Safe and well: Good practice in schools and education authorities for keeping children safe and well

Children's Charter

Get to know us
Speak with us
Listen to us
Take us seriously
Involve us
Respect our privacy
Be responsible to us
Think about our lives as a whole
Think carefully about how you use information about us
Put us in touch with the right people
Use your power to help
Make things happen when they should
Help us be safe

The Pledge to Children - Children will:

Get the help they need when they need it
Be seen by a professional such as a teacher, doctor or social worker to make sure children are all right and not put at more risk
Be listened to seriously, and professionals will use their power to help children
Be able to discuss issues in private, if and when children want to
Be involved with children and help them understand decisions made about their lives
Provide children with a named adult to help them

Professionals (including school staff) will:

Share information to protect children
Minimise disruption to other parts of children's lives
Work together effectively on children's behalf
Be competent, confident, properly trained and supported
Rigorously monitor services to continually improve how and what is done to help children

Children should get the help they need when they need it.

Schools should consider how the Charter for Children is enacted in their day-to-day work and, when children need help and support, how the Pledge to Children is fulfilled.

National Framework for Standards - Protecting Children and Young People

Standard 1 Children get the help they need when they need it

Standard 2 All professionals, including school staff, take timely and effective action to protect children

Standard 3 All professionals, including school staff, ensure children are listened to and respected

Standard 4 All agencies and professionals, including schools and school staff, share information about children when it is necessary to protect them

Standard 5 All agencies and professionals, including schools and school staff, work together to assess needs and risks and develop effective plans

Standard 6 All professionals, including school staff, are competent and confident

Standard 7 All agencies, including schools, work in partnership with members of the community to protect children

Standard 8 All agencies, individually and collectively, including schools and their partners, demonstrate leadership and accountability for their work and its effectiveness

The national framework for standards is

for all staff who come into contact with children;

for all children and their families and especially those within the child protection system; and for all staff who work particularly with children and families within the child protection system.

The strategic and general principles described in the 8 standards set out minimum expectations and provide a means for schools and school staff to assess their own performance.

The national framework for standards is the means by which the Charter for Children will be delivered.

Staff in all professions working with children should work to these standards.

1. Introduction - helping children and young people stay safe and well

Every adult in Scotland has a role in ensuring all our children and young people live safely and can reach their full potential. Teachers and school staff provide support to children and young people in their daily work and have a vital role in protecting children and young people from harm.

School staff must be effectively prepared and supported for their role. Any action in response to a child or young person's need for help and support, or action to protect them, must be properly co-ordinated in schools.

Schools must have appropriate policies and practices that help to keep children and young people safe and well. Schools should also provide appropriate learning opportunities that enable children to develop the skills to protect themselves and make positive and safe life choices.

This handbook is a guide for School Child Protection Co-ordinators ( CP Co-ordinators) and senior managers in schools to support their development of effective practice in schools. Although the term 'school' is used throughout, it applies equally to other services provided by education authorities to children and young people, such as outreach teaching services, home-school services, educational psychology services and off-site provision. Approaches in these services should focus on helping children and young people to be safe and well, and supporting children and young people when there are concerns.

Throughout this document the term 'parent' should be taken to mean a child or young person's parent, guardian or carer.

Schools and authorities should regularly monitor and review their procedures for protecting children. HMIE will also review policies, practices and procedures as part of their inspection programme.

Help children and young people stay safe and well.

2. The role of the Child Protection Co-ordinator

The role of the Child Protection Co-ordinator flow chart

Information

Help all staff to maintain an awareness of child protection issues and to know when and how to refer to the CP Co-ordinator
Ensure school-based information on care and welfare and child protection issues is up to date and easy to find
Provide advice to staff on aspects of their day-to-day work in which care and welfare and child protection issues may need to be considered ( e.g. planning trips or other issues in the Safe and Well A-Z)

National Framework Standard 6 requires that professionals are competent and confident.

Communication

Be the first contact for staff who hear a disclosure or identify child protection concerns
Follow through notifications by staff as described in 'Responding to Concerns' (see page 33)
Liaise with other agencies to support investigations, court proceedings, child supervision requirements and case reviews
Liaise with school staff to ensure appropriate support to children, young people and parents affected by care and welfare and child protection issues
Liaise with the designated senior manager to ensure appropriate support to staff affected by care and welfare and child protection issues

National Framework Standard 2 requires that professionals take timely and effective action to protect children.

National Framework Standard 5 requires that agencies and professionals work together to assess needs and risks and develop effective plans.

Recording and reporting

Ensure appropriate measures for the secure storage of information on children and young people and child protection information concerning individuals, in partnership with staff responsible for personal support for children and young people

National Framework Standard 4 requires that agencies and professionals share information about children when it is necessary to protect them.

The qualities required of the CP Co-ordinator are:

Accessibility and readiness to listen
Empathy with children and young people
Clear thinking and ability to be objective
Good record keeping and report writing skills
Prepared to seek advice and draw on others' experience
Familiar with the roles of other professionals who work with children and young people and who are concerned with child protection
Determination

Designating a CP Co- ordinator

Schools should bear in mind:

Designation of a member of staff who is not the headteacher or a member of the school management team, does not preclude the involvement of the head or a senior manager (see role of headteacher and senior managers, page 12)
Designating this role to a member of staff other than the headteacher enables a 'two heads are better than one' approach to reflection and clear thinking
The role is closely aligned to personal support for pupils and the staff member may effectively lead on both child protection and pastoral care if there is sufficient capacity; or it may be integrated into the pastoral care system of the school
Complex child protection cases can be time consuming and long term. It may not be realistic for headteachers to shoulder all of the responsibility for these as well as other issues
Having more than one member of staff able to lead on child protection issues provides a safeguard during those times when there is staff absence
The CP Co-ordinator role may be shared among a number of small schools. However, all schools should have a member of staff familiar with processes involved in responding to concerns.
Single-teacher schools should consider with their education authority appropriate preparation and support for care and welfare and child protection issues
Staff in the CP Co-ordinator role should be regularly released for training and refresher courses, and particularly multi-agency training or work shadowing
CP Co-ordinator will require time to respond to child protection issues when these arise, and to support and de-brief other school staff supporting the child
Line management of CP Co-ordinator must account for the emotional demands on staff dealing with sensitive issues, as well as the practical demands
No single individual can protect children by acting alone. It is the sharing of information, collective thinking and collaborative action that enables decisions to be made in the best interests of children

No single individual can protect children by acting alone.

3. The role of the Headteachers and Senior Managers

A positive, caring school ethos

Convey the importance of care and welfare and child protection to all staff and make a visible commitment in the school to child protection, through prevention as well as responding to children's and young people's needs
Ensure children, young people and parents have information and understand the school's procedures on care and welfare and child protection, and that staff can be approached at any time
Ensure a climate in which there are mutually trusting and respectful relationships between staff, children and young people, and parents

National Framework Standard 1 requires that children get the help they need when they need it.

National Framework Standard 3 requires that professionals ensure children are listened to and respected.

Policies and development planning

Review with all staff the school's policies and procedures for care and welfare and child protection on a regular basis
Ensure the School Development Plan sets objectives for implementation of child protection procedures and training
Ensure the school curriculum reflects a progressive approach to enable children and young people to develop their skills to respect others, to protect themselves, and develop their resilience to recover from adverse events
Undertake strategic development of relationships with partner agencies in order to reach compatible policies and procedures on care and welfare and child protection
Ensure that contracts with service providers and other services used by the school reflect appropriate consideration of care and welfare and child protection

National Framework Standard 7 requires that agencies work in partnership with members of the community to protect children.

Staff preparation and support

Ensure training for all staff on child protection is given appropriate priority
Ensure recruitment and induction procedures give due regard to child protection
Ensure support and de-briefing for staff involved in child protection cases

Accountability

The headteacher must maintain an overview of any information received by the CP Co-ordinator, decisions on recording and referral, subsequent liaison with other agencies during investigation, proceedings and action planning to support children and young people
Develop the school's response to the needs of other children and young people following child protection action; develop a communication strategy if necessary
Undertake appropriate action in conjunction with the authority's Child Protection Officer when there are concerns or allegations about a member of school staff
If there is no designation of another staff member to the CP Co-ordinator role, the requirements of that role must be fulfilled by the headteacher or senior manager
The headteacher is ultimately accountable for the school's actions in response to child protection concerns and its activities to keep children safe and well

National Framework Standard 8 requires that agencies, individually and collectively, demonstrate leadership and accountability for their work and its effectiveness.

The headteacher is ultimately accountable for the school's actions in response to child protection concerns and its activities to keep children safe and well.

4. Role of school staff

Every school should ensure that all staff are:

aware of their role in helping to keep children and young people safe and well
trained in seeing signs that children and young people need support, are at risk, are suffering neglect or being abused
understand their responsibility to explain to children and young people that they must pass on information when they believe children and young people are at risk of harm
know who to contact when they have concerns or hear allegations
feel supported to contribute to the school's role in taking action or supporting children and young people following identification of concerns
helped to ensure their work is properly carried out in ways that prevent harm to children and young people and maintain the safety and wellbeing of all involved (see Safe and Well A-Z)

Enhancing communication in school

Schools which take a broad and inclusive view of their school team and harness the skills and experience of a wide range of individuals in helping to keep children and young people safe and well, will respond effectively to their concerns. Children and young people may act differently in different parts of the school or during different parts of the school day. The observations of non-teaching staff can provide a different perspective on children's and young people's wellbeing. Children and young people may make their own choice of which adult to confide in. Involving all adults in the school ensures that the trust placed in one adult by a child or young person can be honoured by the school in the most sensitive and effective way.

The whole school team:

janitor; school meal staff; breakfast club staff; playground supervisor; support assistant; clerical staff; home-school link staff; teacher; student; technical assistant; school nurse; visiting specialists; behaviour/learning support staff; youth workers; out of school care staff; staff from partner agencies; school crossing patrollers; school transport staff; parent helpers; school librarian; careers advisor

All staff should be aware that they have the same power as any other individual to pass information direct to the social work department or the police, if they feel they would prefer not to pass their concerns to the CP Co-ordinator. An open and positive attitude conveyed to staff about the range of routes by which an adult can pass on their concerns, helps to confirm that the school's first priority is to keep children and young people safe and well.

Some staff, particularly those living in the communities served by the school, may fear reprisal for their role in identifying concerns. It is essential that all staff are aware of how the school will manage information and support staff.

Sensitive information sharing

While it is essential that there is information brought to the attention of the CP Co-ordinator from a wide range of sources, schools must consider carefully which staff are informed of investigations or action concerning a child or young person. However, it is appropriate to ensure all staff are aware when a child may need extra care and support, without necessarily being provided with full details of why this is required.

Staff in support roles, particularly those with parent contact in school or in the family home, must be informed of any investigation or action planning following child protection concerns. They may need this to ensure their own safety.

Other staff may require more limited information to help them deal sensitively with children and young people in different situations ( e.g. changing for physical education; lateness; see Safe and Well A-Z).

It is appropriate that any member of staff who first reports concerns is helped to feel that they were right to share concerns and are assured that appropriate responses will be made by the school.

It is essential that all staff are aware of how the school will support them.

5. Policies and whole-school practice for supporting safety and wellbeing

Schools should regularly update and review their policies and plans, involving staff at all levels in discussion and development. This helps to ensure the relevance of policies and plans and their fitness for purpose. Effective policies that help ensure the safety and wellbeing of children, young people and staff are 'alive' in schools' day-to-day practice.

In addition to considering child protection, schools should also reflect on other issues for which staff may require guidance to ensure children, young people and staff are safe and well, and which will support the school if concerns arise or incidents occur.

Schools should consider 'proofing' their policies for consistency with their approach to child protection, in a number or areas:

Information for children, young people and parents
Confidentiality
Personal support for children and young people (guidance/pastoral care)
Communication/media handling
Anti-bullying
Health and safety
Staff and volunteer recruitment
Staff welfare and support
Curriculum
Partnership working/multi-agency collaboration
Transfer of information when children and young people leave school

Policy and whole-school practice checklists (see also the Safe and Well A-Z):

All policies and practice development

Participation and consultation
staff are appropriately involved in developing school policies and considering practices
children, young people and parents are involved in expressing their views and feeding back on their experience of the school
staff have opportunities to see practice in other areas and share ideas and experience with other professionals and other schools
Evaluation and policy review
staff, children and young people are involved in sharing their views on what works and what development will support them
policies are regularly reviewed and refreshed to account for staff turnover and to maintain the profile of the importance of care and welfare and child protection
external perspectives are invited from partner agencies, other professionals in children and family services and the education authority

Information for pupils and parents

General information
provides parents, children and young people with a named contact and how to get in touch if they have concerns about safety and wellbeing of children
tells parents, children and young people how the school responds to concerns or allegations
informs parents, children and young people of the school's complaints procedure
describes the confidentiality policy
describes how the school ensures staff are suitable to work with children and young people
describes the school's general measures for keeping children and young people safe and well
explains the learning opportunities for children and young people to keep themselves safe and well
Specific information for parents if action is required when there are concerns
explains the school's responsibilities in simple language
provides named contacts for further information, in the school and authority
gives details of organisations that can help parents, such as translating services, advocacy or support
explains the school's policy on recording action in response to concerns
ensures clear communication between staff when a family is the focus of concerns, to decide on an appropriate communication strategy

Provide parents, children and young people with information on who to tell.

Confidentiality

Whole-school understanding
information is displayed ( e.g. posters) for children, young people and parents promoting listening, respect, confidentiality and explain the school's responsibility to keep children and young people safe and well
information is repeated in school handbooks and in any information with health, drugs, or availability of support services inside and outside school
information for staff, in the staff handbook, induction pack and during in-service training
there are clear protocols on access to children's and young people's personal information by different staff, and in particular, protocols for access to secure files containing information on child protection concerns
Agreements with partner agencies and other services
school staff have considered the referral criteria and policies of other agencies to which children and young people or parents may be referred, and have agreed an information-sharing protocol to enhance action planning for vulnerable children and young people
school staff have provided partner agencies with information on the schools' own policies and practices
joint training and meetings support familiarisation and understanding

Personal support for children and young people

Whole-school understanding
children and young people know they can speak to any member of staff
children and young people know the teacher responsible for their personal support
staff are supported and trained, to know how to respond to children and young people and refer for further help
there is regular whole-school development activity for a positive, caring ethos
children and young people, parents and staff are aware of how the school's system of providing personal support to pupils works. (See Happy, Safe and Achieving their Potential ( SEED, 2005)
staff are aware of signs that children may be in need of support, care or protection
Key staff providing personal support for children and young people
have systems of sharing information with all staff and any support staff involved with an individual child, young person or parent
have systems of tracking progress of children and young people and action planning to support them
feel confident to ask for help themselves, to ensure capacity for supporting children and young people when required

Communications/media handling

Whole-school understanding
the school's serious incidents' plan or crisis management plan is up to date
children and young people, parents and staff are aware of who to contact and to whom they may refer media enquiries
children and young people are confident to challenge strangers and to refuse to provide information
Planned response to serious incidents
responsibilities for media handling are clear within the serious incidents/crisis management plan
the school and education authority have agreed clear protocol for media handling and media access to school premises, staff, children and young people
there are systems in place for out-of-school hours contact and support
there are systems in place for supporting staff and their families if necessary

Anti- bullying

Whole-school understanding
the school anti-bullying policy is developed in partnership with children and young people, parents and staff
the policy is widely communicated and well understood
the policy is supported by whole-school activities promoting positive behaviour and anti-discrimination of all kinds
children, young people and parents are aware of the range of support services available within and outwith the school
Planned response to serious incidents
key staff can be allocated to both victim and aggressor, and their families, to aid communication and resolution
the school plans for ongoing support of children and young people if there has been an exclusion or planned separation for bullying
the school is confident in assessing risk and developing behaviour action plans for children and young people with behavioural difficulties

Health and safety

Whole-school understanding
staff, children and young people are aware of basic health and safety requirements and their responsibilities to contribute to the health and safety of others and the school environment
staff, children and young people understand procedures for reporting and recording health and safety concerns or incidents
Risk assessment and prevention
senior managers regularly review and update risk assessment processes
staff are aware of all aspects of practice and environmental issues for which risk assessment is required
staff are supported and trained to work collaboratively as a team to help other colleagues and to confidently seek help themselves
all staff learn and understand codes and procedures used by the school, by which staff ask for help or alert others in the school to problems. These are practiced in the same way that other drills are practiced, to maintain awareness and to reassure staff
there are systems in place to ensure that staff receive help when requested, within a reasonable period of time, wherever they are located in the school

Staff and volunteer recruitment

the school and the education authority have agreed policies and practices for the recruitment of staff and volunteers. These are communicated to all staff, prospective staff and volunteers, and where appropriate, parents
all adults in sustained and regular contact with children and young people in the school are enhanced disclosure checked. Disclosure checking is not regarded as the only precaution to ensure only suitable adults work in the school (see Safe and Well A-Z)
there are arrangements for the supervision of adults involved in ad hoc support activities when necessary and when full disclosure is considered to be unnecessary
all staff and volunteers are aware of their responsibility to contribute to a safe and caring school environment. They must feel confident to share information and concerns about children and young people, parents or about the conduct of other staff. They receive induction materials or training to prepare them for these responsibilities
the headteacher or other senior manager is trained in interviewing staff and in recruitment procedures. Rigour is applied to following up references for candidates

Staff welfare and support

the staff handbook and induction materials provide information on the school's approach to staff welfare and support
the school's development of a caring ethos extends to the way that staff treat each other, as well as staff-pupil and pupil-pupil relationships
a key member of staff ( e.g. senior manager) is allocated responsibility for staff welfare and support, and receives training to fulfil this role
staff are consulted regularly on their perceptions of support available to them from colleagues and managers within the school
staff are provided with a de-brief after dealing with stressful and demanding incidents such as dealing with child protection concerns, serious indiscipline, etc. and are offered further opportunities for confidential counselling or staff welfare support
senior staff plan and consider the support needs of staff returning after absence

Think about staff welfare and support.

Curriculum

the curriculum of education for personal and social development ( PSD) is structured and progressive. It accounts for learning in previous education settings and identifies appropriate learning outcomes for each age and stage
education for PSD focuses on skills to make safe and informed choices and to seek information and support from a range of sources, when it is required
staff involved in delivering education for PSD are willing and able, have been provided with appropriate resources, and have the support and staff development opportunities to enable them to fulfil this role
there is integration between different parts of the curriculum (citizenship, modern studies, English, art, etc) in ways which reinforce children's and young people's skills and their awareness of issues relating to their safety and wellbeing
children and young people with additional support needs have access to education for PSD that is appropriate to their age and understanding. Time allocated for PSD education is not regularly used for withdrawing children and young people for 'top-up' time or 'support' time
as far as possible, there is a planned and structured approach to using any external agencies to enhance the school's programme of education for PSD. Agencies are aware of school practice and procedures in relation to care and welfare, child protection and discipline
agencies that support the school's programme of education PSD are aware of the school's approach to this curriculum and their role in supporting pupils to achieve desired learning outcomes
children and young people regularly evaluate the learning opportunities within education for personal and social development, to enable schools to reflect on its relevance, appropriateness for age and circumstances of pupils, and to assess the contributions of partner agencies involved

Children and young people should regularly evaluate the learning opportunities within PSD.

Partnership working/multi- agency collaboration

there are agreed protocols for sharing information with those partner agencies supporting children, young people and families, or conducting investigations, following care and welfare or child protection concerns.
the school is aware of the range of partner agencies, community groups and voluntary organisations in its area, provides them with information (such as school newsletters), and encourages two-way communication
staff from partner agencies working collaboratively within the school are provided with induction materials to enable them to operate consistently with the school's practices and procedures
staff from partner agencies have a key contact among the established school staff, to plan for their contribution to the school, report concerns and discuss further development
the school has considered how staff from partner agencies can be welcomed into the whole school 'team', when they are in school; and how relationships can be built or maintained when they are in the community
the senior management team communicates to staff, children and young people the school's role within, and commitment to, the local community, as part of its positive and caring ethos

Transfer of information when children and young people leave school

Planned Transfer
there is programmed discussion prior to transition to ensure support staff get to know vulnerable children's and young people's needs and circumstances
information is shared to facilitate support planning prior to transfer
transfer of children's and young people's electronic data notifies the recipient that secure files are held on the child or young person. This is requested by a named individual in the receiving school who acknowledges receipt. (This to take place when electronic data transfer is established from 2005/06)
if files are not requested within a (time period) of the transfer of the child or young person, the holding school follows procedures to ensure the pupil has not disappeared from view
When children and young people disappear from view
the school's attendance and absence monitoring allows early discovery that a child or young person has 'disappeared from view'
there is a system by which staff flag a level of concern about a child or young person who has stopped attending school for no clear reason, and clear protocol on who to contact within the education authority

6. Responding to concerns

When a CP Co-ordinator receives information on concerns about the safety and wellbeing of a child or young person, they must:

Be familiar with procedures and confident to follow them (National Framework Standard 6 - professionals must be competent and confident)
Think clearly and be prepared to seek the views of others (National Framework Standard 5 - agencies and professionals work together)
Request and share information sensitively (National Framework Standard 4 - agencies and professionals share information to help protect children)
Record each decision and step that is taken - never act or decide alone (National Framework Standard 8 - agencies, individually and collectively, demonstrate leadership and accountability)
Plan to meet the child's needs quickly (National Framework Standard 2 - timely and effective action to protect children)

All staff in school should be aware of what is considered to be abuse or neglect of children and young people. It is also essential that staff feel confident to approach the CP Co-ordinator to discuss their concerns and to clarify their thinking when they are not sure.

Staff should be trained and supported to recognise possible kinds of abuse and neglect:

Physical injury caused by others
Physically punished by blows to the head, shaken, or punished using an implement
Sexual abuse or organised abuse such as prostitution or ritual abuse
Failure to thrive, even though they have no specific medical condition
Emotional abuse
Physical neglect
Physical or emotional abuse such as a parent/carer pretending the child or young person has a medical or other condition or causing the child or young person to have one
Being emotionally or physically affected by parental drug or alcohol abuse
Racial abuse
Forced to accept cultural practices such as circumcision or forced marriage

Staff should be able to judge when children's and young people's own behaviour puts them at risk, or when their behaviour may be a response to the trauma of abuse or neglect, such as:

inappropriate use of computers
ill-judged relationships
inappropriate social behaviour such as bullying
misuse of drugs or alcohol
sexually explicit language or behaviour
eating disorders
self-harming
running away

Staff should be trained to recognise changes or behaviours that may indicate that the child or young person needs help:

the appearance of the child or young person ( e.g. dressed inappropriately for the weather, hungry, unkempt?)
the mood of the child or young person ( e.g. a change of mood, unusually withdrawn, aggressive or emotionally fragile?)
changes in the way the child or young person works or plays, or changes in their relationships with peers or teachers
an unexplained but significantly different pattern of attendance or attainment than usual
a child or young person using sexual language or behaviour that is inappropriate for their age
a young person sexually involved with much older people
something the child or young person says or chooses to confide
unexplained bruising or other injuries

Local Procedures

Every education authority and school should have a clear guide to the procedures required of staff when concerns are raised. Staff should feel confident to judge when situations require referral for further investigation and education authorities should identify appropriate practice and procedures for all aspects of their provision.

Schools must be confident that they are prepared to respond to the range of situations that may be encountered when working closely with children and their families. Schools must also consider themselves key supporters of children. Core elements of procedures are outlined here. While local practices and procedures may differ according to local circumstances, it is expected that schools and education authorities will be able to evidence action taken to achieve the best outcomes for the child or young person.

Use your power to help.

A guide to procedures and practices for education authority and school staff - flow chart