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Intimate care can be a positive experience both for the staff involved and for the child. It is essential that every child is treated as an individual and that care is given as gently and as sensitively as possible. As far as possible, the child should be allowed to exercise choice and should be encouraged to have a positive image of his/her own body. It is important for staff to bear in mind how they would feel in the child's position.
Principles
These principles can be put into practice in the following ways:
Given the right approach, intimate care can provide opportunities to teach children about the value of their own bodies, to develop their safety skills and to enhance their self esteem.
Where ever children can learn to assist in carrying out aspects of intimate care, they should be encouraged to do so. This sits well with a school's education for personal and social development programme in terms of giving children life skills and developing their independence.
Formulating policy
Formulating a policy is the combination of a process which begins with staff discussing their beliefs, attitudes and values and reaching a consensus on important issues. In schools, such discussion should be set within the context of the guidelines issued to all schools:
Using Ethos Indicators in Primary School Self Evaluation, Using Ethos Indicators in Secondary School Self Evaluation (HM Inspectors of Schools, 1992) and How good is our school?: Self-Evaluation Using Performance Indicators (SOEID, 1996).
The following are extracts from policy documents on Personal and Social Development from two of the schools which were involved in the consultation process:
An example of a policy framework for intimate care can be found in Appendix 4.
Confidentiality
Confidentiality is an important issue. All schools should have, as part of their Child Protection Guidelines, a Confidentiality Code which is shared with all staff, parents and, where ever possible, pupils. Sensitive information about a child should be shared only with those who need to know, such as parents or other members of staff who are specifically involved with the child. Escorts and others should only be told what is necessary for them to know to keep the child safe. Parents and children need to know that where staff have concerns about a child's well-being or safety arising from something said by the child or an observation made by staff then the school's Child Protection Coordinator will be informed. This may lead to the procedures set down in the school's / local authority's Child Protection Policy being implemented.
Home/school liaison
Diaries offer an excellent way of exchanging information between parents/carers and school staff which is essential as the personal and social development of a child is their joint responsibility. Parents/carers welcome the daily communication as it gives them relevant information relating to their child's day at school, and staff also appreciate news from home.
Topics which could be included in the diary are:
However matters concerning intimate care procedures should not be recorded in the diary, as it is not a confidential document and could be accessed by people other than the parent/carer and member of staff. It is recommended that communication relating to intimate care should be made through one of the following:
Parents and staff should be aware that matters concerning intimate care will be dealt with confidentially and sensitively and that the young persons' right to privacy and dignity is maintained at all times.
When compiling reports, staff should be circumspect in what they record regarding intimate care. It would be more appropriate to discuss the matter in greater detail at the meeting when the parents/carers and any relevant professionals are there to offer advice.
However where there are good reasons to suspect that a child may be at risk of abuse, action must be taken to protect the child. Such action may involve disclosure of observations or suspicions to appropriate people or agencies. Each authority's own child protection guidelines should be available and followed. It is important that any observations and any action taken should be recorded. (For information about child protection training issues see Appendix 5).
Induction programmes, supervision and training
Induction programmes, supervision and training should be provided for all staff. These are essential, not only to increase knowledge and enhance skills but also to provide a forum of self-examination where values can be shared, unhelpful attitudes and practice can be challenged and staff can learn from examples of good practice. Escorts, volunteers and students should be included in induction and training programmes. Contracts and terms of employment should take account of time required for staff development and training in child protection and health and safety matters, eg some special needs auxiliaries are only employed for the time that pupils are in school and would therefore normally be excluded from such training. Appendix 6 provides an example of an induction programme and a sample letter written by a headteacher for staff new to a school where children may require aspects of intimate care.
Personal safety programmes
Much of the above concerning good practice in intimate care will rightly find a place in a school's Personal Safety programme as an integral part of Child Protection work in the curriculum. This programme is already firmly bedded within the Personal and Social Development 5-14 guidelines which may well be adapted or elaborated to meet the specific needs of pupils with special educational needs. Further advice was made available to schools in Promoting personal safety and child protection in the curriculum (SOEID: 1998).
This sits well with the Government's acceptance of the recommendation in the national review of arrangements for dealing with sex offending in the community that "All education authorities should have in place a Personal Safety programme promoting pupils' skills, knowledge and understanding to assist them in living safely and to feel empowered to reject inappropriate behaviours." .... "These programmes should be available to all children in Scotland wherever they live and whether they attend a local authority or independent school" (A Commitment to Protect: The Scottish Office, December 1997)
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