are called to an incident to domestic abuse. Avon and Somerset have their own version of this and will notify education settings through the Education Safeguarding Service whenever they have responded to a domestic abuse incident. This will enable the education setting to take proactive action and reasonable adjustments in relation to behaviour management and achieving positive educational outcomes. When a setting is concerned about the amount of police notifications they receive or disclosures of domestic abuse they should consider seeking further advise and completing an Early Help Assessment or DASH to support the family.
Female Genital Mutilation
Mandatory reporting duty: Click here for government guidance
This is a legal duty for all professionals undertaking teaching work to report known cases of FGM to the police via 101. This is when they:
These cases must be referred to the DSL who will support them to carry out their duty. It is also advised any referrals made to the police under the mandatory reporting duty is followed up with children’s social care, so an assessment of need and support is concurrently considered.
Online Safety
Mental health – linked to section within main body of this policy
Child on Child Abuse – linked to section within main body of this policy.
Serious Youth Violence
To be read in conjunction with the above section around Child Criminal Exploitation. There has been local guidance issued on the issue of ‘Offensive Weapons in Education Settings’.
It is important to note that should a weapon be used or there is threat of use, the police should be called immediately.
Preventing Radicalisation – The Prevent duty
All schools and colleges are subject to a duty under section 26 of the Counterterrorism and Security Act 2015 (the CTSA 2015), in the exercise of their functions, to have “due regard109 to the need to prevent people from being drawn into terrorism”.110 This duty is known as the Prevent duty.
The Prevent duty should be seen as part of schools’ and colleges’ wider safeguarding obligations. Designated safeguarding leads and other senior leaders should familiarise themselves with the revised Prevent duty guidance: for England and Wales, especially paragraphs 57-76, which are specifically concerned with schools (and also covers childcare).
The guidance is set out in terms of four general themes:
Private Fostering
A private fostering arrangement is one that is made privately (without the involvement of a local authority) for the care of a child:
Cases of private fostering arrangements must be reported to children’s social care to ensure that needs are adequately made.
Statutory guidance states that this should be done at least 6 weeks before the arrangement is due to start or as soon as you are made aware of the arrangements. Not to do so is a criminal offence.
Further support and reasonable adjustments should be made by the education setting to promote achievement of positive educational outcomes.
Young Carers
A young carer is a person under 18 who regularly provides emotional and/or practical support and assistance for a family member who is disabled, physically or mentally unwell or who misuses substances.
Addendum 1 – January 2021
This addendum outlines the safeguarding arrangements for remote learning and also a summary of any key COVID-19 Mitigation Planning, safeguarding and child protection changes
All leaders and including Governors will ensure that they will also keep up to date with changing National and Local arrangements: https://www.gov.uk/coronavirus
Vulnerable children have been identified by the safeguarding and pastoral teams, as defined by the latest government guidance found here: Children of critical workers and vulnerable children who can access schools or educational settings – GOV.UK (www.gov.uk)
A list is held by the Designated Safeguarding Lead.
All students identified as vulnerable have been offered a place in school. If this has been declined, school has liaised with additional services (e.g. Children’s Social Care and Family Intervention Service). In addition these students have an increased level of regular home contact if they are working from home.
All students not in school are being seen at least weekly in live lessons or contacted via phone at least fortnightly (or weekly if not seen in live lessons/tutor time).
We have aimed to adopt an approach of maintaining contact with children and their families who are not in school, managing a balance of reaching out to children and families when in school and to those not in school, and any new arrangements for pastoral provision e.g.- live tutor sessions are running, along with weekly assemblies.
The Designated Safeguarding Lead (DSL) and two Deputy Designated Safeguarding Leads (DDSL) are present on the school site on a rota which covers the week and which has been published to all staff and is readily available. There are at least 2 members of the safeguarding team on site each day (this is half of our practitioners on site with about 10% of the school’s students on site). The rest of the safeguarding team are working remotely due to Covid restrictions, but are available to come into school at any time if needed.
We expect that our vulnerable children who have a social worker and children with an EHCP will attend our school so long as they do not have underlying health conditions that put them at severe risk.
Where a parent/carer does not want to bring their child to an education setting, and their child is considered vulnerable, we will agree with the Social Worker who will explore the reasons for this directly with the parent and wherever possible encourage attendance. This will include children with EHCP plans and we will liaise with the SEND Team. Any discussions will be communicated to the Social Worker.
If we must close our provision and we have children attending with a Social Worker, we will liaise with other provision in our area to see if they are open and if the child/ren can attend. We will then update the Social Worker and use contingency arrangements for information sharing and recording whilst the child is in the alternative setting.
We will ensure where possible that we have joint discussions with the Social Worker around reasons for any non-attendance and the risk this poses to the safeguarding and welfare of the child. Through this discussion we can plan any next steps to try and ensure the welfare of the child.
When parents/carers are considering Home Education and or have taken a decision to remove the child from our roll, we encourage an open line of communication and will arrange a discussion with the family. In doing this we will inform them of their legal duties and that they will be expected to provide a full-time suitable education. We will also explain that as part of the procedure for wanting to pursue Home Education, we will notify the Local Authority of their decision and the Local Authority will need to make further enquiries directly with them.
If this decision relates to COVID-19 and there are concerns about the physical or mental health of the child or other family member, we will try and continue to offer reassurances about the measures we have taken to protect their health and wellbeing.
The DfE has published advice for parents/carers considering Elective Home Education (EHE). It sets out clearly, the implications of withdrawing children from school for the purposes of home education. We will in our discussion with parents/carers hand out information and provide this link where the option of EHE is explored:
https://www.gov.uk/government/publications/elective-home-education
This School/College is operating a mixture of In-School and Home Learning. In teaching face to face or in a virtual classroom it is important that we take steps to ensure children are protected.
Safeguarding and Child Protection remains as important in this environment as anywhere else, and our School will apply the School’s Safeguarding and E-Safety Guidance to Remote Learning, just as they would to classroom working. Staff who become aware of any Child Protection concerns will continue to follow the school’s safeguarding procedures and the local Somerset Childrens Safeguarding Procedures.
When staff work remotely, we will ensure that the School’s Child Protection and Safeguarding Policy is adhered to, and the Managing Allegations Against Staff, Carers and Volunteers policy is followed.
Updated National Guidance provided by the DfE can be found on the following link:
https://www.gov.uk/guidance/safeguarding-and-remote-education-during-coronavirus-covid-19#virtual-lessons-and-live-streaming
Safeguarding our Children at a Time of Significant Demand
What Do We Know?
Between March and September 2020, many children and young people were not seen in their day care or school settings. We know that the lived experiences of children, young people and their families throughout the lockdown period may have been very different to normal; greater contact with family members and household pressures such as employment, financial concerns, home schooling and health, potentially contributing to an increase in domestic abuse and other concerns such as parental mental health and substance abuse and family breakdown.
Children and young people are also likely to have had increased access to the internet, prompting concerns about an increase in online abuse and exploitation.
As children and young people begin to return to day care or school settings there is an understandable anxiety that significant concerns may come to light about their experiences over the last six months, and there is a need to ensure that children and families are able to access the appropriate level of help for their needs.
The messages from the data we have collected and analysed are clear; demand on all services will increase and all services must identify how they will respond, both individually and in coordination with other agencies.
Responding to Emerging Concerns – Essential Questions to Ask
Circumstances for children and young people can be complex. Key to decision making will be your analysis of what you know and whether any new information which has been shared by the child, young person or about them raises specific concerns about abuse or neglect.
You can also use the specific sections of the SSCP Somerset Safeguarding Children Partnership Safeguarding Procedures to guide you through the process of making a referral.
Nicola Patmore
4th January 2021
Addendum 2 – March 2021
This addendum outlines the safeguarding arrangements for the return to full school opening following a period of national lockdown
Schools reopen nationally on Monday 8th March 2021
Temporary Policy Addendum:
COVID-19 school closure arrangements for Safeguarding and Child Protection at
Heathfield Community School
This Policy addendum is effective from 8th March 2021
School Name: Heathfield Community School
Policy owner: Nicola Patmore – Designated Safeguarding Lead / Deputy Head
Date: 09/03/21
Date shared with staff & Governing Body: 10/3/21
Approved by the Governing Board:
Context
On Monday 22nd February 2021, The Prime Minister announced the government’s roadmap to cautiously ease lockdown restrictions in England. This included a direction that from 8 March 2021, all pupils should attend school.
Heathfield Community School will continue to have regard to the statutory safeguarding guidance keeping children safe in education (as amended, Jan 2021).[1]
We will ensure that where we care for children on site, we have appropriate support in place for them.
We will take advice and work with the local safeguarding partners.
We will refer to the Government guidance for education and childcare settings on how to implement social distancing and continue to follow the advice from Public Health England on handwashing and other measures to limit the risk of spread of coronavirus.
This addendum of the Heathfield Community School Safeguarding and Child Protection policy contains details of our individual safeguarding arrangements in the following areas:
Context……………………………………………………………………………………………………………
Vulnerable children…………………………………………………………………………………… 37
Attendance monitoring……………………………………………………………………………. 38
Reporting a concern…………………………………………………………………………………. 39
Safeguarding Training and induction……………………………………………………… 39
Safer recruitment/volunteers and movement of staff…………………………… 40
Volunteers…………………………………………………………………………………………………. 40
Children and online safety away from school and college……………………. 40
Supporting children not in school as they are following clinical or public health advice related to coronavirus (COVID-19…………………………………… 41
Supporting children in school…………………………………………………………………. 41
Elective Home Education (EHE)……………………………………………………………….. 42
Contingency planning………………………………………………………………………………. 43
Key contacts
Remain as per the School Safeguarding Policy.
Vulnerable children and young people include those who:
Heathfield Community School will continue to work with and support children’s social workers to help protect vulnerable children. This includes working with and supporting children’s social workers and the local authority virtual school head (VSH) for looked-after and previously looked-after children. The lead person for this will be: Nicola Patmore – Safeguarding Lead / Deputy Head.
In circumstances where a parent is hesitant about or does not want to bring their child to an education setting, and their child is considered vulnerable, the social worker and Heathfield Community School will explore the reasons for this directly with the parent.
Where parents are concerned about the risk of the child contracting COVID19, Heathfield Community School or the social worker will talk through these anxieties with the parent/carer following the advice set out by Public Health England.
Heathfield Community School will encourage all pupils to attend a school.
We expect all pupils to attend school.
Parents or carers are expected to contact the school on the first day of the illness and inform us of the reason for absence so that the correct attendance codes can be used in every case of absence.
We expect parents or carers to make contact to make us aware of the status of any COVID-19 tests that have become necessary and to update the school on the welfare of the pupil.
From 8th March 2021, we will record attendance in accordance with the Education (Pupil Registration) (England) Regulations 2006 (as amended)[3] for all pupils.
A small number of pupils will still be unable to attend in line with public health advice to self-isolate because they:
The advice for pupils who have been confirmed as clinically extremely vulnerable is to shield and stay at home as much as possible until further notice. They are advised not to attend school while shielding advice applies nationally.
For children self-isolating or quarantining or shielding – we will use code X.
In compliance with the Remote Education, Temporary Continuity Direction[4] will provide remote education to pupils who are unable to attend school because they are complying with government guidance or legislation around coronavirus (COVID-19).
Also, we will offer pastoral support to pupils who are:
The Department for Education expects schools to grant applications for leave in exceptional circumstances. This should be recorded as code C (leave of absence authorised by the school) unless another authorised absence code is more applicable.
Where pupils are not able to attend school, as they are following clinical or public health advice related to coronavirus (COVID-19), the absence will not be penalised.
Where staff have a concern about a child, they should continue to follow the process outlined in the school Safeguarding Policy, this includes making a report via CPOMS, which can be done remotely via this website www.heathfieldcommunity.cpoms.net
Staff are reminded of the need to report any concern immediately and without delay. If staff are concerned about the immediate safeguarding of a student please speak in person with one of the safeguarding team, either by visiting the SafeHub or phoning one of the safeguarding team (see phone numbers on school list, Samm Barge is safeguarding administrator and can be reached on 01823 428926 (internal number 5926).
Where staff are concerned about an adult working with children in the school, they should report the concern directly to the headteacher.
All existing school staff have had safeguarding training and have read part 1 of Keeping Children Safe in Education (2020). The DSL will communicate with staff any new local arrangements, so they know what to do if they are worried about a child.
Where new staff are recruited, or new volunteers enter Heathfield Community School, they will continue to be provided with a safeguarding induction.
Upon arrival, all new staff must work through the induction app, which includes reading the safeguarding & child protection policy, confirmation of school processes and confirmation of DSL arrangements.
When recruiting new staff, Heathfield Community School will continue to follow the relevant safer recruitment processes for their setting, including, as appropriate, relevant sections in part 3 of Keeping Children Safe in Education (2020) (as amended, Jan 2021).
Where Heathfield Community School are utilising volunteers for the purpose of testing, we will continue to follow the checking and risk assessment process as set out in paragraphs 167 to 172 of KCSIE.
Under no circumstances will a volunteer in respect of whom no checks have been obtained be left unsupervised or allowed to work in regulated activity. [5]
Heathfield Community School may use volunteers to assist in handing out and securing COVID-19 test kits to students and staff members. Other duties may be required such as building test kits, cleaning down areas and directing people.
Volunteers who, on an unsupervised basis provide personal care on a one-off basis in Heathfield Community School, will be in regulated activity. This means that if a volunteer is administrating a COVID-19 test whilst un-supervised, they will be in regulated activity and therefore require an Enhanced DBS with Barred List check.
Existing volunteers in regulated activity do not have to be re-checked if they have already had a DBS check (which includes barred list information).
Supervision must be:
In appointing volunteers, the school will continue to follow safer recruitment processes.
It is important that all staff who interact with children, including online, continue to look out for signs a child may be at risk. Any such concerns should be dealt with as per the Child Protection Policy and where appropriate referrals should still be made via the DSL/deputy dSL to children’s social care and as required, the police.
Online teaching should follow the same principles as set out in the school’s code of conduct.
Heathfield Community School will ensure any use of online learning tools and systems is in line with privacy and data protection/GDPR requirements.
Below are some things to consider if there are virtual lessons, especially where webcams are involved:
Further details about recording live lessons and retention of such recordings can be found in our GDPR and online learning policy and procedure documents.
Supporting children not in school as they are following clinical or public health advice related to coronavirus (COVID-19)
Heathfield Community School is committed to ensuring the safety and wellbeing of all its Children and Young people.
Where the DSL has identified a child to be on the edge of social care support, or who would normally receive pastoral-type support in school, school should ensure that a robust communication plan is in place for that child or young person.
The communication plans can include remote contact, phone contact, door-step visits. Other individualised contact methods should be considered and recorded.
Heathfield Community School will work closely with all stakeholders to maximise the effectiveness of any communication plan.
This plan must be reviewed regularly and where concerns arise, the DSL will consider any referrals as appropriate.
Heathfield Community School recognises that school is a protective factor for children and young people, and the current circumstances, can affect the mental health of pupils and their parents/carers.
Teachers at Heathfield Community School need to be aware of this in setting expectations of pupils’ work where they are at home.
Heathfield Community School is committed to ensuring the safety and wellbeing of all its students.
Heathfield Community School will continue to be a safe space for all children to attend and flourish.
Heathfield Community School will refer to the Government guidance for education and childcare settings on how to implement social distancing[6] and continue to follow the advice from Public Health England on handwashing and other measures to limit the risk of spread of COVID-19.
Heathfield Community School will ensure that where we care for children of critical workers and vulnerable children on site, we ensure appropriate support is in place for them.
Heathfield Community School will ensure that appropriate support is offered and signposted to all students with respect to their mental health.
Heathfield Community School will encourage parents to send their children to school, particularly those who are vulnerable.
Where an application is made, Heathfield Community School will consider whether a parent’s decision to educate at home gives greater cause for concern compared to remaining in school.
Where we feel that there is additional cause for concern the designated safeguarding lead will then consider making a referral to the local authority in line with existing procedures. This will happen as soon as Heathfield Community School becomes aware of a parent’s intention, or decision, to home educate.
Heathfield Community School will work with local authorities and, where possible, coordinate meetings with parents to seek to ensure EHE is being provided in the best interests of the child.
If a parent wants to admit their child to Heathfield Community School, we will follow our normal processes for in-year admissions applications.
Heathfield Community School will ensure that for individuals or groups of self-isolating pupils and pupils who are shielding, we follow government guidance related to coronavirus (COVID-19), remote education plans.
Heathfield Community School will continue to operate as normally as possible. In the event that restrictions in schools are needed to help contain the spread of the virus, we will refer to the contingency framework[7], which has been updated and outlines how schools should operate in the event of any restrictions.
[1] https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/954314/Keeping_children_safe_in_education_2020_-_Update_-_January_2021.pdf
[2] https://www.legislation.gov.uk/ukpga/1989/41/section/17
[3] https://www.legislation.gov.uk/uksi/2006/1751/contents/made
[4]https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/923539/Remote_Education_Temporary_Continuity_Direction_-__Explanatory_Note.pdf
[5] Paragraph 183. Keeping Children Safe in Education (2020) (as amended, Jan 2021) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/954314/Keeping_children_safe_in_education_2020_-_Update_-_January_2021.pdf
[6]https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/963541/Schools_coronavirus_operational_guidance.pdf
[7] https://www.gov.uk/government/publications/coronavirus-covid-19-contingency-framework-for-education-and-childcare-settings/contingency-framework-education-and-childcare-settings-excluding-universities
Child on Child Abuse has recently been renamed by the government, having previously been termed Peer-on-Peer Abuse. This change was made to reflect that effected children could be of different ages and not necessarily ‘peers’. Some documents will still have the term ‘Peer-on-peer’ for example the NSPCC and Ofsted reports, but they mean the same as Child-on-Child abuse.
NSPCC Protecting children from peer-on-peer sexual abuse – Last updated : 16 April 2021
Protecting children from peer-on-peer sexual abuse | NSPCC Learning
(NSPCC, 2018)
It can take place in spaces which are supervised or unsupervised. Within a school context, for example, peer-on-peer sexual abuse might take place in spaces such as toilets, the playground, corridors and when children are walking home (Contextual Safeguarding Network, 2020).
As children develop healthily, it’s normal for them to display certain types of sexualised behaviour. It’s important that adults who work or volunteer with children can identify if any sexualised behaviour has become harmful or abusive and respond proportionally to keep all the children involved safe.
We’ve put together some principles of best practice to help you recognise and respond to peer-on-peer sexual abuse. It includes information on:
This information will be helpful for anyone who works or volunteers with children and young people – including in schools, healthcare, youth clubs, community groups and childcare
Protecting children from peer-on-peer sexual abuse | NSPCC Learning
Children’s understanding of peer-on-peer sexual abuse
Children may not always understand that they have experienced or carried out peer-on-peer sexual abuse. This might be because:
You should balance the duty to safeguard the child who has experienced abuse with the need to support the child who has displayed harmful sexual behaviour.
Children who witnessed the abuse or are friends of those involved may also be affected and need support. Each incident of or concern about peer-on-peer abuse will be different: you should gather all the facts, assess any risks and make decisions on a case-by-case basis. This will help you understand who needs to be involved to make sure all children are appropriately protected and supported.
Any child who has experienced or been involved in sexual abuse in a school setting can contact our Report Abuse in Education Helpline on 0800 136 663 or by emailing [email protected].
> Read our information about best practice on managing allegations made against a child
Organisations and individuals that work with children have a responsibility to keep them safe. It’s important to create a healthy and safe environment for all children and young people and challenge societal norms that may allow peer-on-peer sexual abuse to take place.
Your safeguarding and child protection policies and procedures should include information about peer-on-peer sexual abuse. You should share these with everyone in your organisation, as well as parents and carers. This will help adults understand what they need to do to prevent and tackle peer-on-peer sexual abuse.
You might find it helpful to create a version of your policies and procedures that are suitable for children and young people.
Sharing this information may:
You should also have codes of conduct which clearly set out what behaviour is and is not appropriate for adults and children. This will help make sure young people know what behaviour is suitable for your setting and what the consequences will be if they breach the rules.
Children might not feel able to talk to adults about peer-on-peer sexual abuse. But there are things you can do to make it easier.
(Contextual Safeguarding Network, 2020)
You should think about how you can make your organisation’s environment safe for children and young people. To start with, you could identify any locations where there are concerns about peer-on-peer sexual abuse taking place. This might include toilets, unsupervised corridors and areas that are poorly lit or hidden from adult view. Think about what you can do to make these places safer – for example, increasing supervision levels in certain areas or improving lighting.
> Find out about creating safer environments for children and young people
It’s important to talk with children and young people about peer-on-peer sexual abuse. It’s good practice for all organisations that work with children to have discussions about sex and healthy relationships. In schools, lessons on relationships, sex and sexuality are a good way of helping children learn about topics such as appropriate sexual behaviour, trust, consent, boundaries and responsibility.
Topics you can discuss include:
(Department for Education (DfE), 2018; DfE, 2020).
Explain what peer-on-peer sexual abuse is and what it may look like. This may help children understand if they have seen or experienced abuse. Make sure they know who they can talk to if they are concerned about anything or have experienced something upsetting.
Childline has produced age-appropriate information and advice for children and young people about sexual abuse, which includes information about peer-on-peer sexual abuse. You may want to signpost children to Childline for support or use some of these examples to help start a conversation.
Make sure all the adults in your organisation are trained to recognise and respond to peer-on-peer sexual abuse. This will help them understand what is normal, inappropriate or abusive sexual behaviour and what action to take.
Support resources for students
Resources for student victims
Support from specialist sexual violence sector organisation
Recommended by DfE via Document – Sexual violence and sexual harassment between children in schools and colleges. May 2018
Home | Rape Crisis England & Wales
The Survivors Trust
Resources for student victims
Support from specialist sexual violence sector organisation
NSPCC helpline* can be contacted on 0800 136 663, or by emailing [email protected].
Helpline for people who have experienced sexual abuse in education settings launched
2021 – on school website
Resources for school staff
Support from specialist sexual violence sector organisation
Recommended by DfE via Document – Sexual violence and sexual harassment between children in schools and colleges. May 2018
The Anti-Bullying Alliance has developed guidance for schools about preventing and responding to sexual bullying. Preventing sexual bullying | Anti-Bullying Alliance –
Resources for student victims
SARSAS
0808 801 0456*
HOPELINEUK is a confidential support and advice service for children and young people under the age of 35 who are experiencing thoughts of suicide, or anyone concerned that a young person could be thinking about suicide. or
0808 801 0456
0808 801 0464
Email: [email protected]
Providing support to anyone who has experienced rape or any kind of sexual assault or abuse at any time in their lives.
Resources for student victims
Papyrus Trust
Call: 0800 068 4141
Text: 07860 039 967
Email: [email protected]
Papyrus Trust runs HOPELINEUK which is a confidential support and advice service for children and young people under the age of 35 who are experiencing thoughts of suicide, or anyone concerned that a young person could be thinking about suicide.
