Terrington Hall School

Child Protection Policies

CHILD ABUSE : SCHOOL PROCEDURE FOR REPORTING ANY SUSPICIONS

 

This Policy is in accordance with the North Yorkshire Child Protection Guidelines

 

The Department of Health guide-lines on the Children Act 2005 run (Section 2.4.1.): "In safeguarding and promoting a child's welfare, proprietors (of Independent Schools) need to be concerned with the health, happiness and proper physical, intellectual, emotional, social and behavioural development of that child as well, of course, as protecting him against the risk of suffering significant harm or neglect." We should remember, therefore, that protection for children can be given by treating them in a positive and courteous way, thus promoting their sense of well-being. Our duty is far wider than simply dealing with abuse when it is detected. "Child" relates to any pupil in our school.

 

WHAT IS CHILD ABUSE?

 

There is no precise definition, but 'Working Together' DfEE 4/88 uses the term to include physical injury, neglect (including emotional neglect), continued ill treatment and sexual abuse. The NSPCC uses five categories in its booklet 'Protecting Children: a guide for teachers on child abuse': neglect; physical abuse; sexual abuse; emotional abuse, and grave concern. The Appendix at the back of this document gives lists of signs which may be symptoms of such abuse. These lists should be used with great caution. Children who exhibit some of these symptoms may not have been abused, while abused children may show none of these symptoms. Cultural differences too affect the ways in which children from different backgrounds show their distress. However, it seemed sensible to list some symptoms rather than to talk in a purely abstract form.

 

Some of the signs may be especially obvious to any teacher who is near children when they are changing their clothes, ie games staff and members of staff on duty in the House, who are in dormitories at bedtime.

 

Child abuse usually comes to the attention of teachers in four ways:

 

i Direct disclosure by the child;

ii A third party (friend, relative or other child);

iii Through a child's behaviour;

iv Because you see an injury to the child.

 

WHAT SHOULD I DO IF I SUSPECT A CHILD IS BEING ABUSED?

 

1. Enquire casually of the child to find out if there is a simple explanation for, for instance, an injury which you have seen. Do not, however, interview the child formally or talk to him/her about being abused. This could prejudice a subsequent court case, and it is not in the best interests of the child to tell the story more times than is absolutely necessary.

 

2. Write down any evidence, conversations or incidents and date them. You should include in this how the child was feeling or reacted to your casual question. Make a brief sketch diagram of any observed marks or injuries. Records must be made as near to the time as possible.

 

3. Discuss your suspicions with as few people as possible. Confidentiality is very important. You may, however, wish to talk informally to a senior colleague, either the Deputy Head or the Headmaster - unless, of course, you think that they might be the abuser.

 

4. Report your suspicions as soon as possible to the Deputy Head. If suspicions involve her, then report directly to the Headmaster.

 

5. Do not, on your own initiative, tackle anyone whom you suspect might be the abuser.

 

WHAT SHOULD I DO IF A CHILD COMES TO ME ABOUT BEING ABUSED?

 

1. Listen sympathetically. It is important that the child's story should not be brushed aside or minimised. Few children make up stories of this sort. Reassure the child that it is right to tell, and let them tell their story in their own time and in their own words. Do not ask for details which they don't offer or lead them by questions.

 

2. On no account agree to keep the story a secret. Never promise not to tell anyone else. Explain that someone else will have to be told so that help can be provided, but emphasise that only those who need to know will be told.

 

3. Tell the Deputy Head, but do not discuss the story in the Staff Room or with anyone who does not need to know. If the story involves a colleague or another pupil, do not go to them with it.

 

WHAT DO I DO IF A COMPLAINT IS MADE TO ME?

 

Report it immediately to the Deputy Head (unless it involves her). She will acknowledge it within twenty-four hours and take action.

The Deputy Head will respond swiftly and appropriately and follow the procedures set out below.

 

WHAT HAPPENS THEN?

 

The Deputy Head will consult within the school as seems necessary but within the general guide-lines set out above and will contact Rosemary Cannell, Education Safeguarding Manager of North Yorkshire (See contact numbers below). This Department, with police assistance, if necessary, is the statutory agency to investigate suspected abuse. It is not the school's responsibility to do so, and indeed it could be counter-productive to attempt it.

 

The Headmaster, unless the allegation is against him will be informed, as will the Chairman of the Governors.

 

Contacts:

Rosemary Cannell, Education Safeguarding Manager of North Yorkshire

Office - 01609 534974; Mobile - 07715 540723

Email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it This e-mail address is being protected from spambots. You need JavaScript enabled to view it This e-mail address is being protected from spambots. You need JavaScript enabled to view it

 

Child Protection Officer - Mrs Di Yeomans - 01653 648227; home 01653 648549

Deputy Child Protection Officer - Mr Tom Eddy - 01653 648227; home 01653 648874

Governor in charge of Child Protection - Mrs Sara Hirst office 01539 622205; home 01539 620491

 

 

The CPO will maintain good links with the North Yorkshire Safeguarding Children Board

 

NB It is important to report any suspicions. Our first duty is to the child, and so worries about upsetting parents or colleagues should not deter you.

Sources:

 

NSPCC booklet 'Protecting Children: A Guide for Teachers on Child Abuse'.

DES Circular 4/88 'Working together for the protection of children from abuse: procedures within the education service'.

 

Member of Staff responsible for this document : Headmaster

Review Date : January 2010

 

TEN KEY POINTS TO FOLLOW IF YOU SUSPECT, OR ARE TOLD OF ABUSE

 

Adults looking after children or young people in schools (or in residential establishments or youth organisations), should be aware of the risks of abuse (by adults or other young people), and take steps to reduce those risks.

 

Adults (staff or volunteers) in charge of children or young people should know what to do if they suspect that someone is being physically or sexually abused, or if someone tells them that this is happening. The following key points give a guide on what to do and not to do:

 

1. Always stop and listen straight away to someone who wants to tell you about incidents or suspicions of abuse.

 

2. If you can, write brief notes of what they are telling you while they are speaking (these may help later if you have to remember exactly what was said) - and keep your original notes, however rough and even if you wrote on the back of something else (it's what you write at the time that may be important later - not a tidier and improved version you wrote up afterwards!). If you don't have the means to write at the time, make notes of what was said as soon as possible afterwards.

 

3. Do not give a guarantee that you will keep what is said confidential or secret - if you are told about abuse you have a responsibility to tell the right people to get something done about it (see below). If asked, explain that if you are going to be told something very important that needs to be sorted out, you will need to tell the people who can sort it out, but that you will only tell people who absolutely have to know.

 

4. Don't ask leading questions that might give your own ideas of what might have happened (eg "did he/she do X to you?") - just ask "what do you want to tell me?" or "is there anything else you want to say?"

 

5. Immediately tell the person in charge of the school or group (unless they are themselves accused or suspected of abusing) - don't tell other adults or young people what you have been told.

 

6. Discuss with the person in charge whether any steps need to be taken to protect the person who has told you about the abuse (this may be to be discussed with the person who told you).

 

7. Never attempt to carry out an investigation of suspected or alleged abuse by interviewing people, etc - Ofsted and police staff are the people trained to do this - you could cause more damage and spoil possible criminal proceedings.

 

8. As soon as possible (and certainly the same day) the person in charge should refer the matter to Ofsted (helped by your notes) - Telephone: 08456 404040. Follow their requests about what to do next. They will set up any necessary statutory job. (If someone has made an accusation to you about the adult in charge of the group, YOU should contact Ofsted yourself, and ask them what to do next).

 

9. Never think abuse is impossible in your school or group, or that an accusation against someone you know well and trust is bound to be wrong.

 

10. Children and young people often tell other young people, rather than staff or other adults, about abuse - make sure that your senior young people know the points on this sheet as well as the responsible adults (eg prefects, young people leading activities for others).

 

IMPORTANT:

 

These points are no substitution for the proper selection and training of adults trusted to look after children and young people, or for schools having their own clear "child protection" procedures for their particular setting, which should be agreed by Ofsted.

 

Source: Roger Morgan, Chief Inspector, Oxfordshire Social Services Department March 1996

 

Member of Staff responsible for this document: Headmaster

Review Date : September 2010

ANTI-BULLYING POLICY

 

Though bullying is rare at Terrington Hall is has to be recognised as a potential problem which can occur and needs a known policy and procedures.

 

DEFINITION OF BULLYING:

 

Bullying is repeated behaviour which makes other people feel uncomfortable or threatened whether this is intended or not. Bullying is something the school takes very seriously.

 

There are different sorts of bullying, but the three main types are:

 

PHYSICAL: Hitting, kicking, taking or hiding belongings, including money.

VERBAL: Name calling, teasing, insulting, writing unkind notes.

EMOTIONAL: Being unfriendly, excluding, tormenting, spreading rumours, looks.

CYBER: Via email, text or social network type websites (eg Facebook)

 

AIMS

 

The aim of our anti-bullying policy is to clarify for pupils and staff that bullying is always unacceptable. We wish to encourage an environment where independence is celebrated and individuals can flourish without fear. Every member of the school community (child and adult) has the right to be safe and happy in school, and to be protected when she or he is feeling vulnerable.

 

Pro-active emphasis on good behaviour and relationships between all age groups is encouraged in the form of weekly Form Tutor Time, P.S.H.E. lessons and Assemblies which should frequently involve issues related to caring and respect for others.

 

POSSIBLE SIGNS

 

People react differently. It is not always possible to tell if someone is hurt or upset. Pupils who are being bullied may show changes in behaviour, such as becoming shy and nervous, feigning illness or clinging to adults. They may show changes in their work patterns, may lack concentration or may even truant from school.

 

ENCOURAGEMENT TO TELL

 

It is important that we create an atmosphere in the school where pupils who are being bullied, or others who know about it, feel that they will be listened to and believed, and that action taken will be swift but sensitive to their concerns.

 

Not telling protects the bully or bullies, and gives the message that they can continue, perhaps bullying others too.

 

 

PROCEDURES

 

In the first instance, it is important to make it clear to the victim that revenge is not appropriate, and to the bully that his or her behaviour is unacceptable, and has caused distress. The emphasis should be on the behaviour and the recognition that bullying in any form is unacceptable rather than on the punishing of the child. Every effort is made to resolve the problem through counselling of both parties.

 

The child/young person must be involved in the discussion and written records must be completed and kept on file. These should be signed by all parties.

 

At this stage, parents of both parties are informed of what has happened, and how it has been dealt with. Regular communication must continue to take place with the parents or carers. It is vital that everything that happens continues to be recorded in a clear and factual way.

Interventions should include the opportunity for follow up in order to evaluate support and if necessary provide a further course of action. If the bullying behaviour continues, and counselling has not worked, then sanctions follow. It is important that counselling is maintained for both parties, even when sanctions have been applied.

 

TO PUPILS

 

If you are being bullied, or you know that someone else is, please tell us straight away and it will be dealt with. Not telling means the victim will continue to suffer and the bully will carry on, probably with others too. We all have a responsibility to make sure that bullying is not allowed to continue in our school. Pupils should be regularly made aware of the channels they could choose should they feel they are bullied or vulnerable or unfairly treated by anyone. They may feel happier talking to any of these - prefect, matron, form tutor, member of teaching staff, headmaster or his wife. In the case of a new pupil, he or she should talk to their ‘lookerafterer.

 

TO PARENTS

 

If you think your daughter or son may be being bullied, or she or he tells you that she or he is, please let us know straight away. Please reassure your child that we will deal with it sensitively but firmly. If your child tells us she or he is being bullied, or we discover that she or he is bullying others, we will contact you, and will discuss together how the situation can be improved.

 

TO TEACHERS

 

If you think that bullying is happening, talk to the pupils concerned and ask them what has been happening. Either ask them to write it down, or do so yourself, so that is can be passed on to the Head or Deputy Head. We need to be particularly vigilant at breaks, in changing rooms and travelling times and where victims are more vulnerable - bullying is not easily seen.

 

Curriculum work can enhance this policy in two ways.

1. By dealing with the topic of bullying, in a way, which explores why it happens and giving alternative ways of behaving, and dealing with difficulties.

2. By using teaching methods, which encourage co-operative work and a variety of groupings, so that students extend their relationships beyond a small group of friends.

3. By holding regular boarding meetings with Matrons and support staff

4. By holding regular prefects' meetings with Year 8 form tutors

5. By having regular opportunities for the Heads of School to meet with the Headmaster

 

SANCTIONS

 

Many incidents of bullying can be dealt with effectively without the use of sanctions, however, the school will apply them in order to protect a child who is a victim of persistent bullying behaviour.

 

Sanctions must be applied fairly, proportionately, consistently and reasonably taking into account SEN, disabilities or vulnerability the pupil may have.

 

Bullying by children with disabilities or SEN is no more acceptable than by anyone else, but for a

sanction to be lawful, there must be consideration of the extent to which the child understands

and is in control of what they are doing.

Sanctions must be clear and suitably stepped. These will include:-

Detentions held at lunchtimes and Saturday afternoons
Referral to SMT
Loss of privileges - shop/weekend or evening outings
Formal warnings - being put on a ‘report card' which has to be signed each day by HM or Deputy
Contacting parents
Removal of positions of responsibility - prefect's tie, captaincy of a team
Provision for a child to be withdrawn from a situation, under supervision, if thought necessary
Exclusion ( fixed term and permanent)
Exclusion from boarding
The use of an external agency or panel

PRE-PREPARATORY DEPARTMENT

 

The general principles of this policy apply to all Years. However, a more informal and a ‘lighter touch' should be used when dealing with possible problems which may concern Pre-Prep children.

 

 

Member of Staff responsible for this policy : Headmaster

Review Date : September 2010

Legislation : None

 

Note on Cyberbullying and Internet Safety

Terrington Hall Preparatory School Cyber-bullying Policy

 

CYBER-BULLYING - a definition

 

Cyber-bullying refers to the use of modern technology to cause another individual humiliation or distress. This includes e-mail, mobile phone, text messaging, multi-media messaging service, defamatory web-blogs, chat rooms, internet polling sites and interactive gaming. The effects of cyber-bullying are similar to the effects of traditional forms of bullying but can be more severe and longer lasting. Most importantly cyber-bullying has the potential to reach a far wider audience than face to face bullying in the playground. It is estimated that 97% of 12-16 year olds have a mobile phone (from 2004 research by ‘Mobile Youth', a market research company established by the Wireless World Forum). Almost 4 million young people in the UK have a camera-phone and this is set to double by 2007 (Wireless World Forum, 2005). A 2005 survey of 770 young people aged 11-19 by NCH (the Children's Charity) in conjunction with Tesco, found that:

• 1 in 5 respondents had experienced bullying or threat via email, internet chatroom, or text compared to 1 in 4 in 2002. Of these, text was the most common form.

• 1 in 10 (11%) admitted sending bullying or threatening messages.

• Over a quarter (28%) did not tell anyone

 

(from "Putting U in the picture - mobile bullying survey 2005" NCH/Tesco Mobile).

 

Terrington Hall has always regarded itself as being a caring community and we therefore treat the phenomenon of bullying very seriously. The Children Act, which affects all schools, gives us the responsibility to protect pupils and staff within our care against the "risk of significant harm". Bullying and harassment can be widespread in public institutions, including those which are peopled only by adults and no school can claim to be free of it. What is important is that all pupils, staff and parents should be committed to working together to ensure that bullying is minimised. We repudiate the claim that bullying is either an inevitable part of growing up or useful in character-building. Such misconceptions will only perpetuate and legitimise the behaviour and the suffering it causes.

 

It is to be noted that Text and online bullying is an offence under the Telecommunications Act 1984 and the Protection from Harassment Act 1997.

 

Responses

 

To pupils - If you are being "cyberbullied", or you know someone else is, tell staff straight away. If you do not, you are helping the bully.

 

To parents - If you feel your child is the victim of cyberbullying, please let us know straight away. Reassure your child it will be dealt with sensitively. If we discover your child is being bullied, we will inform you and discuss how to remedy the situation.

 

To teachers - If you think cyberbullying is happening, talk to the pupils concerned and ask for their accounts of events. Write down or print any accounts or examples of the material so it can be passed on to Head or Deputy.

 

Sam Watson, Head of ICT, September 2009

 

Review date September 2010