Admissions policy 2025

Building and Grounds

Arrangements made for some families to access the car park for school drop off and pick up when mobility is difficult

Plans to open up access to the school field and Hidden Haven (school garden) with the laying of a wide path

Curriculum

Successful access for pupils with SEN and disabilities currently on roll

Information

Development of a whole school communications strategy to address and improve all aspects of communication with and between all stakeholders

Design and development of a new school website to enable better communication more interactivity and data sharing

School social media presence, via Facebook, now well established

Involvement of people with disabilities in the development of the Single Equality Scheme.

We have made changes to access (drop off and collection of pupils) at the request of parents who are disabled or temporarily incapacitated.

We would revisit and review sections of the SES should a pupil, parent or member of staff become disabled or join the school and present a need based on a disability.

Plan to increase access to education for learners with disabilities as detailed above.

Improve access to the school field and Hidden Haven (school garden) with provision of a new path

Provision of welfare and changing facilities for children and staff in the Nursery

(SCA bid submitted to Diocese December 2021 for work to be completed July / August 2022)

Plan to improve equal opportunities for employees with disabilities.

Provision of welfare and changing facilities for children and staff in the Nursery

(SCA bid submitted to Diocese December 2021 for work to be completed July / August 2022)

St Mark’s CE Primary School

Behaviour Policy Statement

Adopted: October 2021

To be reviewed: October 2022

1. Definitions

For the purposes of this Policy and procedures a child, young person, pupil, or student is referred to as a ‘child’ or a ‘pupil’ and they are normally under 18 years of age.

Wherever the term ‘parent’ is used this includes any person with parental authority over the child concerned e.g., carers, legal guardians etc.

Wherever the term ‘Headteacher’ is used this also refers to any Manager with the equivalent responsibility for children.

Wherever the term ‘school’ is used this also refers to academies and Pupil Referral Units (PRU) and references to Governing Bodies include Proprietors in academies and the Management Committees of PRUs and will usually include wrap around care provided by a setting such as After School Clubs and Breakfast Club.

2. Introduction

In their document ‘Behaviour and Discipline in Schools – advice for Headteachers and school staff’, the Department for Education (DfE) has set out the legal powers and duties that govern behaviour and attendance in schools and explains how they apply to teachers, governing bodies, pupils, and parents.

Every school must have a Behaviour Policy to meet the requirements of Section 89 of the Education and Inspections Act 2006 (maintained schools)/Part 3 of the Schedule to the Education (Independent School Standards) (England) Regulations 2014 (Academies).

Section 78 of the Education Act 2002 requires that the curriculum for a maintained school must promote the spiritual, moral, cultural, mental, and physical development of pupils at the school and of society which, in turn, prepares pupils at the school for the opportunities, responsibilities and experiences of later life. The school pays regard to the DfE Guidance for schools on the promotion of fundamental British values of democracy, the rule of law, individual liberty and mutual respect of those with different faiths and beliefs.

The Governing Body is responsible for setting general principles that inform the Behaviour Policy and procedures. Governors of maintained schools are required to have a ‘Statement of Behaviour Principles’ which is a statutory document. (DfE – Statutory policies for schools and academy trusts). Headteachers are responsible for developing the Behaviour Policy and supporting procedures, based around the ‘Principles’ required by the Governing Body, and deciding the standard of behaviour expected of pupils at the school and how that standard will be achieved, the school rules, rewards for good behaviour and any disciplinary penalties for breaking the rules.

In terms of staff and other adults, any person whose work brings them into contact with children including volunteers must follow the principles and guidance outlined in the school Code of Conduct for Staff and other Adults. In addition to this Code of Conduct, all employees engaged to work under Teachers’ Terms and Conditions of Employment have a statutory obligation to adhere to the ‘Teachers’ Standards 2011 (updated 2013)’ (Part 2 of the Teachers’ Standards - Personal and Professional Conduct refers).

The procedures which support the Whole School Behaviour Policy must include measures to prevent all forms of bullying among pupils.

This policy and procedures should be read in conjunction with the following school policies and procedures, and, where relevant, any Covid-19 addendums to these policies and procedures:

• Overarching Safeguarding Statement

• Health and Safety Policy and Procedures

• Online Safety Policy and Procedures

• Child Protection Policy and Procedures

• Whistleblowing procedures

• Supporting Pupils with Medical Conditions Policy and Procedures

• Single Equality Scheme/Objectives

• Special Educational Needs Policy/Information Report

• Admissions Arrangements

• Attendance procedures

• Missing Child procedures

• Complaints procedure

• Positive Handling, Support, and Intervention procedures

• Code of Conduct for Staff and other Adults

• Educational Visits Procedures (including procedures for assessing risk)

• Risk Assessments (including Behaviour Management Plans)

• Home School Agreement

3. Ethos

We aim to provide a safe, caring and inclusive environment in which everyone is able to learn and grow. We aim to provide education in accordance with the principles and practices of the Church of England. Worship, religious education and spiritual development are at the heart of every aspect of the work of our school. Celebration, inclusion, forgiveness, grace and mercy are some of the key aspects of school life that give it a distinctive Christian ethos.

A brief summary of the vision statement for St. Mark’s appears, in no particular order, below:

• to foster a clear Christian ethos

• to support, recognise and celebrate the achievement and progress of all children in the school

• to encourage progress, maintain high standards and constantly strive for improvement

• to be a focal point, support and resource for the community

• to have close and mutually supportive links with the Church

• to develop strong links with other educational providers

• to work openly and in partnership with our cluster of local schools

• to be welcoming, accessible and actively encouraging of parental involvement

• to participate enthusiastically in educational initiatives

• to participate in a wide range of sporting and cultural events

• to provide high quality, relevant professional development for all staff

• to maintain the fabric of the building and its environment to ensure safety and inspire learning

For the school to achieve a positive ethos it is essential that all members of the school community work well alongside each other and develop positive working relationships (this includes all staff and other adults working in the school, pupils and parents/carers). Having a positive ethos helps to ensure good behaviour from pupils in school. Young people learn by example and as such, having high standards of behaviour expectations from all parties involved in their education will help develop adults with similarly high standards of behaviour.

We recognise that consistency is crucial in maintaining high standards of behaviour alongside a culture that celebrates success and is not based solely on sanctions. To this end, St Mark’s School is committed to promoting and rewarding good behaviour. We are also committed to a united approach to managing behaviour in and out of school.

St Mark’s School will not tolerate bullying or intimidation of any description. A complaint of bullying will always be taken seriously.

4. Aims

It is the aim of our school that every member of the school community feels valued and respected, is able to flourish and that each person is treated fairly and well. We are a caring community, with values built on mutual trust and respect for all. Our school’s Whole School Behaviour Policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote the overall well-being of pupils and staff and an environment in which everyone feels happy, safe and secure and is able to work and learn.

The Whole School Behaviour Policy confirms the school commitment to:

• ensure that each child can develop and achieve his/her full potential, educationally, morally and spiritually

• provide a safe and inspiring environment where everyone feels welcome, happy and secure, free from disruption, violence, bullying and any form of harassment (including cyber-bullying, prejudice-based and discriminatory bullying)

• provide each pupil with the motivation and confidence to learn effectively

• promote self-esteem, self-discipline, proper regard for authority and positive relationships based on mutual respect

• promote a culture of challenge, effort, feedback and encouragement in which all pupils can achieve

• provide every pupil with appropriate high quality teaching through a broad and balanced curriculum which is appropriately differentiated to meet each pupil’s individual needs to the best of our ability

• teach children to respect themselves and others and to take responsibility for their own action and behaviour

• help teachers and other staff manage behaviour problems that can inhibit effective learning for all children, and to realise that we cannot always deal with problems by ourselves and that we have colleagues who are willing to assist

• help all adults who work with pupils in the school to recognise and understand that safeguarding incidents and/or behaviours can be associated with factors outside the school and/or can occur between children outside of these environments;

• help young people to understand how behaviour affects others and the world around them

• create a partnership of support and effective communication between home, school and the wider community

• provide pupils with an informed view of life in modern Britain and develop a strong sense of right and wrong enabling them to become thoughtful, caring members of society

• value each and every child regardless of ability, race, gender, sexual orientation, family context or religion

• maintain, develop and consistently apply high expectations and standards of conduct within the school and enable teachers to develop and use their own professional expertise

The aim of this Policy is to determine the boundaries of acceptable and unacceptable behaviour, to introduce rewards and sanctions and to determine how they will be fairly and consistently applied.

In order to achieve this, the school will:

• establish and maintain a clear emphasis on expectations for positive behaviour

• use the agreed Code of Conduct for pupils and Staff Code of Conduct as the basis for expectations throughout the school

• remind pupils of the Code of Conduct regularly and make clear our expectations through displays, reference to posters, assemblies, collective worship, class and school council meetings and in published documents and statements of policy

• reward achievement, effort, conduct, improvement and participation by awarding House Points leading to the presentation of certificates

• reward pupils exhibiting any of the school’s 15 adopted Christian Values with St Mark’s Values Awards

• treat every member of the community as an individual and respect their rights, values and beliefs

• work to create a zero tolerance environment against all instances of bullying and discrimination on the basis of race, gender, sexual orientation, family context, ability or cultural differences

• model positive behaviour

• promote good relationships and a sense of belonging to the community

• intervene early to challenge undesirable behaviour and bullying

• follow and apply consistently clear guidelines when responding to instances of unacceptable behaviour

5. Communication

The school Governing Body is required to ensure that this policy and procedures is published on the school website. A copy of this policy and procedures is also available on request.

Behaviour Procedures

1. Responsibilities

The commitment of staff, pupils and parents is vital in developing a positive whole school ethos. The expectations of staff, pupils and parents are outlined below.

1.1 What pupils can expect from staff

Pupils may expect staff and other adults in the school to:

• arrive at lessons on time;

• plan and deliver good to outstanding lessons which engage and motivate pupils to achieve;

• allocate sufficient time for each task;

• be enthusiastic and develop positive working relationships with pupils and their peers in their classes;

• celebrate the success of pupils in lessons, after school activities and assemblies;

• encourage all pupils to contribute to the work in hand;

• communicate both successes and concerns with parents;

• maintain well-organised classrooms;

• mark or give feedback on work as soon as possible;

• set homework appropriate for the age and abilities of each pupil;

• treat pupils fairly;

• eliminate or control hazards which may cause pupils harm;

• use a range of non-verbal and verbal cues to encourage good behaviour and limit inappropriate behaviour;

• be approachable and listen to pupils at appropriate times;

• always take seriously any complaints of bullying or inappropriate behaviour reported to them;

• display pupils’ work;

• set high expectations, clear boundaries and regularly agree classroom and behaviour expectations;

• use rewards and, where necessary, consequences consistently;

• model the behaviours all staff and pupils wish to see.

1.2 What staff can expect from pupils

Staff may expect pupils to:

• arrive at lessons on time;

• enter the classrooms quietly;

• wear full school uniform correctly;

• sit where they are told to sit by the teacher or any other member of the school staff;

• have equipment and books for lessons

• follow classroom rules and procedures and not disrupt the learning of other pupils;

• follow instructions given by staff and other adults without arguing;

• listen attentively to the teacher who will explain the lesson, what you are going to do, why and how;

• put up a hand to indicate they wish to speak;

• use appropriate language;

• listen to others’ ideas and work co-operatively;

• tell the truth and try to learn from mistakes;

• care for the classroom and resources, respecting others’ property;

• value other individuals and their contributions to lessons;

• lead by example creating a good role model for younger pupils in the school;

• accept responsibility for their own behaviour;

• consider the needs of all the other people in the classroom;

• use ICT in accordance with school Online Safety Policy and procedures;

• be responsible when using online technologies and not compromise the professional integrity of staff or other adults in the school community;

• report to a teacher or other adult any bullying behaviour by others including bullying with the use of technology (cyber bullying);

• behave appropriately when outside school;

• be an ambassador for the school.

1.3 What staff can expect from their colleagues

Staff may expect colleagues and other adults in the school to:

• treat each other with respect;

• work and co-operate together for the overall good of the school community;

• respect each other’s values and individual beliefs;

• treat all pupil and staff issues with the highest standards of confidentiality;

• offer support when appropriate;

• be aware of each other’s job remit and respect its boundaries;

• use ICT appropriately and in accordance with the school’s Online Safety Policy and procedures and staff Acceptable Use Agreement;

• be aware of and consider the possible implications for the school, colleagues and themselves when posting on social media platforms ;

• use online technology appropriately and not compromise the professional integrity of colleagues or other adults in the school community.

1.4 What staff can expect from parents

Staff and other adults in the school may expect parents to:

• treat all staff and other adults with respect;

• treat other parents, pupils, and visitors to the school with respect;

• behave responsibly whilst on school premises;

• report any incidents of bullying including cyber bullying as soon as they are discovered so that the issue can be dealt with promptly by school staff;

• ensure that their child arrives at school on time;

• ensure that their child is dressed appropriately, in school uniform with any necessary equipment e.g., PE kit;

• ensure that their child attends school regularly and contact the school in the event of an absence or lateness;

• encourage their child to achieve their very best in school;

• reinforce the value of good behaviour at home;

• encourage their child to maintain high standards of behaviour in and out of school;

• support the school’s policies, strategies, and guidelines for behaviour;

• work with school staff to help their child accept responsibility for their behaviour and actions;

• inform the school of any concerns or problems that may affect the child’s work or behaviour;

• support their child’s homework and other home-based learning activities;

• support the school in its use of rewards and consequences;

• take some responsibility for the behaviour of their child;

• discuss any issues of concern with the class teacher or Headteacher in a calm and non-aggressive or threatening manner;

• refrain from smoking on the school premises or around entrances/exits, especially at busy times before and after school. This includes the use of e-cigarettes;

• refrain from using foul or inappropriate language in earshot of any young person at any time in or around the school premises;

• refrain from bringing dogs onto the school premises (regardless of their size or temperament) or stand with them close to the entrance gate at busy times before and after school;

• consider the implications of posting inappropriate or defamatory details on social media platforms and the detrimental effect inappropriate comments can have on individuals and the school;

• support the school’s approach to online safety which includes not uploading or posting to the internet any pictures, video or text that could upset, offend, or threaten the safety of any member of the school community or bring the school into disrepute;

• recognise the need for security and not create online media “on behalf” of the school without the Headteacher’s express permission.

1.5 What parents can expect from staff and other adults in the school

Parents may expect staff and other adults working in the school to:

• treat all adults with respect;

• set high standards of work and behaviour for all pupils in their care;

• encourage all pupils to always do their best;

• deal promptly with any incidents of bullying regardless of whether a pupil is seen as either the bully or the victim;

• impose consequences consistently in accordance with this policy and procedures;

• promote positive behaviour and reward such behaviour in accordance with this policy and procedures;

• promote positive behaviour beyond the school gates and impose sanctions for inappropriate behaviour which reflects negatively on the school and its values;

• discuss a pupil’s actions with them, give a warning and ensure that a pupil knows what the consequences will be should they continue to misbehave. All consequences will be carried out;

• provide a balanced curriculum to meet the needs of each pupil;

• keep parents informed about general school matters, and each pupil’s individual progress;

• let parents know if there are any concerns about a child’s work, attendance, or behaviour;

• support the child’s homework and other home-based learning activities.

2. Celebrating success

We regularly celebrate the effort and progress of pupils in a variety of ways as we recognise that focussing on effort and positive outcomes is essential in developing a positive culture and ethos across the school. The many ways we celebrate effort and progress are listed below and will be reviewed by pupils, parents and staff during the academic year.

• Verbal feedback in class or around school

• Written feedback in marked work

• Sharing and celebrating effort and progress during lesson time – use of circle time for pupils to discuss their own behaviour related concerns

• Sharing and celebrating effort, progress and achievement in assemblies including the celebration of achievements outside school. Pupils are encouraged to place trophies, cups, certificates, rosettes etc. on the altar table at the front of the hall for recognition during whole school assemblies on Wednesday mornings

• House Points awarded by any adult in school for: achievement, effort, conduct, improvement and participation

• Bronze, Silver, Gold and Platinum certificates for achieving certain numbers of House Points are awarded in whole school assemblies

• Honorary trophies are awarded at the end of Y6 to leavers who have made particular effort or exceptional progress in certain areas or have contributed significantly to the life of the school

2.1 Rewards

• a school wide House Points reward system operates where each child can work to achieve their best in the following areas: Participation, Achievement, Improvement, Conduct and Effort

• a House Points token, coloured according to the child’s house, is awarded to the child who achieves in one of the above areas

• a record of each child’s House Points is kept on a personal card and a certificate is awarded when the card is full. The first completed card earns a bronze certificate (25 House Points), followed by silver (a further 50 points), gold (a further 75 points) and platinum (a further 100 points) and a prize.

• House Point tokens are placed in the corresponding perspex boxes outside the Headteachers’ office. The tokens are counted at the beginning of each week by the 4 House Captains and the cumulative and weekly results given in whole school assemblies. The weekly House Points cup is awarded to the leading house in Monday’s assembly.

• it is important to note that House Points are to be earned (not just awarded), but will never be taken away.

3. Behaviour Strategy and Consequences

However much children are encouraged by a reward system there will always be some for whom it is not beneficial and they will exhibit unacceptable negative behaviour and lack motivation and effort in their work.

A Whole School Behaviour Strategy was introduced in September 2018 and provides a clear and consistent set of expectations (based on the school Code of Conduct) and detailed consequences in an incremental structure.

(see Appendix)

Consequences should be administered calmly and positively by staff – not in a vindictive manner - with the intention of encouraging the child to moderate their behaviour.

Unacceptable negative behaviour may be dealt with in one or more of the following ways. This list is hierarchical, reflecting the increasing seriousness of proportionate responses to persistent behaviours.

Consequences within the Behaviour Strategy (run by staff members)

• Explaining the behaviour and its impact

• Verbal warnings of future consequences should the behaviour continue

• Internal exclusions for the child – moving the child to another part of the class or school

• Withdrawal of privileges (though this needs care particularly with persistent bad behaviour as its application could be counter- productive).

• Detention: children are sent to stand in the library area during break time.

• Orange slip: sent home to parents, explaining the behaviour (to be signed and returned)

• Parents attend meeting in school formal meeting with Headteacher or Deputy Headteacher

Further consequences (at the Headteacher’s discretion)

• Fixed term exclusion

• Exclusion

At any stage a class teacher may decide to discuss the issues informally with parents face to face or by phone.

We want pupils to take responsibility for their behaviour and will encourage pupils to do this through restorative justice approaches which enable pupils to reflect on their behaviour and to make amends. This process does not, however, replace consequences. At our school, we know that consistency is essential for pupils to understand what is expected of them and to avoid mixed messages. It is vital that children learn early on in life that there are always consequences for poor and unacceptable behaviour.

3.1 Restorative justice/Reflection on actions

Restorative justice is a process which restores relationships where there have been problems. It is an opportunity for both sides to explain what happened and to try and come up with a solution. Where there has been an issue the individuals involved will meet with a mediator who will ask them three main questions:

• What happened?

• Who else has been affected by this?

• What can be done to prevent this happening again?

The questions have been designed so that both sides have an opportunity to hear the situation from each other. It enables them to think about how this may have affected the other person but also the other pupils and their learning. By doing this and coming up with solutions it encourages both parties to take responsibility for their actions and make them aware of the impact they are having on others. It is also very helpful to hear the other side of the story and really appreciate why others may be upset.

Restorative justice works extremely well if there has been a repeated problem for a pupil and member of staff. This is because it gives them an opportunity to air their differences, appreciate how the other feels, and move on in a positive light, always with the aim to solve the problem, move on and prevent the same situation arising again.

Restorative justice also works very well when pupils fall out with each other, allowing them to see the impact of their actions, apologise if necessary and put it behind them.

Meetings are always held in a neutral place with a mediator who is not involved. The mediator’s job is to keep everyone calm and civil and help those involved to move forward to restore the relationship.

Reflection on actions is normally used to allow the individual to reflect on their behaviour and to allow the pupil to decide for themselves why their behaviour was inappropriate and how it might have affected others in the school. Pupils are generally asked to write down their reasons for the behaviour and how that behaviour could be improved or what alternatives to the inappropriate behaviour might have been possible if the same circumstances arise again.

3.2 Consequences and disciplinary action

There is a clearly defined process for issuing sanctions in this school. Where possible pupils are issued with a warning to enable them to rectify their behaviour though there are times when the nature of the behaviour does not warrant a warning as it is so serious. The school uses a wide range of consequences for poor behaviour which are outlined in more detail above.

Screening, Searching and Confiscation

The school follows Government advice when confiscating items from pupils which is outlined in their document “Screening, Searching and Confiscation – Advice for Head teachers, Staff and Governing Bodies, a copy of which is available from the school on request.

The following items are what are termed ‘Prohibited Items’ and their presence on school premises or if found on an individual pupil will lead to the highest sanctions and consequences:

• Knives

• Firearms/weapons

• Illegal drugs

• Alcohol

• Fireworks

• Tobacco and cigarette papers

• Pornographic or unsuitable images

• Stolen items

• Any article that the member of staff (or other authorised person) reasonably suspects has been, or is likely to be, used:

i) to commit an offence,

ii) to cause personal injury to, or damage to the property of, any person (including the pupil).

Head teachers and authorised staff can also search (with the permission of the pupil) for any item banned by the school rules which has been identified in the rules as an item which may be searched for.

The following are items which are banned by the school under the school rules:

• Mobile phones used in class

• Digital media devices or similar used in class

• Jewellery not in accordance with the school uniform policy

• Lighters or matches

The school will confiscate any electronic items being used inappropriately on the premises such as mobile phones, digital media devices etc. Pupils should not bring such items to school.

Staff in this school have the right to confiscate, search and ultimately delete any media which they “reasonably suspect” is being used to bully or otherwise cause an individual harm. Depending on the seriousness of the media, information may also be reported to the Police.

Pupils wearing any accessories or jewellery which do not follow the school uniform policy can expect to have these items confiscated. Any confiscated items will be logged and made available for collection at the end of the school day. Where a pupil repeatedly flouts the rules, they may be asked to hand in items at the beginning of each day to reduce unnecessary time wasting for teachers. For repeated offences of this nature, parents will be asked to collect confiscated items. Where items are not collected, the school will dispose of them at the end of each term.

Pupils found with tobacco and/or cigarette papers will have these confiscated and destroyed whether they are found to be smoking or not. They will also be issued with a consequence for bringing tobacco on to school premises. Pupils will also receive consequences for smoking near the school and on their way to and from school.

Staff have the power to search pupils with their consent for any item banned under the school rules. This includes searching bags.

Where items are ‘prohibited’ as outlined above, these will not be returned to pupils and will be disposed of by the school according to the DfE advice and statutory guidance ‘Screening, Searching and Confiscation – Advice for Headteachers, staff and governing bodies’. Pupils must not bring any of the items listed above on to school premises. The school will automatically confiscate any of the ‘prohibited’ items and staff have the power to search pupils without their consent for such items. There will be severe consequences for pupils found to have ‘prohibited’ items in school. In certain circumstances, this may lead to permanent exclusion.

Removal from class

Where a pupil fails to respond to repeated warnings and reminders to improve an aspect of behaviour which disrupts the learning of others, they can be removed from class and sent to a Senior Leader or the Headteacher. In such circumstances, the pupil will automatically lose a break time. Pupils may also be removed from class for more serious misconduct without the use of warnings.

Other examples of consequences

• verbal warning

• moved seat or place – to sit by an adult / or to work alone

• missed break time

• time out in another class – completing work in another class.

• time out with a senior member of staff. This will usually be for the remainder of the morning, lunchtime, or afternoon session

3.3 Exclusion

The Government supports Headteachers in using exclusion from school as a sanction where it is warranted but we understand this is a last resort. We recognise it is our responsibility as a school to communicate to pupils, staff, and parents our behaviour expectations and the responsibility of all individuals working with pupils to ensure that no exclusion will be initiated without first exhausting other strategies or in the case of a serious incident, a thorough investigation. We have a range of policies and procedures in place to promote good behaviour and appropriate conduct, we take steps to access local support services like Inclusion Support Officers and Early Help Services, and we strive to foster good parental engagement.

The decision to exclude a pupil will be taken in the following circumstances:

• in response to a serious breach of the school’s Behaviour Policy.

• if allowing the pupil to remain in school would seriously harm the education or welfare of other people or the pupil themselves in the school.

Exclusion from school in any form will be a last resort. Where exclusion, either fixed term or permanent, is considered appropriate and/or necessary, we will refer to our Exclusion Policy, a copy of which is available on request from the school office.

3.4 Home School agreements

There is no statutory requirement to have, or to ask parents to sign, a Home School Agreement that outlines the responsibilities of the parent and the school; including those around behaviour and attendance.

On balance, and in order to continue to foster parental relationships, we have decided to continue with the home-school agreement which should be signed and returned to the school.

4. Pupil support

We aim to support all our pupils to ensure that every child succeeds during their time at the school. Where it becomes clear that a child is having on-going difficulties in managing their behaviour, there are a wide range of strategies which are used to support pupils.

• targets to promote success in lessons.

• increased communication between home and school.

• individual behaviour management plans.

• support from the local LA inclusion support team

• small group work or 1:1 support in self-esteem, emotional literacy, anger management, nurture group sessions etc.

• additional literacy or numeracy support where this is identified as a barrier to learning and impacts on the pupil’s behaviour

• alternative curriculum provision

• reduced timetable

• referral to outside agencies such as Educational Psychologist, Mental Health Worker, Behaviour Specialists etc.

5. Attendance and punctuality

The school is required by law to keep a record of pupil attendance. In an emergency, such as a fire, it is essential that we have an accurate record of who is in school. Good attendance and punctuality are essential for good learning. They are also essential skills for later life.

If pupils are late or do not attend:

• parent should telephone the school in the morning on the first day of their child’s absence;

• any absence needs to be explained, on return to school, by a letter or phone call from the parent;

• parent should contact the school again if an absence is more than three days. If they do not, the school will make attempts to contact them. In some circumstances, this may also involve a home visit.

We strongly discourage parents from taking their children out of school for holidays or family outings during the school term. A headteacher is no longer able to grant any leave of absence during term time unless there are ‘exceptional’ circumstances. Absences taken without the authorisation of the Headteacher will be recorded as ‘unauthorised’.

6. Pupil conduct and misbehaviour outside the school premises

6.1 What the law allows

Teachers have a statutory power to discipline pupils for misbehaving outside of the school premises. Section 90 of the Education and Inspections Act 2006 gives Headteachers a specific statutory power to regulate pupils’ behaviour in these circumstances “to such extent as is reasonable.”

Subject to the school’s Behaviour Policy and Procedures, the teacher may discipline a pupil for:

• any misbehaviour when the child is:

 taking part in any school-organised or school-related activity; or

 travelling to or from school; or

 wearing the school uniform; or

 in some other way identifiable as a pupil at the school.

• or misbehaviour at any time, whether or not the conditions above apply, that:

 could have repercussions for the orderly running of the school; or

 poses a threat to another pupil or member of the public; or

 could adversely affect the reputation of the school.

6.2 Out of school behaviour

This school is committed to ensuring our pupils act as positive ambassadors for us. Taking the above into account, we expect the following:

• good order on all transport (including public transport) to and from school, educational visits, or other placements such as work experience or college courses;

• good behaviour on the way to and from school;

• positive behaviour which does not threaten the health, safety or welfare of our pupils, staff, volunteers, or members of the public;

• reassurance to members of the public about school care and control over pupils to protect the reputation of the school;

• protection for individual staff and pupils from harmful conduct by pupils of the school when not on the school site.

The same behaviour expectations for pupils on the school premises apply to off-site behaviour.

6.3 Consequences and disciplinary action – off-site behaviour

Consequence may arise for poor behaviour off the school premises which undermines any of the above expectations and regardless of whether it is an activity supervised directly by school staff. Consequences may be in the form of working away from peers in school, fixed term exclusion or in very serious cases, permanent exclusion. In issuing sanctions, the following will be considered:

• the severity of the misbehaviour;

• the extent to which the reputation of the school has been affected;

• whether pupils were directly identifiable as being members of the school;

• the extent to which the behaviour in question could have repercussions for the orderly running of the school and/or might pose a threat to another pupil or member of staff (e.g., bullying another pupil or insulting a member of staff).

• whether the misbehaviour was whilst the pupil was participating in a sports event or in any situation where the pupil is acting as an ambassador for the school which might affect the chances or opportunities being offered to other pupils in the future.

7. The use of reasonable force

There are circumstances when it is appropriate for staff to use reasonable force to safeguard children. The term ‘reasonable force’ covers the broad range of actions used by staff that involve a degree of physical contact to control to restrain children. This can range from guiding a child to safety by the arm, to more extreme circumstances such as breaking up a fight or where a young person needs to be restrained to prevent violence or injury. ‘Reasonable’ in these circumstances means ‘using no more force than is needed’. The use of force may involve either passive physical contact, such as standing between pupils or blocking a pupil’s path, or active physical contact such as leading a pupil by the arm out of the classroom. The decision on whether to not to use reasonable force to control or restrain a child is down to the professional judgement of the staff concerned and should always depend on individual circumstances.

The Governing Body have taken account of advice provided by the DfE - Use of reasonable force: advice for headteachers, staff and governing bodies and the school’s public sector equality duty set out in section 149 of the Equality Act 2010.

All members of school staff have a legal power to use reasonable force. This power also applies to people whom the Headteacher has temporarily put in charge of pupils such as unpaid volunteers or parents accompanying pupils on a school organised visit.

Any use of force by staff will be reasonable, lawful, and proportionate to the circumstances of the incident and the seriousness of the behaviour (or the consequences it is intended to prevent). Reasonable force will be used only when immediately necessary and for the minimum time necessary to achieve the desired result and to prevent a pupil from doing or continuing to do any of the following:

• committing a criminal offence;

• injuring themselves or others;

• causing damage to property, including their own;

• engaging in any behaviour prejudicial to good order and discipline at the school or among any of its pupils, whether that behaviour occurs in a classroom or elsewhere.

Force will never be used as a punishment.

Whether it is reasonable to use force and to what degree, also depends on the age and understanding of the pupil and whether they have special educational needs or disabilities. Medical advice will always be sought about the safest way to hold pupils with specific health needs, special educational needs, and disabilities.

7.1 Action as a result of self-defence or in an emergency

All staff including teaching assistants, mid-day supervisors, administrative staff and the site management have the right to defend themselves from attack, providing they do not use a disproportionate degree of force to do so. Similarly, in an emergency, if for example, a pupil was at immediate risk of injury or at the point of inflicting injury on someone else, any member of staff is entitled to intervene. A volunteer helping in school would not be expected to work with a child who is known to need physical restraint as indicated in a Behaviour Management Plan.

7.2 Circumstances in which reasonable force might be used

Circumstances in which reasonable force might be used include the following:

• Pupils found fighting will be physically separated;

• pupils who refuse to leave a room when instructed to do so may be physically removed;

• pupils who behave in a way which disrupts a school event, or a school trip or visit may be physically removed from the situation;

• restraint may be used to prevent a pupil leaving a classroom, where allowing him or her to do so would risk their safety or lead to disruptive behaviour. This may also include leading a pupil by the arm out of a classroom.

• Pupils at risk of harming themselves or others through physical outbursts will be physically restrained;

• to prevent a pupil from attacking a member of staff or another pupil;

• to prevent a pupil causing injury or damage by accident, by rough play, or by misuse of dangerous materials or an object.

7.3 Power to use reasonable force when searching without consent

In addition to the general power to use reasonable force, the Headteacher and authorised staff can use such force as is reasonable given the circumstances to conduct a search for ‘prohibited items’. See Section 3.2 above.

7.4 Unreasonable force

The type of force which will never be acceptable in our school includes:

• holding round the neck or any other hold that might restrict breathing;

• kicking, slapping, or punching;

• forcing limbs against joints (e.g., arm locks);

• tripping or holding by the hair or ear;

• holding face down on the ground.

7.5 Staff training

All members of staff will receive training about the use of reasonable force appropriate to their role to enable them to carry out their responsibilities. This will include training on any restraint techniques which must not be used because they are known to present an unacceptable risk when used on children and young people. Some staff will receive additional training on the appropriate techniques which may be used to physically restrain pupils. The training will be to an approved nationally acceptable level and will be regularly refreshed.

7.6 Behaviour Management Plans (BMPs)

A pupil with a known challenging behaviour, a medical condition which affects behaviour patterns, has special educational needs or where there is evidence or suspicion of self-inflicted harm (i.e., is a risk to themselves) may be the subject of a Behaviour Management Plan. Such a plan sets out specific ways in which the behaviour is controlled whilst on school premises and during any off-site visit. It may also include details on managing the pupil’s behaviour whilst travelling to school on organised home-school transport.

By planning positive and proactive behaviour support, through the drawing up of an individual behaviour plan for more vulnerable children, and agreeing it with parents/carers, we may be able to reduce the occurrence of challenging behaviour and the need to use reasonable force.

In such circumstances, parents will always be made aware of their child’s Behaviour Management Plan and will be asked to contribute to the content and control measures implemented in an attempt to apply consistency of sanctions and rewards both in school and at home. Wherever possible and appropriate, the child concerned will also be involved in creating the Behaviour Management Plan.

7.7 Informing parents when reasonable force has been used

In accordance with current good practice, the school will speak to parents about serious incidents involving the use of force and will record such serious incidents.

In making a decision about informing parents, the following will be considered:

• the pupil’s behaviour and level of risk presented at the time of the incident;

• the degree of force used;

• the effect on the pupil or member of staff concerned; and

• the child’s age.

All incidents when ‘physical restraint’ as opposed to ‘physical control’ is used will be recorded as soon as possible and details passed on to the Headteacher (or Deputy Headteacher in the absence of the Headteacher) who will follow up the incident where necessary. The following must be recorded:

• all incidents where unreasonable use of force is used;

• any incident where substantial force has been used e.g., physically pushing a pupil out of a room;

• use of restraint;

• all incidents where either the child or the ‘handler’ is injured because of the intervention;

• an incident where a pupil is distressed though clearly not overreacting.

The following criteria will be used when considering the need for recording:

(a) Did the incident cause injury or distress to a member of staff or pupil?

(b) Even though there was no apparent injury or distress, was the incident sufficiently serious in its own right? Any use of restrictive holds, for example, fall into this category;

(c) Did the incident justify force? This is particularly relevant where the judgement is finely balanced;

(d) Does recording it help to identify and analyse patterns of pupil behaviour?

If the answer to any of the questions is ‘yes’, a written record should be made and held in a secure central location or recorded in the bound Record of Physical Intervention book (blue) and all other notes taken at the time are to be kept.

In all instances of the use of physical restraint, parents will be informed the same day, by phone, and invited into the school to discuss the incident unless to do so would result in significant harm to the pupil, in which case, the incident will be reported to the Cumbria Safeguarding Hub by the Headteacher and Designated Safeguarding Lead.

All injuries will be reported and recorded in accordance with school procedures.

7.8 Post incident support

Serious incidents can create upset and stress for all concerned. After the incident ends it is important to ensure any staff and pupils involved are given first aid treatment for any injuries. Emotional support may also be necessary. Where required, immediate action will be taken to access medical help for any injuries that go beyond basic first aid. The school will then decide how and when to contact the parents of the pupil to engage them in discussing the incident and setting out subsequent actions. After the incident, the Headteacher and/or other staff will:

(a) ensure the incident has been recorded;

(b) decide whether multi-agency partners need to be engaged and, if so, which partners;

(c) hold the pupil to account so that he or she recognises the harm caused or which might have been caused. This may involve the child having the chance to redress the relationship with staff and pupils affected by the incident. It may also mean the child is excluded. See Section 3.2 above.

(d) help the pupil develop strategies to avoid such crisis points in the future and inform relevant staff about these strategies and their roles;

(e) ensure that staff and pupils affected by the incident have continuing support, if necessary, in respect of:

• physical consequences

• emotional stress or loss of confidence

• analysis and reflection of the incident

7.9 Follow up

In many cases there will be a follow-up meeting of key personnel to discuss the restraint incident and review the Behaviour Management Plan or other plans for pupils. It might also be appropriate to review the Whole School Behaviour Policy and/or supporting procedures.

7.10 Other physical contact with pupils

This school does not operate a ‘No touch Policy’. There are occasions when physical contact, other than reasonable force, with a pupil is proper and necessary:

• holding the hand of the child at the front/back of the line when going to assembly or when walking together around the school;

• when comforting a distressed pupil;

• when a pupil is being congratulated or praised;

• to demonstrate how to use a musical instrument;

• to demonstrate exercises or techniques during PE lessons or sports coaching;

• to administer first aid;

• to apply sunscreen to the arms, face, or lower legs of very young pupils or those with special educational needs who might struggle to apply it appropriately themselves.

8. Mental health and behaviour

This school recognises that taking a co-ordinated and evidence-informed approach to mental health and wellbeing in school, as outlined in the latest edition of the whole school or college approach by Public Health England (PHE) and DfE, leads to improved pupil emotional health and wellbeing which can help readiness to learn.

All staff and other adults are made aware through regular training updates that mental health problems and changes in behaviour can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation.

Only appropriately trained professionals should attempt to make a diagnosis of a mental health problem. Staff and other adults, however, are well placed to observe children day-to-day and identify those whose behaviour suggests that they may be experiencing a mental health problem or be at risk of developing one.

Where children have suffered abuse and neglect, or other potentially traumatic adverse childhood experiences, this can have a lasting impact throughout childhood, adolescence and into adulthood. It is key that staff are aware of how these children’s experiences, can impact on their mental health, behaviour, and education.

If staff need more specific guidance on this, we can refer to the DfE guidance Mental health and behaviour in schools for support and our Mentally Healthy Schools Resources.

9. Child on child abuse (peer on peer abuse)

We recognise that children can abuse their peers and all staff understand the importance of challenging inappropriate behaviours between peers. This is generally referred to as child on child or peer on peer abuse and can take many forms. This can include (but is not limited to) bullying (including cyberbullying, prejudice-based and discriminatory bullying); sexual violence and sexual harassment; physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm, the consensual or non-consensual sharing of nude and/or semi-nude images/videos and initiating/hazing type violence and rituals. Downplaying certain behaviours, for example dismissing sexual harassment as “just banter”, “just having a laugh”, “part of growing up” or “boys being boys” can lead to a culture of unacceptable behaviours, an unsafe environment for children and in worst case scenarios a culture that normalises abuse leading to children accepting it as normal and not coming forward to report it.

We recognise that children with special educational needs or disabilities (SEND) or certain health conditions can face additional challenges. These can include:

• assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s condition without further exploration;

• these children being more prone to peer group isolation or bullying (including prejudice-based bullying) than other children;

• the potential for children with SEND or certain medical conditions being disproportionally impacted by behaviours such as bullying, without outwardly showing any signs; and

• communication barriers and difficulties in managing or reporting these challenges.

We recognise that even if there are no reported cases of child-on-child abuse, such abuse may still be taking place and is simply not being reported.

We will not dismiss abusive behaviour between children as ‘normal’ and our thresholds for investigating claims and allegations are the same as for any other type of abuse.

Guidance on dealing with cases of peer-on-peer abuse is included in our Child Protection Policy and Procedures.

Consideration will also be given to the advice contained within the DfE statutory guidance Keeping Children Safe in Education (September 2021), and the UKCIS Education Group publication Sharing nudes and semi-nudes: advice for education settings working with children and young people which outlines how to respond to an incident of nudes and semi-nudes being shared.

9.1 Minimising the risk of safeguarding concerns towards pupils from other pupils

On occasion, some pupils may present a safeguarding risk to other pupils. The school may well be informed by the relevant agency (either Police or Social Care) that the young person raises safeguarding concerns. These pupils will need an individual Behaviour (or risk) Management Plan to ensure that other pupils are kept safe and they themselves are not laid open to malicious allegations.

Pupils are encouraged to report child on child abuse and the issue is discussed as part of PSHE curriculum.

10. Sexual violence and sexual harassment (SVSH)

Sexual violence and sexual harassment can occur between two children of any age and sex, from primary through to secondary stages. It can occur through a group of children sexually assaulting or sexually harassing a single child or group of children. Sexual violence and sexual harassment exist on a continuum and may overlap; they can occur online and face to face (both physically and verbally) and are never acceptable.

We have a zero-tolerance in relation to any form of sexual discrimination, sexual violence, or sexual harassment amongst or directed at staff or pupils in the school.

We believe that it is essential that all victims of SVSH are reassured that they are being taken seriously and that they will be supported and kept safe. A victim will never be given the impression that they are creating a problem by reporting sexual violence or sexual harassment. Nor will a victim ever be made to feel ashamed for making a report.

Types of conduct that is inappropriate and may constitute sexual violence or sexual harassment include, but are not limited to, the following:

• unwelcome sexual flirtations or propositions, invitations, or requests for sexual activity;

• sexual comments, such as making lewd comments or sexual remarks about clothing and appearance, and calling someone sexualised names;

• sexual “jokes” or taunting, threats, verbal abuse, derogatory comments, or sexually degrading descriptions;

• unwelcome communication that is sexually suggestive, degrading or implies sexual intentions, including written, verbal, online etc.;

• physical behaviour, such as deliberately brushing against, grabbing, massaging, or stroking an individual’s body;

• taking, displaying, or pressuring individuals into taking photos of a sexual nature;

• exposing, or causing exposure of, underclothing, genitalia, or other body parts that are normally covered by an individual, through means including, but not limited to, mooning, streaking, “upskirting” (which is a criminal offence), “down blousing”, or flashing;

• purposefully cornering or hindering an individual’s normal movements;

• engaging in the improper use of school-owned devices and the internet including, but not limited to, the following:

- Accessing, downloading, or uploading pornography

- Sharing pornography via the internet, email, or mobile phones i.e., consensual and non-consensual sharing of nude and/or semi-nude images/videos

- Creating or maintaining websites with sexual content

- Participating in sexual discussions through email, chat rooms, instant messaging, social media, mobile phone or tablet apps, or any other form of electronic communication.

Punishments for incidents of sexual violence or sexual harassment will be determined based on the nature of the case, the ages of those involved and any previously related incidents. In some cases, the school may involve the Police where it is determined that a crime has been committed.

Appendix C provides details of how we will respond to a report of SVSH in the school.

Further advice on sexual violence and sexual harassment is outlined in Part five of the DfE statutory guidance Keeping Children Safe in Education (September 2021) and Sexual Violence and sexual harassment between children in schools and colleges.

11. Allegations of abuse/concerns against staff and other adults working in the school (including volunteers, contractors and supply staff)

All children and adults have a fundamental right to be protected from harm. All allegations of abuse will be taken seriously. (For more information, refer to the school allegations procedure which forms part of the Child Protection Policy and Procedures).

The Governing Body has a duty to safeguard and promote the welfare of children and create and maintain a safe learning environment (section 175 of the Education Act 2002). Our policy is to identify where there are child welfare concerns and act to address them, in partnership with other organisations where appropriate, and in accordance with local inter-agency procedures.

School staff have a positive role to play in child protection, as their position often allows them to be able to observe outward signs of abuse and changes of behaviour in children. Because of their role however, they are also open to accusations of abuse. Such allegations may be true, but they may also be false, misplaced, or malicious.

To fulfil its commitment to the welfare of children, this school has a procedure for dealing with allegations of abuse against members of staff, supply staff, volunteers, contractors and other children.

The procedure aims to ensure that all allegations are dealt with fairly, consistently, and quickly and in a way that provides protection for the child, whilst supporting the person who is the subject of the allegation. Where an allegation is made against supply staff employed by an agency, the school will take the lead and will collect the facts when an allegation is made. In such cases, we will involve the agency in any further investigations and follow-up procedures.

If a member of staff does not wish to report an allegation directly, or they have a general concern about malpractice within the school, reference can also be made to the school’s Whistleblowing procedures and procedures for reporting low-level concerns about another adult who works with children in the school. Further information on how to report low-level concerns is outlined in the school’s Code of Conduct for staff and other adults.

The procedure complies with the framework for managing cases of allegations of abuse/low-level concerns against people who work with children, as set out in the DfE statutory guidance Keeping Children Safe in Education (September 2021) and the Cumbria Safeguarding Children Partnership (SCP) core procedures.

12. Bullying

We have a section on Child-on-child abuse in our Child Protection Policy and Procedures. Our Child Protection Policy and Procedures also contains additional information on reporting and responding to reports of sexual violence and sexual harassment.

12.1 What is bullying?

According to the DfE document ‘Preventing and Tackling Bullying – Advice for Head teachers, staff and Governing Bodies, bullying may be defined as:

“Behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally”.

Specific types of bullying (cyber-bullying, prejudice-based and discriminatory bullying) include those relating to:

• race, religion, culture, or gender;

• SEN or disabilities;

• appearance or health conditions;

• sexual orientation;

• young carers or looked after children or otherwise related to home circumstances;

• sexist or sexual bullying and sexual harassment.

It can take place between pupils, between pupils and staff, parents, and staff or between staff; by individuals or groups; face-to-face, indirectly or using a range of cyber bullying methods.

Acts of bullying can include:

• name-calling;

• taunting;

• mocking;

• making offensive comments;

• kicking;

• hitting;

• pushing;

• taking belongings;

• inappropriate text messaging, emailing, or ‘posting’ on social media platforms;

• sending offensive or degrading images by phone or via the internet (consensual and non-consensual sharing of nude and/or semi-nude images/videos);

• upskirting;

• producing graffiti;

• excluding people from groups;

• spreading hurtful and/or untruthful rumours.

Many experts believe that bullying involves an imbalance of power between the perpetrator and the victim. This could involve perpetrators of bullying having control over the relationship which makes it difficult for those they bully to defend themselves. The imbalance of power can manifest itself in several ways. It may be physical, psychological (knowing what upsets someone), derive from an intellectual imbalance, or by having access to the support of a group, or the capacity to socially isolate. It can result in the intimidation of a person or persons through the threat of violence or by isolating them either physically or online.

All staff are made aware that technology is a significant component in many safeguarding and wellbeing issues and can also adversely affect the behaviour of all parties involved. Children are at risk of abuse online (cyber-bullying) as well as face to face. In many cases abuse will take place concurrently via online channels and in daily life. Children can also abuse their peers online, this can take the form of abusive, harassing, and misogynistic messages, the consensual or non-consensual sharing of nude and/or semi-nude images/videos or other indecent images, especially around chat groups, and the sharing of abusive images and pornography, to those who do not want to receive such content.

Cyber-bullying can be defined as the use of information and communications technology particularly mobile phones and the internet, deliberately to upset someone else. Cyber-bullying that occurs while pupils are under the school’s direct supervision will be dealt with in line with this policy and procedures.

In cases where cyber-bullying occurs while pupils are outside our direct supervision (i.e. at home), parents will be encouraged to report these incidents to the Police as criminal laws (such as those pertaining to harassment, threatening, and menacing communications) may apply. Parents are also encouraged to report such bullying to the school. If the alleged perpetrator is a member of this school community, the school will act in line with this Behaviour Policy and procedures. The school will, wherever possible, support parents in this and may impose consequences upon the perpetrator where this individual is recognisable.

12.2 The law

The school endeavours to comply with the legal requirements placed on schools and the Governing Body to determine detailed measures (rules, rewards, consequences, and behaviour management strategies) that ‘’encourage good behaviour and respect for others on the part of pupils and, in particular, preventing all forms of bullying among pupils’’ (Education and Inspections Act 2006, section 89). The school will exercise its legal powers as outlined in section 89/5 and section 91, Education and Inspections Act 2006 as deemed appropriate and practicable.

Schools are required to comply with the equality duty ‘The Equality Act 2010’. The public sector equality duty has three aims:

• eliminate unlawful discrimination, harassment, victimisation, and any other conduct prohibited by the Act;

• advance equality of opportunity between people who share a protected characteristic and people who do not share it; and

• foster good relations between people who share a protected characteristic and people who do not share it.

12.3 Reporting and recording incidents of bullying

Pupils and parents are encouraged to report bullying to any member of staff. Incidents are, in the first instance, referred to the pupil’s class teacher to be investigated, appropriate action taken, and parents will be informed promptly using usual school procedures. Pupil voice is important at this school and pupils are encouraged through various means to report any incidents of bullying behaviour which they encounter personally or become aware of. This is reinforced via collective worship sessions, assemblies, PSHE Education lessons and during class/circle time. The Whole School Behaviour Policy and Procedures also reinforce the school’s expectation as to how members of the school community should conduct themselves. A log will be maintained of racist incidents and information on incidents of bullying. All reported incidents of bullying will be recorded regardless of the outcome of the investigation.

12.4 Tackling bullying

The aim of any anti-bullying intervention is to safeguard and support the victim, discipline and modify the behaviour of the perpetrator with a view to prevent, de-escalate and stop further incidents of harmful behaviour.

12.5 Strategies available for dealing with bullying

• Ensuring that there is a promotion of an open and honest anti-bullying ethos in the school;

• investigate all allegations of bullying behaviour;

• PSHE Education programmes that discuss issues such as diversity and anti-bullying messages;

• poster and leaflet campaigns – designed and written by pupils;

• assemblies - both whole school and class-based that promote a sense of community;

• class discussions and role plays in Drama, English and RE that draw out anti-bullying messages;

• circle times;

• Acceptable Internet Use Agreement is signed by all, and online safety is discussed in Computing lessons.

• on-going staff induction and training programme;

• adequate staff supervision at lunch and break times;

• clear and consistently applied policies and expectations for behaviour and uniform;

• Home School agreement (voluntary).

12.6 Strategies for dealing with perpetrators of bullying behaviours

• disciplinary consequence imposed (see Behaviour Strategy details above);

• engage promptly with parents to ensure their support and involvement;

• restorative justice approaches taken as appropriate;

• one-to-one interview with staff or peer mentors;

• support sought from external agency;

• work with the educational psychologist or other outside agency;

• anger management strategies discussed.

12.7 Strategies to support a victim of bullying behaviours

• disciplinary sanctions as appropriate applied to the perpetrator;

• counselling services sought;

• mediation;

• short term modification of school timetable;

• one-to-one parental interview, parental support and involvement;

• self-assertiveness strategies discussed

13. Drugs and drug-related incidents

13.1 General

A drug is a substance which, when taken into the body, changes the way we feel, the way we see things and the way the body works. This section covers a range of drugs including medicines, tobacco, alcohol, solvents, novel psychoactive substances (so called ‘legal highs’), volatile substances and illegal drugs and describes the school’s approach to dealing with incidents of drug misuse. Apart from medicines prescribed to an individual, all other items listed above are classed as ‘prohibited items’ with respect to screening, searching and confiscation – Section 3.2 refers.

Drugs Education forms part of the PSHE Education programme delivered in discrete sessions for

all pupils.

• Current research indicates that drug use, both legal and illegal, is rising amongst young people.

• We do not support the misuse of tobacco, alcohol, solvents, illegal drugs, and medicines by members of the school.

• Under no circumstances will the supply or sale of illegal drugs on the school site be tolerated.

• The school believes it has a duty to inform and educate young people on the consequences of drug use and misuse.

• Fundamental to our school’s values and practice is the principle of sharing the responsibility for education of young people with parents and carers by keeping them informed and involved at all times.

• Whilst we acknowledge that some young people will use and misuse substances, it is important to recognise that the remainder of young people are choosing not to use or misuse substances. We will help individual learners according to their differing needs.

13.2 Responsibilities

The Headteacher has responsibility for supporting other members of staff in the implementation of these procedures.

Drug prevention is a whole school issue. All staff, both teaching and support staff, will be made aware of these procedures and how they relate to them should they be called upon to deal with a drug-related incident.

The site-manager regularly checks the school premises – any substances or drug paraphernalia found will be reported to the Headteacher and Senior Leadership Team and dealt with in accordance with these procedures.

13.3 Dealing with drug-related incidents

The following provides our framework for dealing with incidents surrounding the use, suspicion of use and finding of drugs and substances. We recognise that drug use can be a symptom of other problems and, where appropriate, we will involve or refer pupils to other services. Within our school the following guidelines apply to the possession or use of drugs, alcohol, and tobacco on school premises:

Medicines

Where pupils are prescribed medicines, cases will be dealt with on an individual basis and appropriate procedures will be followed (e.g., safe storage and administration of medicines in line with national guidance). Information for parents on this issue is available on request from the school.

Tobacco

In line with legislation, the school operates a ‘No Smoking’ policy in the building and on the school site. This also applies to the use of e-cigarettes.

Alcohol

No alcohol is consumed during the normal school day. Those hiring the school premises are not allowed to consume alcohol on site unless it has been authorised by the Governing Body and forms part of the Lettings Contract.

Solvents

The school will ensure that potentially harmful substances are stored safely, and pupils will be supervised carefully where such substances are used during their work. The use of aerosol deodorants will be discouraged because of the potential risks to people with asthma or other bronchial problems.

Illegal substances

Illegal or illicit substances must not be brought to school or used on school premises.

13.4 Discovering a drug or suspected illegal substance

(1) Take possession of the drug/substance and inform the Headteacher/Senior Leadership Team member who will inform the Headteacher at the first available opportunity.

(2) In the presence of a witness the article should be packed securely and labelled with the date, time, and place of discovery.

(3) The package should be signed by the person who discovered it and stored in a secure place.

(4) The Headteacher will always involve the school's link community liaison Police Officer in the case of suspected drugs or illegal substances in school.

(5) In the event of discovering a hypodermic needle, the incident should be recorded, and the following procedure should be observed to protect all persons:

• Do NOT attempt to pick up the needle.

• If possible, cordon off the area to make it safe.

• Inform the Headteacher/Senior Leadership Team member.

• The needle should be placed in a sharps box or other secure metal box and disposed of via a local medical surgery or pharmacy.

13.5 Discovering or suspecting a pupil is in possession of a drug/drug paraphernalia

(1) Request that the pupil hand over the article(s).

(2) Having taken possession of the substance/paraphernalia, the procedure should be followed as above.

(3) EXTREME CARE SHOULD BE TAKEN IF HYPODERMIC NEEDLES ARE INVOLVED.

If a pupil refuses to hand over articles a search may be required - it should be noted that in accordance with current DfE advice:

• The Headteacher and other authorised staff can search bags etc. without the permission of the pupil when looking for prohibited items.

• Teachers can search a pupil‘s outer clothing so long as a witness is present, without the consent of the pupil. The personal search must be undertaken by a teacher of the same sex with the witness being the same sex wherever possible. Reasonable force may be used to complete the search.

• Pupils should be given the opportunity to empty their pockets, bag, etc. in the presence of a witness.

13.6 Dealing with a pupil suspected to be under the influence of a drug or substance

Stay calm, place the pupil in a quiet area, do not leave on their own and seek medical advice from a trained First Aider who will assess the situation and act appropriately, the Headteacher/Senior Leadership Team member must also be informed.

Any suspected substances found should travel with the pupil if removed from the school for treatment. Vomit should be safely collected where possible by the school's First Aider and taken with the pupil (for analysis).

All drug related incidents will be recorded.

13.7 When to contact the Police/disciplinary action

The Police will always be contacted in situations where controlled drugs are found. Any decisions made on the appropriate disciplinary action to be taken will take the Police advice into consideration. Further advice on this subject can be found in the NPCC guidance document When to call the Police – Guidance for schools and colleges.

• Where controlled drugs are found, these will be delivered to the Police as soon as possible.

• Alcohol will be disposed of. Under no circumstances will alcohol be returned to the pupil.

• Tobacco or cigarette papers will also be disposed of in the same way as alcohol.

• If other substances are found which are not believed to be controlled drugs, these will be confiscated and disposed of in accordance with the school’s procedures. This would include, for example, so called ‘legal highs’. Where staff suspect that a substance may be a controlled drug, they will treat them as controlled drugs and follow the procedure above.

In the event of a drug-related incident in the school, the school would co-operate with the Police should they wish to search the premises.

As a result of a drug-related incident, the pupil(s) concerned will be subject to disciplinary action. This action may result in a fixed term exclusion and in the most serious of cases would result in permanent exclusion.

13.8 Procedures for dealing with drug-related incidents involving adults

The following examples are situations where concerns about drug misuse or related behaviour involve a parent or other adult rather than pupils:

• Adults may attend school premises under the influence of alcohol or drugs.

• A parent or adult may attempt to remove a child from school premises during or at the end of the school day whilst under the influence of alcohol or drugs.

• An adult may behave aggressively, intimidate or threaten staff or assault school staff or pupils whilst appearing to be under the influence of alcohol or drugs.

• School staff may be concerned that a parent or family member’s drug misuse may put the child at risk.

• An adult may be involving pupils in drug misuse or the supply of drugs to pupils.

These examples are not exhaustive and, in each case, the Headteacher will consider the safety of the whole school community including staff when determining the appropriate course of action.

Where, in the opinion of school staff, it is thought that an adult is unable to provide appropriate care and supervision of a child because they are under the influence of drugs or alcohol, they will first attempt the contact an alternative adult carer for the child before contacting the Local Authority Social Care Services and, if necessary, the Police.

Where there are concerns over the safety of the child, school staff will attempt to persuade the adult not to leave the premises with the child until appropriate assistance arrives. If the adult insists on leaving the school, staff will immediately contact the Police. This will also be the case if an adult becomes threatening or aggressive.

If school staff have concerns about an adult or adults supplying drugs on or near school premises, or to any of the pupils outside school premises, the Headteacher or other member of staff will consult with the Police.

14. Behaviour of parents and other visitors to the school

The school encourages close links with parents and the community. We believe that pupils benefit when the relationship between home and school is a positive one. Most parents and others visiting our school are keen to work with us and are supportive of the school. However, on the rare occasions when a negative attitude towards the school is expressed, this can result in aggression, threatening behaviour, written, verbal and/or physical abuse towards a member of the school community.

Violence, threatening behaviour and abuse against school staff or other members of the school community will not be tolerated. When formulating our procedures, reference was made to the DfES document A Legal toolkit for schools – Tackling abuse, threats and violence towards members of the school community and DfE non-statutory guidance Controlling access to school premises. A poster indicating that such negative behaviour is not acceptable is displayed in the school reception area.

Our school expects and requires staff to behave professionally in these difficult situations, and to attempt to defuse the situation where possible, seeking the involvement as appropriate of other colleagues. However, all members of the school community (including other parents and visitors) have the right to visit and work without fear of violence and abuse, and the right in an extreme case, of appropriate self-defence.

We expect parents and other visitors to behave in a reasonable way towards other members of the school community. The following outlines the steps that will be taken where parent or visitor behaviour is unacceptable.

14.1 Types of behaviour that are considered serious and unacceptable

The following list outlines the types of behaviour that are considered serious and unacceptable and will not be tolerated towards any member of the school community. This is not an exhaustive list but seeks to provide illustrations of such behaviour:

• shouting, either in person or over the telephone;

• speaking in an aggressive/threatening tone;

• physical intimidation e.g., standing very close to her/him;

• the use of aggressive hand gestures/exaggerated movements;

• physical threats;

• shaking or holding a fist towards another person;

• swearing;

• pushing;

• hitting, e.g., slapping, punching, or kicking

• spitting;

• racist, sexist, defamatory or other derogatory comments;

• all types of sexual violence and sexual harassment as outlined above;

• sending inappropriate or abusive e-mails to school staff or to the general school e-mail address;

• publishing or posting derogatory or inappropriate comments which relate to the school, its pupils or staff/volunteers on a social media platform;

• breaking the school’s security procedures.

Unacceptable behaviour may result in the Police being informed of the incident.

14.2 Procedures for dealing with unacceptable behaviour

When a parent or member of the public behaves in an unacceptable way during a telephone conversation, staff at the school have the right to terminate the call. The incident will be reported by staff to the Senior Leadership Team. The school reserves the right to take any necessary actions to ensure that members of the school community are not subjected to verbal abuse. The school may warn the aggressor, temporarily or permanently ban them from the school site, and/or contact the Police.

When any parent or visitor behaves in an unacceptable way in person towards a member of the school staff a member of the Senior Leadership Team will seek to resolve the situation through discussion and mediation. If necessary, the school’s complaints procedure should be followed. Where all procedures have been exhausted, and aggression or intimidation continues, or where there is an extreme act of violence, the discussion will be terminated, and the visitor will be asked to leave the school immediately. It is also an offence under Section 547 of the Education Act 1997 for any person (including a parent) to cause a nuisance or disturbance on school premises. The Police will be called if necessary. The perpetrator may also be banned from the school premises for a period, which will be determined by the school.

Prior to a ban being imposed, the following steps will be taken:

• Depending on the severity of the incident, the individual may first be issued with a written warning stating that if a similar incident occurs, the individual concerned will be banned (temporarily or permanently) from the school premises.

• In more serious cases, the individual will be informed, in writing, that she/he is banned from the premises temporarily, subject to review, and what will happen if the ban is breached.

• Extreme incidents will result in a permanent ban being enforced immediately. The individual will be informed in writing of the permanent ban but will be given the right to appeal in writing against the decision.

• In all cases, parents will be given the opportunity to discuss any issues relating to their child with school staff.

• Incidents of verbal or physical abuse towards staff may result in the Police being informed and may result in prosecution.

If an individual is intimidating, threatening or aggressive towards a member of the school community any interaction will be terminated immediately, and the person will be instructed to leave the premises. Further action may be taken by the school.

The school will take action where behaviour is unacceptable or serious and breaches this Whole School Behaviour Policy and Procedures.

14.3 Unacceptable use of technology

The school takes the issue of unacceptable use of technology by any member of the school community very seriously.

We expect parents and other adults within the school community to act responsibly when using online technologies. The expectation of parents is set out on page 10. Failure to comply with these expectations could result in parents and/or other adults being banned either temporarily or permanently from the school site, and the incident may be reported to the Police.

Acceptable Use Agreements exist for pupils, staff and governors of the school and form part of our Online Safety Policy and procedures.

St Mark’s CE Primary School

Child Protection Policy Statement

Based on ‘Keeping Children Safe in Education’ (DfE September 2022)

Adopted: September 2022

To be reviewed: September 2023

1. Definitions

For the purposes of this Policy and procedures a child, young person, pupil or student is referred to as a ‘child’ or a ‘pupil’ and they are normally under 18 years of age.

Wherever the term ‘parent’ is used this includes any person with parental authority over the child concerned e.g. carers, legal guardians etc.

Wherever the term ‘Headteacher’ is used this also refers to any Manager with the equivalent responsibility for children.

We use the term ‘victim’ to describe a child who has been affected by some type of abuse. However, we recognise that not everyone who has been subjected to abuse considers themselves a ‘victim’ or would want to be described in this way and as such, we will use any term with which the individual child is most comfortable.

We use the term ‘alleged perpetrator(s)’ and ‘perpetrator(s)’ throughout the Policy and procedures but staff and others will be mindful about this terminology, especially when speaking in front of children not least because in some cases the abusive behaviour will have been harmful to the perpetrator as well. Language and terminology will be determined as appropriate on a case-by-case basis.

Wherever the term ‘school’ is used this also refers to wrap around care provided by a setting such as Breakfast Clubs and After School Clubs.

2. Introduction

All those working in education can contribute to the safeguarding and protection of the welfare of a child in need. According to the DfE, safeguarding and promoting the welfare of children is defined as:

• protecting children from maltreatment;

• preventing impairment of children’s mental and physical health or development;

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

• taking action to enable all children to have the best outcomes.

Child protection is a part of safeguarding and promoting welfare. It refers to the activity that is undertaken to protect specific children who are suffering, or are likely to suffer, significant harm.

Safeguarding and promoting the welfare of children is everyone’s responsibility. Everyone who has contact with children and their families and carers has a role to play in safeguarding children. To fulfil this responsibility effectively, all professionals should make sure their approach is child centred. This means that they should consider, at all times, what is in the best interests of the child.

The DfE statutory guidance ‘Keeping Children Safe in Education’ is our first point of reference for child protection and child welfare issues in the school. The guidance has been issued to, read and is followed by:

• members of the governing body;

• school staff and senior leadership teams.

Effective child protection is essential as part of wider work to safeguard and promote the welfare of children. However, all agencies and individuals should aim to proactively safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced. This Child Protection Policy and procedures must be read in conjunction with the school Overarching Safeguarding Statement (where this is in place) and other school Policies and procedures (See Section 6 below).

3. Ethos

At St Mark’s School (hereinafter referred to as ‘the school’) the health, safety and wellbeing of all our children is of paramount importance to all the adults who work or volunteer here. All our children have the right to protection, regardless of age, disability, gender reassignment, race, religious belief, ethnicity or sexual orientation/identity. They have a right to be safe in our school; this is enhanced by the adoption of the Whole School Behaviour Policy which includes our procedures for preventing and dealing with cases of bullying and a robust Code of Conduct for staff and other adults who work in school.

We are also committed to establishing a safe physical environment in which children can learn and develop both personally and academically and achieve success in the following as stated in the Children Act 2004:

• Be healthy (physically, mentally and emotionally);

• Stay Safe (protection from harm and neglect);

• Enjoy and Achieve (via education, training and recreation);

• Make a positive contribution to the school community and general society;

• Achieve social and economic well-being.

The School regards Child Protection as an essential task of all its staff, governors and visitors/volunteers who come into school. We are committed to protecting and safeguarding pupils in school.

There is no place for extremist views of any kind in our school, whether from internal sources – pupils, staff, visiting adults, governors etc. or external sources – school community, external agencies or individuals.

Any prejudice, discrimination or extremist views, including derogatory language, displayed by pupils, staff, visitors or parents will always be challenged and, where appropriate, dealt with. Where misconduct by a teacher is proven, the matter will be referred to the Teaching Regulation Agency (TRA) for their consideration. Misconduct by other staff will be dealt with under normal school disciplinary procedures.

We encourage pupils to respect the fundamental British values of democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs. We ensure that partisan political views are not promoted in the teaching of any subject in the school and, where political issues are brought to the attention of the pupils, reasonably practicable steps are taken to offer a balanced presentation of opposing views to pupils.

The use of class discussions and collective worship sessions help to develop appropriate attitudes in our children and makes them aware of the impact of their decisions on others. All of our work in school is built on our adopted 15 Christian values: compassion, creation, endurance, fellowship, forgiveness, friendship, hope, humility, justice, peace, reverence, service, thankfulness, trust and wisdom.

We will ensure the content of the curriculum includes social and emotional aspects of learning and that child protection is included in the curriculum (including online) to help children stay safe, recognise when they do not feel safe and identify who they might/can talk to. We provide a PSHE Education curriculum that will help to equip our children with the skills they need including materials and learning experiences that will encourage them to develop essential life skills and protective behaviours. We recognise that a more personalised or contextualised approach may be required for more vulnerable children, victims of abuse and some SEND children. The PSHE (Personal, Social, Health and Economic Education) curriculum (which incorporates Relationships Education), include elements of how children can recognise different risks in different situations and how to behave in response. It will equip children with the skills needed to keep themselves safe and empower them to feel safe.

The School recognises the importance of creating and promoting a positive, supportive, neutral and secure environment where pupils can develop a sense of being valued and heard and where they feel safe, secure and respected.

We are aware that young people can be exposed to extremist influences or prejudiced views from an early age which originate from a variety of sources and media, including via the internet, and at times pupils may themselves reflect or display views that may be discriminatory, prejudiced or extremist, including using derogatory language. It is imperative that our pupils and parents see our school as a safe place where they can discuss and explore controversial issues safely and in an unbiased way and where our teachers and other adults encourage and facilitate this.

Where a pupil is placed with an alternative provision provider, we recognise that as the host school, we remain responsible for the safeguarding of that pupil and will work closely with the alternative provision provider to ensure the needs of the pupil are appropriately met. See Section 14 of procedures below.

Every effort will be made to work in partnership with other agencies and seek to establish effective working relationships with parents and other colleagues so enabling the Governing Body to fulfil their duty to have arrangements about safeguarding and promoting the welfare of children introduced by Section 175 of the Education Act 2002 (as amended) (Maintained Schools) and the Safeguarding Vulnerable Groups Act 2006 (as amended by the Protection of Freedoms Act 2012) in place.

4. Aims

There are three main aims to our Child Protection Policy:

Prevention: by creating a positive school atmosphere and providing high quality teaching and pastoral support to pupils;

Protection: by following agreed procedures and ensuring staff are appropriately recruited, trained and supported to respond appropriately and sensitively to Child Protection concerns;

Support: by providing support for pupils and school staff and for children who may have been or are being abused, exploited or neglected.

We will do these things by:

• ensuring we practice safe recruitment in checking the suitability of adults who have unsupervised contact with children and appropriately supervising others who are temporarily in school but not undertaking ‘regulated activity’;

• ensuring that members of the Governing Body have read and follow the DfE statutory guidance ‘Keeping Children Safe in Education’;

• ensuring all staff and regular volunteers who work directly with children are aware of, understand and follow the DfE statutory guidance ‘Keeping Children Safe in Education’, and in particular Part one and Annex B. Those staff who do not work directly with children are aware of and understand either Part one or Annex A (a condensed version of Part one) of ‘Keeping Children Safe in Education’. It is for the Governing Body, working with the School Leadership Team and DSL, to decide which staff/volunteers should be provided with the relevant literature appropriate to their role;

• promoting good health and preventing the spread of infection;

• managing behaviour and adopting safe and acceptable physical intervention techniques (refer to Whole School Behaviour Policy and procedures for details);

• raising awareness of child protection issues, equipping children with the skills needed to keep them safe and empowering children to feel safe;

• being alert to any issues of concern in children’s lives at home or elsewhere;

• ensuring that mechanisms are in place to assist staff to understand and discharge their role and responsibilities as outlined in Part one (or Annex A, where appropriate) of KCSiE; to recognise the signs and symptoms of abuse and are aware of the school’s procedures and lines of communication for reporting concerns/suspected or actual cases of abuse;

• ensuring extra care is taken to ensure that signs of abuse and neglect are identified and interpreted correctly, particularly for vulnerable groups such as children with communication/language difficulties or who use alternative/augmented communication systems;

• ensuring that staff have the skills, knowledge and understanding necessary to support ‘looked-after and previously looked-after children’ and to keep them safe;

• monitoring and supporting children and young people who have been identified as having welfare or protection concerns in accordance with his/her agreed Child Protection Plan;

• keeping confidential records, which are stored securely and shared appropriately with other professionals;

• ensuring all steps are taken to maintain site security and pupils’ physical safety by establishing a safe environment in which children can learn and develop;

• ensuring staffing arrangements meet the needs of all children and ensure their safety. We will ensure that children are adequately supervised and decide how to deploy staff to ensure children’s needs are met; (EYFS ONLY – in relation to ratios for the Early Years and Foundation Stage, we follow the statutory guidance in the DfE revised Statutory Framework for the Early Years Foundation Stage;

• maintaining robust records, policies and procedures.

5. Entitlement

We accept and embrace our legal responsibilities under the Human Rights Act 1998 (HRA) which sets out the fundamental right and freedoms that everyone is entitled to. Being subjected to harassment, violence and or abuse, including that of a sexual nature may breach any or all of the rights made under the HRA depending on the nature of the conduct and the circumstances.

We also have obligations under the Equality Act 2010. We will not unlawfully discriminate against pupils because of their sex, race, disability, religion or belief, gender reassignment, or sexual orientation (protected characteristics).

Each child in our school, regardless of their background or home circumstances could be the victim of abuse, whether it is by a parent, an adult known to them, another child or peer or a complete stranger. They are therefore all entitled to the same degree of protection and support. Each child in our school will also develop the skills appropriate to their age and understanding which could enable prevention of abuse by learning about keeping safe and who to ask for help if their safety is threatened.

We have and implement a Single Equality Scheme (SES) with objectives to promote equality of opportunity for children in our care, including support for children with special educational needs or disabilities, those identified as ‘carers’ looked-after children and those with protected characteristics. Our SES takes account of the whole school community but specifically for children, how the individual needs of all children will be met (including how those children who are disabled, have special educational needs or other health conditions will be included, valued and supported, and how reasonable adjustments will be made for them); the name of the Special Educational Needs Co-ordinator; arrangements for recording, reviewing, monitoring and evaluating the effectiveness of inclusive practices that promote and value diversity and difference;how we will advance equality of opportunity and foster good relations between those who share a relevant protected characteristic and those who do not; how inappropriate attitudes and practices will be challenged; and how the provision will encourage children to value and respect others.

6. Implementation

This Policy and supporting procedures apply to all who come into contact with children in the School, including: teachers, supply staff, learning support staff, teaching assistants, midday supervisors, admin staff, meals supervisors, caretaker, cleaners, visiting students, parent helpers/volunteers, members of the governing and other visitors including contractors.

This Policy should be read in conjunction with other related school Policies and procedures and any current Covid-19 related addendums including:

• Overarching Safeguarding Statement

• Health and Safety Policy and procedures

• Online Safety Policy and procedures

• Whole School Behaviour Policy and procedures for preventing and dealing with bullying (including cyber-bullying, prejudice-based and discriminatory bullying and the potential for radicalisation) and racism, drug misuse, positive handling, support and physical intervention etc.

• Code of Conduct for Staff and Other Adults

• Relationships Education, Relationships and Sex Education (RSE) and Health Education Policy

• Safer Recruitment, Selection and Pre-Employment Vetting Policy and procedures

• School Single Central Record (restricted access)

• Single Equality Scheme/Objectives

• Accessibility Plan

• Data Protection Policy

• Supporting Pupils with Medical Conditions Policy and procedures

• Special Educational Needs Policy/Information Report

• Whistleblowing procedures

• Intimate Care procedures

• Educational Visits procedures (including procedures for assessing risks)

• First Aid and Accident procedures

• Attendance procedures

• Missing Child procedures

• First Day Calling procedures

• Emergency Plan(s) (including Lockdown procedures)

• Guidance on the Use of Photographic Images

• Procedures for protecting children when contractors are working in educational settings

• Code of Conduct for adults visiting or working on a school site (leaflet)

• Risk Assessments (incl. Fire Safety)

• Premises Management including security measures (formal inspections and Buildings Register)

and DfE, Ofsted and Cumbria Safeguarding Children Partnership (SCP) guidance as outlined in Appendix A.

7. Child protection during pandemics

During periods of uncertainty such as that experienced during the Covid-19 pandemic, it is particularly important to safeguarding children who may be at an increased risk of abuse, harm and exploitation from a range of sources. The procedures which follow this Policy statement will be adhered to at all times, but we recognise that amendments or additions may be required in order to support those directly affected by a pandemic. All children are vulnerable, but some may be especially so during periods where they or their households are self-isolating. It is equally important to safeguard families, with parents facing significant pressures to continue to protect and promote the welfare of their children. These parents may already be struggling and so with additional pressure the likelihood of harm or significant harm may increase. In all known or emerging child protection cases, staff (particularly those with safeguarding responsibilities) will be mindful of the affects a pandemic may have on families and children.

Additional issues which may need consideration or action include:

Poverty - where families are unable to meet the basic needs of children, this can, in some cases, lead to an increased likelihood of abuse, neglect and harm.

Reduced access to support networks – resulting in children who are abused and harmed being unseen and unheard.

Accommodation - Vulnerable children and families can often face challenges with their accommodation. They may have temporary accommodation or a lack of space which is exacerbated by the fact that the whole family may be self-isolating, unable to leave the family home for exercise and social contact, which can lead to an increase in abuse and neglect

Domestic abuse – A pandemic situation can disrupt routines and behaviours, both positively and negatively and it is important to be aware of how the tension can escalate to violence and abusive behaviours between families, parents and children.

Substance abuse - Unhealthy coping mechanisms can involve a reliance on substances that provide relief and escapism by adults and children alike. Substances alter the behaviour of parents and create a lack of safety for children and young people. It is important to understand how families manage the stresses faced during a pandemic - with associated worries around employment, finances and health.

Neglect – Self or household isolation can place children at a greater risk of neglect. This is compounded by the increased economic challenges and poverty that families may be facing, and by the increased exposure of children to neglectful environments.

Children with additional needs - Children and young people with additional needs and disabilities are more likely to be abused or neglected than non-disabled children, and less likely to disclose harm due to communication and other difficulties. With localised outbreaks that affect the opening of schools or require self-isolation, families may find increased time at home and additional caring responsibilities, a strain.

We will consider how to seek the voice of the child during these times, and whether online or telephone contact is enough to ensure their wellbeing and safety. This is especially important where communication difficulties make these means less effective.

Remote education – during periods where remote education is required, our communications with parents will be used to reinforce the importance of children being safe online and will provide details of the systems we use in school to filter and monitor online use. We will be clear on what their children are being asked to do online, including the sites they will be asked to access and who from the school their child is going to be interacting with.

8. Review

This Policy will be reviewed annually (as a minimum) and more often should legislation or statutory guidance change and to keep up to date with safeguarding issues as they emerge and evolve, including lessons learnt.

PROCEDURES

1. Roles and responsibilities

All governors and staff have a shared responsibility to safeguard children. The Governing Body and the Senior Leadership Team, especially the Designated Safeguarding Lead and deputy, will make themselves aware of and follow the new local partnership arrangements. Locally, the three safeguarding partners (Cumbria County Council; Cumbria Constabulary; Morecambe Bay Integrated Care Partnership) will make arrangements to work together with appropriate relevant agencies (including schools) to safeguard and promote the welfare of children, including identifying and responding to their needs.

1.1 The role of the Governing Body

The Governing Body will ensure it facilitate a whole school approach to safeguarding, ensuring safeguarding and child protection are at the forefront and underpin all relevant aspects of process and policy development. Ultimately, all systems, processes and policies will operate with the best interests of the child at their heart.

The Chair of the Governing Body will liaise with the Local Authority Designated Officer (LADO) appointed by the Local Authority and partner agencies in the event of concerns/allegations made against the Headteacher. In the event of concerns/allegations being made against the Headteacher, or a situation where there is a conflict of interest in reporting the matter to the Head teacher, the allegation will be reported directly to the LADO.

The Governing Body is accountable for ensuring their establishment:

• promotes and embeds a culture and environment of openness, trust and transparency so that staff feel comfortable to discuss matters of concern both within, and where appropriate, outside of the workplace which may have implications for the safeguarding and welfare of children;

• has a senior board level (or equivalent) lead to take leadership responsibility for the setting’s safeguarding arrangements with the appropriate authority and be given the time, funding, training, resources and support to provide advice and support to other staff, liaising with the LA and working with local multi-agency safeguarding partners and other agencies;

• ensures that all governors and trustees receive appropriate safeguarding and child protection (including online) training at induction. This training should equip them with the knowledge to provide strategic challenge to test and assure themselves that the safeguarding policies and procedures in place in school are effective and support the delivery of a robust whole school approach to safeguarding. Their training should be regularly updated;

• ensures that all governors read and understand their responsibilities described in Part two and Annex C (responsibilities of the DSL) of Keeping Children Safe in Education 2022;

• ensures that all governors understand their responsibilities under the Human Rights Act 1998 and the Equality Act 2010 (and public Sector duty);

• has appointed an appropriate senior member of staff, from the School Leadership Team to the role of Designated Safeguarding Lead (DSL) with a named deputy. The role of Deputy DSL is not a legal requirement but will enable the statutory requirement to have a member of staff with Safeguarding Lead responsibilities always available to staff during school hours should the DSL be unavailable for any reason. The DSL will have appropriate status and authority within the school to carry out the duties of the post, will take lead responsibility for safeguarding and child protection and be given the time, funding, training, resources and support to provide advice and support to other staff, liaising with the LA and working with local multi-agency safeguarding partners and other agencies. This responsibility is explicit in the role-holders’ job descriptions;

• contributes to inter-agency working in line with statutory guidance ‘Working Together to Safeguard Children’ and HM Government ‘Information sharing: Advice for practitioners providing safeguarding services to children, young people, parents and carers';

• provides a co-ordinated offer of early help when additional needs of children are identified and contribute to inter-agency plans to provide additional support to children subject to child protection plans;

• has provided the means to ensure that all staff in their school has read at least Part one (or Annex A, where appropriate) of Keeping Children Safe in Education and has mechanisms in place to assist staff to understand and discharge their role and responsibilities as set out in Part one (or Annex A, where appropriate) of Keeping Children Safe in Education; A proportionate risk -based approach will be given to the level of information that is provided to temporary staff, volunteers and contractors;

• has effective Policies and procedures in place for child protection and staff behaviour (part of the Whole School Behaviour Policy and procedures and the Staff Code of Conduct) and Online Safety which are provided to staff and volunteers on induction; and which are transparent, clear and easy to understand;

• ensures that safeguarding training for staff, including in relation to online safety training, is integrated, aligned and considered as part of the whole school safeguarding approach and wider staff training and curriculum planning. In doing so, the Governing Body will have regard to the Teachers’ Standards.

• has safeguarding arrangements which take account of the procedures and practice of the LA as part of the inter-agency safeguarding procedures set up by the Cumbria SCP;

• actively promotes fundamental British values as part of the school’s broad and balanced curriculum to ensure pupils’ spiritual, moral, social and cultural (SMSC) development;

• assesses the risk, taking local context into account, of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology;

• ensures that online safety is a running and interrelated theme whilst devising and implementing their whole school approach to safeguarding and related policies and procedures. As a result, consideration will be given as to how online safety is reflected, as required, in all relevant policies; how online safety is included in the curriculum and how to keep parents engaged in online safety;

• has procedures in place for monitoring online safety and regularly monitors systems and practices to ensure their school leaders are keeping children safe online. UKCIS guidance ‘Online safety in schools and colleges: Questions from the Governing Board’ is used to ensure this;

• has carefully considered how pupils and students are being supported with regard to particular protected characteristics including disability, sex, sexual orientation, gender reassignment and race;

• ensures the child’s wishes or feelings are considered when determining what action to take and what services to provide to protect individual children through ensuring there are systems in place for children to confidentially report any form of abuse or neglect, knowing their concerns will be treated seriously, and knowing they can safely express their views and give feedback;

• has a robust system of monitoring child protection concerns in place with appropriate child protection files which are appropriately maintained;

• has arrangements in place for supporting pupils with medical conditions;

• has a written Recruitment and Selection Policy and procedures in place;

• prevents people who pose a risk of harm from working with children (either paid or unpaid) by adhering to statutory responsibilities to check staff and other adults who work with children, taking proportionate decisions on whether to ask for any checks beyond what is required; and ensuring volunteers not in ‘regulated activity’ are appropriately supervised;

• has at least one person on any appointment panel who has undertaken safer recruitment training

• has procedures for dealing with concerns/allegations against members of staff, supply staff, volunteers and contractors that comply with DfE statutory guidance ‘Keeping Children Safe in Education’, Cumbria SCP, LA and locally agreed inter-agency procedures;

• has procedures for dealing with allegations against other children (child on child abuse). This will generally be in accordance with the school Behaviour Policy and procedures in the first instance;

• has appointed a designated teacher to promote the educational achievement of looked-after or previously looked-after children ensuring that this person has appropriate training;

• ensures that staff have the skills, knowledge and understanding necessary to keep looked-after or previously looked-after children safe and have the information they need in relation to a child’s ‘looked-after’ legal status (whether they are looked-after under voluntary arrangements with consent of parents or on an interim or full care order) and contact arrangements with birth parents or those with parental responsibility;

• operates a Whistleblowing procedure and will remedy any deficiencies or weaknesses in relation to child protection arrangements that is brought to its attention without delay;

• has appropriate safeguarding responses to children who go missing from school, particularly on repeat occasions, to help identify any risk of abuse and neglect including sexual abuse or exploitation and to help prevent the risks of their going missing in the future;

• ensures the child’s wishes or feelings are considered when determining what action to take and what services to provide to protect individual children through ensuring there are systems in place for children to express their views and give feedback;

• ensures staff members are aware that they must not promise confidentiality to a child and must always act in the best interests of the child;

• has a regular Safeguarding item on the Governing Body agenda;

• undertakes a full audit of the Safeguarding systems and procedures in place on an annual basis.

1.2 The role of the Headteacher

It is the responsibility of the Headteacher to:

• ensure that the policies and procedures adopted by the Governing Body are fully implemented and followed by all staff and, where appropriate, by other adults;

• ensure that all staff receive an appropriate induction to the work (paid or unpaid) they are to undertake in the school and that this induction includes a section on the procedures to follow if they are worried about a child or the management of child protection generally in the setting;

• ensure all staff and, where appropriate, volunteers attend or are given access to training in child protection procedures and strategies (including in relation to online safety) to enable them to identify children who may be at risk from all forms of abuse or harm;

• ensure sufficient resources, authority and time are allocated to enable the deputy Designated Safeguarding Lead and other staff to discharge their responsibilities, including attending training at regular intervals, taking part in strategy discussions and other inter-agency meetings, and contributing to the assessment of children;

• ensure all staff and volunteers feel able to raise concerns about poor or unsafe practice in relation to children, and such concerns are addressed sensitively and effectively in a timely manner by supporting the Whistleblowing procedures.

1.3 The role of the Designated Safeguarding Lead (DSL)

The School has a member of the School Leadership Team designated by the Governing Body as the Safeguarding Lead (DSL) who will provide support to staff members and other adults to carry out their safeguarding duties and who will liaise closely with other services such as Children’s Social Care. The DSL (and any deputy) are most likely to have a complete safeguarding picture of an individual child or family background. The role of the Designated Safeguarding Lead is explicit in the role-holder’s job description and includes the roles outlined in Annex C Role of the Designated Safeguarding Lead in Keeping Children Safe in Education 2022.

During term-time the DSL and/or a deputy will always be available (during school hours) for staff in the school to discuss any safeguarding allegation or concern (no matter how small). Arrangements will be made to ensure that access to the DSL or deputy will be available to staff during off-site visits or other extra-curricular activities taking place outside normal school hours.

There will always be cover for this role and the deputy DSL’s will be trained to the same standard as the DSL. The role of the deputy DSL is explicit in the role-holder’s job description.

Whilst the activities of the DSL can be delegated to appropriately trained deputies, the ultimate lead responsibility for child protection (including in relation to online safety), as set out below, remains with the Designated Safeguarding Lead, this lead responsibility should not be delegated.

The DSL will have knowledge and skills for recognising and acting upon Child Protection concerns, having received appropriate training. The DSL is also the ‘Prevent Single Point of Contact’ (SPOC).

Liaison and referrals: the Designated Safeguarding Lead will:

• act as a source of support, advice and expertise for all staff;

• act as a point of contact, liaise with and, where requested supply information to, local statutory children’s services agencies and the three safeguarding partners which make up Cumbria SCP in line with Working Together to Safeguard Children;

• discuss with Police and LA Children’s Social Care colleagues the local response to sexual violence and sexual harassment between children so that they are confident as to what local specialist support is available to support all children involved (including victims and alleged perpetrators) and how to access this support when required;

• refer to Police individual incidents or issues, where deemed necessary. The NPCC guidance ‘When to call the Police’ will help DSLs understand when they should consider calling the Police and what to expect when they do; This will include being aware of the requirements for children to have access to an ‘appropriate adult’ (both on and off-site) who can support them when the Police or other agency professional requests to see, question or search a child. In all such cases, the school remains legally responsible for the child in their care and it may be necessary to seek clarification from the agency on their reasons for the request to ensure the child is properly supported and where required, parents are informed before any such requests are sanctioned;

• refer all cases of suspected abuse or allegations to Cumbria Safeguarding Hub (see Section 5 for contact and referral details) in accordance with the multi-agency thresholds guidance;

• make a referral to Cumbria Safeguarding Hub immediately if, at any point, there is a risk of immediate serious harm to a child – anybody can make a referral;

• support staff who make referrals to the Local Authority Safeguarding Hub;

• where required to do so, liaise with the “Case Manager” and the Local Authority Designated Officer (LADO) appointed by the Local Authority in the case of a concern/allegation made against a member of staff or other adult;

• refer to the DBS anyone who has harmed, or poses a risk of harm, to a child and who has been removed from working (paid or unpaid) in regulated activity or would have been removed had they not voluntarily left the school/setting. See also Section 24 below;

• refer concerns about pupils who may have disappeared or whose transfer has raised concerns to Children’s Services Children Missing Education (CME) Officer;

• ensure that an indication of further record-keeping is marked on the pupil records;

• ensure that the most relevant trained person attends case conferences, core groups, or other multi-agency planning meetings, contributes to assessments, and provides a report which has been shared with the parents where necessary;

• ensure that any child currently on a Child protection Plan who is absent without explanation for two days is referred to their key worker’s Social Care Team;

• understand and support the school in relation to the requirements of the Prevent duty and provide advice and support to staff on protecting children from the risk of radicalisation;

• be aware of the local procedures for making a ‘Prevent’ referral;

• liaise with staff (especially pastoral support staff, school nurses, IT technicians, SENCOs and Senior Mental Health Leads) on matters of safety and safeguarding (including online and digital safety) and act as a source of support, advice and expertise within school when deciding to make a referral using the Cumbria Safeguarding Hub Single Contact on-line form;

• liaise with the Headteacher (where this is not one and the same person) to inform him or her of issues especially ongoing enquiries under section 17 (child in need) and section 47 of the Children Act 1989 and Police investigations.

Training: the Designated Safeguarding Lead will:

receive appropriate training, updated every two years (see Section 6 below) in order to:

• understand the assessment process for providing early help and intervention, for example through locally agreed common and shared assessment processes such as Early Help Assessments (EHA);

• have a working knowledge of how the Local Authority conduct a child protection case conference and a child protection review conference and be able to attend and contribute to these effectively when required to do so;

• ensure each member of staff has access to and understands the school’s Child Protection Policy and procedures, especially new and part-time staff, supply staff and volunteers/students;

• be alert to the specific needs of children in need, including those with special educational needs, young carers and those at risk of radicalisation or child sexual exploitation;

• understand and support staff in challenging inappropriate behaviours associated with sexual violence and sexual harassment among all children, paying particular attention to those who are or are perceived to be LGBT;

• understand the issues relating to harmful sexual behaviour (HSB) in order to plan preventative education and implement preventative measures;

• understand relevant data protection legislation and regulations, especially the Data Protection Act 2018 and the UK General Data Protection Regulation;

• understand their role in multi-agency working and the importance of information sharing, both within the school, and with the three safeguarding partners, other agencies, organisations and practitioners;

• understand the unique risks associated with online safety and be confident that they have the relevant knowledge and up to date capability required to keep children safe whilst they are online at school;

• recognise the additional risks that children with SEN and disabilities (SEND) and other medical or physical health conditions face both online and offline, for example, from online bullying, grooming and radicalisation and are confident they have the capability to support SEND children to stay safe online;

• be able to keep detailed, accurate and secure written records of concerns and referrals;

• obtain access to resources and attend any relevant or refresher training courses and, where required, disseminate information learned from training to others in the setting;

• encourage a culture among all staff and other adults of listening to children and taking account of their wishes and feelings, in any measures the school may put in place to protect them.

Raising awareness: the Designated Safeguarding Lead will:

• ensure that, during the induction process, all staff and volunteers are made aware of, and understand, the setting’s Child Protection Policy and procedures, the school Code of Conduct for staff and other adults and are provided with a copy of Part one (or Annex A, where appropriate) of ‘Keeping Children Safe in Education - Safeguarding information for all staff’, DfE guidance ‘What to do if you’re worried a child is being abused’ and the Cumbria SCP ‘Summary of Allegations Management Procedures Flow Chart’ (Appendix D);

• ensure that all staff are made aware of and understand the school’s safeguarding response to children who go missing from education;

• ensure that all staff and other adults are made aware of the appropriate language/terminology to use when speaking in front of or to children – see definitions of ‘victim’ and ‘alleged perpetrator(s)’ and ‘perpetrator(s)’ outlined on page 1 of the Policy statement;

• ensure the school’s procedures are known and followed by staff, particularly concerning referrals of cases of suspected abuse, neglect, child on child abuse and issues relating to sexual violence and sexual harassment;

• ensure the school’s Child Protection Policy is reviewed annually and the procedures and implementation are updated and reviewed regularly, and work with the Governing Body or proprietor(s) regarding this;

• ensure the Child Protection Policy and procedures is available publicly and parents are aware that referrals about suspected abuse or neglect may be made and the role of the school in this process;

• link with the Cumbria safeguarding partner arrangements to make sure staff are aware of training opportunities and the latest local procedures on safeguarding;

• help promote educational outcomes by sharing the information about the welfare, safeguarding and child protection issues that children, including children with a social worker, are experiencing, or have experienced, with teachers and school leadership staff. Their role could include ensuring that the school and its staff, know who these children are, understand their academic progress and attainment and maintain a culture of high aspirations for this cohort; supporting teaching staff to identify the challenges that children in this group might face and the additional academic support and adjustments that they could make to best support these children;

• where children leave the school (including for in-year transfers), the DSL will ensure their Child Protection file is forwarded to any new school as soon as possible and within 5 days for an in-year transfer or within the first 5 days of the start of a new term to allow the new school to have support in place for when the child arrives. The DSL should ensure secure transit and a confirmation of receipt should be obtained. The file will be transferred separately from the main pupil file. A copy of the chronology will be retained in school. Consideration will also be given to whether information should be shared with the new school significantly in advance of a child leaving the school so that the receiving school can have the appropriate support in place for when the child arrives.. Further information on the child protection file is outlined in Annex C of Keeping Children Safe in Education.

1.4 The designated teacher for looked-after and previously looked-after children

The most common reason for children becoming looked after is as a result of abuse and/or neglect. A previously looked-after child potentially remains vulnerable and all staff are equipped with the skills, knowledge and understanding to keep both looked-after and previously looked-after children safe.

The designated teacher for looked-after and previously looked-after children has lead responsibility for helping school staff understand the things which affect how looked-after children learn and achieve in line with the DfE guidance ‘The designated teacher for looked-after and previously looked-after children – Statutory guidance on their roles and responsibilities’.

The designated teacher will:

• have received appropriate training and have the relevant qualifications and experience to take the lead in promoting the educational achievement of registered pupils who are looked-after;

• liaise and work together with other agencies providing prompt action to safeguard any looked-after or previously looked-after child;

• promote a culture of high expectations, educational achievement and aspirations for children who have left care through adoption, special guardianship or child arrangement orders or who were adopted from state care outside England and Wales;

• work with the virtual school head to promote the educational achievement of looked-after and previously looked-after children;

• make sure the young person has a voice in setting learning targets;

• be a source of advice for staff about differentiated teaching strategies appropriate for individual children making full use of Assessment for Learning;

• make sure that looked-after or previously looked-after children are prioritised in one-to-one tuition arrangements and that carers understand the importance of supporting learning at home;

• have lead responsibility for the development and implementation of the child’s personal education plan (PEP) within the school.

1.5 The role of teachers

Teachers, including the Headteacher, will safeguard children’s wellbeing and maintain public trust in the teaching profession as part of their professional duties in line with the Teacher Standards 2011 (updated 2013).

1.6 The role of the school counsellor (when available)

Ensuring confidentiality between the child or young person and counsellor is crucial to the success of the relationship and the outcomes of counselling. A frequent concern raised by children and young people who have not experienced counselling services is that others will be informed about what has been discussed in sessions. While counsellors are used to working within confidentiality codes, they will be aware that there is no such thing as absolute confidentiality when working with children and young people. Child protection concerns and the welfare of children and young people will, at times, need to take precedence over confidentiality.

Counsellors should discuss difficult decisions about disclosures with their clinical supervisor and line manager and, if appropriate, the DSL within the school. Where they think anyone is at risk of significant harm, they should report this to the DSL immediately.

1.7 The role of ALL staff (including supply staff and volunteers)

• All staff have a responsibility to provide a safe environment in which children can learn.

• All staff have a responsibility to read and properly understand ‘Keeping Children Safe in Education 2022 Information for All School and College staff’ (Part one) (or Annex A, where appropriate), DfE guidance ‘What to do if you’re worried a child is being abused’, the School Code of Conduct for staff and other adults who work with children, the School’s Child Protection Policy and the procedures to follow if they have concerns about a child regardless of the presumed seriousness of the case.

• All staff should be aware of indicators of abuse and neglect understanding that children can be at risk of harm inside and outside of the school, inside and outside of home and online. Exercising professional curiosity and knowing what to look for is vital for the early identification of abuse and neglect so that staff can identify cases of children who may be in need of help or protection.

• All staff should know what to do if a child tells them he/she is being abused, exploited, neglected or otherwise at risk of harm. Always speak to the DSL (or deputy). If in exceptional circumstances, the DSL or deputy is not available, this should not delay appropriate action being taken. Staff should consider speaking to a member of the School Leadership Team and/or take advice from the Local Authority (LA) Children’s Social Care. In these circumstances, any action taken should be shared with the DSL (or deputy) as soon as practically possible.

• All staff should have an awareness of safeguarding issues that can put children at risk of harm. Behaviours linked to issues such as drug taking and or alcohol misuse, deliberately missing education serious violence (including that linked to county lines), radicalisation and consensual and non-consensual sharing of nudes and semi-nudes images and/or videos can be signs that children are at risk. Further information relating to other signs of harm are set out in Part one of Keeping Children Safe in Education.

• All staff should be aware that children can abuse other children (child on child abuse) and that it can happen both inside and outside of school and online. Staff should be clear on and understand the importance of their role in preventing and responding to it and be clear on the school Policy and procedures. See Section 11 below.

• All staff should be able to reassure victims (regardless of how long it has taken them to come forward) that they are being taken seriously and that they will be supported and kept safe. A victim should never be given the impression that they are creating a problem by reporting any form of abuse and/or neglect nor should a victim ever be made to feel ashamed for making a report.

• All staff should be aware that children may not feel ready or know how to tell someone that they are being abused, exploited, or neglected, and/or they may not recognise their experiences as harmful. For example, children may feel embarrassed, humiliated, or being threatened. This could be due to their vulnerability, disability and/or sexual orientation or language barriers. This should not prevent staff from having a professional curiosity and speaking to the DSL if they have concerns about a child. It is also important that staff determine how best to build trusted relationships with children and young people which facilitate communication. The language/terminology staff use in individual situations may be critical and staff should be aware of how important it is to use appropriate language and terminology on a case by case basis. See definitions on page 1 of the Policy statement.

• All staff are advised to speak to the DSL or deputy should they have a concern about the mental health of a child as this can, in some cases be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation.

• All staff should be prepared to identify children who may benefit from early help and understand their rile in it. (See Section 2.1 below). This includes identifying emerging problems, providing help for children, promoting children’s welfare and preventing concerns from escalating, liaising with the DSL, sharing information with other professionals to support early identification whether this is when problems are first emerging or where a child is already known to Children’s Social Care and, in some cases, acting as the lead professional in undertaking an early help assessment.

• All staff should be aware of the process for making referrals to the LA Children’s Social Care and for statutory assessments under the Children Act 1989, especially section 17 (children in need) and section 47 (a child suffering, or likely to suffer, significant harm) that may follow a referral, along with the role they might be expected to play in such assessments.

• All staff should be aware of and understand the school’s safeguarding response to children who go missing from education.

• All staff should be aware that safeguarding incidents and/or behaviours can be associated with factors outside the school and/or can occur between children outside of these environments. Staff, but especially the DSL (and deputy) should consider whether children are at risk of abuse, sexual abuse, serious youth violence, county lines or sexual/criminal exploitation in situations outside their families and should understand how to handle reports of sexual violence and harassment between children, both on and outside school premises, in line with the DfE guidance ‘Sexual Violence and sexual harassment between children in schools and colleges’.

• All staff should be aware that technology is a significant component in many safeguarding and wellbeing issues. Children are at risk of abuse and other risks online as well as face to face. In many cases abuse and other risks will take place concurrently both online and offline. Children can also abuse other children online, this can take the form of abusive, harassing, and misogynistic/misandrist messages, the non-consensual sharing of indecent images, especially around chat groups, and the sharing of abusive images and pornography, to those who do not want to receive such content.

• If a staff member has any concerns or are unsure about a child who is suffering, or is likely to suffer from harm, they should act on them immediately. There should be a conversation with the DSL (or deputy) to agree a course of action, although any staff member can make a referral to the LA Children’s Social Care. If a referral is made by a member of staff, they should inform the DSL as soon as possible.

• If, at any point, there is a risk of immediate serious harm to a child a referral will be made Cumbria Safeguarding Hub immediately – anybody can make a referral.

2. Supporting pupils at risk

Our school recognises that children who are abused, exploited, neglected or who witness violence may find it difficult to develop a sense of self-worth and to view the world in a positive way. School may be the only stable, secure and predictable element in the lives of the children at risk.

We will endeavour to support pupils through:

• a curriculum which encourages self-esteem and self-motivation;

• the school ethos which promotes a positive, supportive and secure environment where everyone is valued;

• listening to the child’s views and concerns with an open mind;

• the implementation of a shared Behaviour Policy and procedures;

• a consistent approach which supports all children;

• regular liaison with other professionals and agencies who support the pupils and their families;

• the development and support of a responsive and knowledgeable staff group trained to respond appropriately in child protection situations.

In addition to the above, as part of wider safeguarding responsibilities, school staff will be alert to:

• reports by pupils of their exposure to the extremist actions, views or materials of others outside of school, such as in their homes or community groups, especially where pupils have not actively sought these out;

• graffiti symbols, writing or artwork promoting extremist messages or images;

• pupils accessing extremist material on-line, including through social networking sites;

• parental reports of changes in behaviour, friendship or actions and requests for assistance;

• local schools, LA services and Police reports of issues affecting pupils in other schools or settings;

• pupils voicing opinions drawn from extremist ideologies and narratives;

• use of extremist or ‘hate’ terms to exclude others or incite violence;

• intolerance of difference, whether secular or religious or, in line with our Single Equality Scheme, views based on, but not exclusive to, gender, disability, homophobia, race, colour or culture;

• attempts to impose extremist views or practices on others;

• anti-western or anti-British views.

2.1 Children who may be particularly vulnerable and early help assessment

All children are vulnerable, but some may be at increased risk of neglect and/or abuse and would especially benefit from early help assessment. Many factors can contribute to an increase in risk, including prejudice and discrimination, isolation, social exclusion, communication issues and reluctance on the part of some adults to accept that abuse happens, or who have a high level of tolerance in respect of neglect.

Any child may benefit from early help, but we are particularly alert to the potential need for early help for a child who:

• is disabled or has certain health conditions and has specific additional needs;

• has special educational needs (whether or not they have a statutory Education, Health and Care Plan). See 2.4 below;

• has a mental health need;

• is a young carer;

• is showing signs of being drawn in to anti-social or criminal behaviour, including gang involvement and association with organised crime groups or county lines;

• is frequently missing/goes missing from care or home;

• is at risk of modern slavery, trafficking, sexual or criminal exploitation;

• is at risk of being radicalised or exploited;

• has a family member in prison, or is affected by parental offending;

• is in a family circumstance presenting challenges for the child, such as drug and alcohol misuse or adult mental health issues and domestic abuse;

• is misusing alcohol and/or other drugs themselves;

• has returned home to their family from care;

• is at risk of ‘honour’-based abuse such as Female Genital Mutilation or Forced Marriage;

• is a privately fostered child. See 2.6 below;

• is persistently absent from education, including persistent absences for part of the school day;

• is at risk of fabricated or induced illness;

• is an asylum seeker;

• is vulnerable to being bullied, or engaging in bullying;

• is showing early signs of abuse and/or neglect;

• is living a transient lifestyle;

• is living in a chaotic, neglectful and unsupportive home situation;

• is vulnerable to discrimination and maltreatment on the grounds of race, ethnicity, religion or sexuality;

• does not have English as a first language.

The Cumbria Early Help Team can be contacted on:

Telephone No: 03003 033896; or

Email: early.help@cumbria.gov.uk

In addition to the above, we will refer to guidance issued by the Cumbria SCP in relation to Early help.

Special consideration includes the provision of safeguarding information, resources and support services in community languages and accessible formats.

Any cases resulting in early help will be kept under constant review and consideration given to a referral to the LA children’s social care for assessment for statutory services if the child’s situation does not appear to be improving or is getting worse.

2.2 Children in need

A child in need is defined under the Children Act 1989 as a child who is unlikely to achieve or maintain a reasonable level of health or development, or whose health and development is likely to be significantly or further impaired, without the provision of services; or a child who is disabled. Children in need may be assessed under section 17 of the Children Act 1989.

Some children may need a social worker due to safeguarding or welfare needs. Children may need this help due to abuse, neglect and complex family circumstances. Local authorities should share the fact a child has a social worker, and the DSL should hold and use this information so that decisions can be made in the best interest of the child’s safety, welfare and educational outcomes. There are clear powers to share this information on both LAs and schools.

Where children need a social worker, this should inform decisions about safeguarding and about promoting welfare.

2.3 Children requiring mental health support

Schools have an important role to play in supporting the mental health and wellbeing of their pupils. 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. Governing bodies should ensure they have clear systems and processes in place for identifying possible mental health problems, including routes to escalate and clear referral and accountability systems. We have an identified Mental Health Lead in school who will work closely with the DSL and other senior leaders. More information can be found in the DfE guidance ‘Mental health and behaviour in schools’.

2.4 Pupils with SEN/Disabilities or physical health issues

We recognise that children with special educational needs (SEN), disabilities or certain health conditions (whether or not they have a statutory education, health and care plan) can face additional safeguarding challenges and additional barriers can exist when recognising abuse and neglect in this group of children. This can include:

• assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s condition without further exploration;

• these children being more prone to peer group isolation or bullying (including prejudice-based bullying) than other children;

• children with SEN and disabilities can be disproportionally impacted by things like bullying and peer group isolation – without outwardly showing any signs; and

• communication barriers and difficulties in overcoming these barriers.

The potential need for early help and extra pastoral support in this group of children is considered as a priority.

2.5 Contextual safeguarding

Safeguarding incidents and/or behaviours can be associated with factors outside the school and/or can occur between children outside the school. All staff, but especially the DSL (and deputies) should be considering the context within which such incidents and/or behaviours occur. This is known as contextual safeguarding, which simply means assessments of children should consider whether wider environmental factors are present in a child’s life that are a threat to their safety and/or welfare. Additional information on contextual safeguarding is available from the Contextual Safeguarding Network.

2.6 Private fostering

Private fostering occurs when a child under the age of 16 (under 18, if disabled) is provided with care and accommodation for 28 days or more by a person who is not a parent, person with parental responsibility for them or a relative in their own home. Staff will remain alert to, and, when it comes to their attention, report to the DSL, information which suggest a child is being privately fostered. The DSL will then notify the LA to allow the LA to check the arrangement is suitable and safe for the child.

3. Recognising types of abuse and neglect and significant harm

The Children Act 1989 introduced the concept of significant harm as the threshold that justifies compulsory intervention in family life in the best interests of children and gives local authorities a duty to make enquiries to decide whether they should take action to safeguard or promote the welfare of a child who is suffering, or likely to suffer, significant harm. This includes where there are concerns about maltreatment, including all forms of abuse and neglect, or other so-called honour-based abuse (including Female Genital Mutilation and Forced Marriage), and extra-familial threats like radicalisation and sexual exploitation.

All staff should consider whether children are at risk of abuse or exploitation.

All school staff are made aware that abuse, neglect and safeguarding issues are rarely standalone events and cannot be covered by one definition or one label alone. In most cases, multiple issues will overlap with one another, therefore staff should always be vigilant and always raise any concerns with their DSL or deputy.

3.1 Abuse

A form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Harm can include ill treatment that is not physical as well as the impact of witnessing ill treatment of others. This can be particularly relevant, for example, in relation to the impact on children of all forms of domestic abuse. They may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others. Children may be abused or exploited by an adult or adults or another child or children. Abuse can take place wholly online, or technology may be used to facilitate offline abuse.

3.2 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 fabricates the symptoms of, or deliberately induces, illness in a child.

3.3 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 – for example where there is fighting or violence in the home. It may involve serious bullying (including cyberbullying, prejudiced-based and discriminatory bullying), causing children to frequently 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.

For more information, see our procedures for preventing and dealing with bullying within the Whole School Behaviour Policy and procedures.

3.4 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.

3.5 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 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 care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or being unresponsive to, a child’s basic emotional needs.

3.6 Specific safeguarding issues

Expert and professional organisations are best placed to provide up-to-date guidance and practical support on specific safeguarding issues. For example, NSPCC offers information for schools on its website https://learning.nspcc.org.uk/.

All staff have an awareness of specific safeguarding issues – some of which are listed below. Staff are made aware that behaviours linked to the likes of drug taking, alcohol abuse, truanting and consensual and non-consensual sharing of nudes and semi-nudes images and/or videos can be signs that children are at risk.

The Cumbria SCP Procedures Manual provides specific guidance on a range of safeguarding issues which settings may have to address.

The DfE statutory guidance ‘Keeping Children Safe in Education’ provides additional information at Annex B on the following:

Child Sexual Exploitation (CSE) – all suspected cases of CSE will be referred to the Cumbria Safeguarding Hub.

CSE is a form of sexual abuse (see 3.4 above) where children are sexually exploited for money, power or status. In some cases, young people are persuaded or forced into exchanging sexual activity for money, drugs, gifts, affection or status. CSE can affect any child (who has been coerced into engaging in sexual activities), under the age of 18 years, including 16 and 17 year olds who can legally consent to have sex. Some children may not realise they are being exploited e.g. they believe they are in a genuine romantic relationship. Consent cannot be given, even where a child may believe they are voluntarily engaging in sexual activity with the person who is exploiting them. CSE does not always involve physical contact and can happen online. A significant number of children who are victims of sexual exploitation go missing from home, care and education at some point.

Although inter-agency working and information sharing are vital in identifying and tackling all forms of abuse, it is clear they are especially important to identify and prevent CSE.

By being aware of the warning signs of CSE school staff and other adults can help stop abuse before it develops further. Like all forms of child sex abuse, child sexual exploitation:

• can still be abuse even if the sexual activity appears consensual;

• can include both contact (penetrative and non-penetrative acts) and non-contact sexual activity;

• can take place in person or via technology, or a combination of both;

• can involve force and/or enticement-based methods of compliance and may, or may not, be accompanied by violence or threats of violence;

• may occur without the child’s immediate knowledge (e.g. through others copying videos or images they have created and posted on social media);

• can be perpetrated by individuals or groups, males or females, and children or adults. The abuse can be a one-off occurrence, and may happen without the child’s immediate knowledge e.g. through others sharing videos or images of them on social media, or a series of incidents over time, and range from opportunistic to complex organised abuse;

• is typified by some form of power imbalance in favour of those perpetrating the abuse. Whilst age may be the most obvious, this power imbalance can also be due to a range of other factors including gender, sexual identity, cognitive ability, physical strength, status, and access to economic or other resources; and

• may be in exchange for something the victim needs or wants and/or will be to the financial benefit or other advantage (such as increased status) of the perpetrator or facilitator.

Further information is available in the DfE guidance ‘Child sexual exploitation: guide for practitioners’.

Any direct report by a pupil (male or female) will be taken very seriously. A child who reports they are the subject of sexual imagery is likely to be embarrassed and worried about the consequences. It is likely that reporting in school is a last resort and they may have already tried to resolve the issue themselves. When an incident involving the inappropriate sharing of images via the internet or mobile device comes to a school’s attention the school will follow the guidance as set out in the UK Council for Internet Safety (UKCIS) publication outlined below. A summary version of this guidance in particular, how the school will respond to an incident, will be shared with all staff as part of their Child Protection regular updated training.

When considering appropriate action regarding the sharing of inappropriate images, the DSL will take the age of the child involved and the context into account. Consensual image sharing, especially between older children of the same age, may require a different response. It might not be abusive, but children still need to know it is illegal, whilst non-consensual is illegal and abusive. Children under 13 are given extra protection from sexual abuse. The law makes it clear that sexual activity with a child under 13 is never acceptable and that children of this age can never legally give consent to engage in sexual activity. Any situations involving pupils in this school and the sharing of nude and semi-nude images will be taken seriously as potentially being indicative of a wider child protection concern or as being problematic or harmful sexual behaviour (HSB). Further and more specific advice is contained within the UKCIS document ‘Sharing nudes and semi-nudes - Advice for education settings working with children and young people’ which also includes advice on responding to incidents and safeguarding children and young people.

The UKCIS advice outlines how to respond to an incident of nudes and semi-nudes being shared including:

• risk assessing situations;

• safeguarding and supporting children and young people;

• handling devices and images;

• recording incidents, including the role of other agencies.

• informing parents and carers

The types of incidents which this advice covers are:

• a person under the age of 18 creates and shares nudes and semi-nudes of themselves with a child under the age of 18;

• a person under the age of 18 shares nudes and semi-nudes created by another person under the age of 18 with a child under the age of 18;

• a person under the age of 18 is in possession of nudes and semi-nudes created by another person under the age of 18.

Serious violence – All staff should be aware of indicators, which may signal that children are at risk from, or are involved with serious violent crime. These may include increased absence from school, a change in friendships or relationships with older individuals or groups, a significant decline in performance, signs of self-harm or a significant change in wellbeing, or signs of assault or unexplained injuries. Unexplained gifts or new possessions could also indicate that children have been approached by, or are involved with, individuals associated with criminal networks or gangs.

There are a number of risk factors which increase the likelihood of involvement in serious violence, such as being male, having been frequently absent or permanently excluded from school, having experienced child maltreatment and having been involved in offending, such as theft or robbery.

Further advice on this issue is provided in the Home Office document ‘Preventing youth violence and gang involvement’.

Child Criminal Exploitation (CCE) including county lines – Criminal exploitation of children is a geographically widespread form of harm that is a typical feature of county lines criminal activity: drug networks or gangs groom and exploit children to carry drugs and money from urban areas to suburban and rural areas, market and seaside towns. Key to identifying potential involvement in county lines are missing episodes (both from home and school) when the victim may have been trafficked for the purpose of transporting drugs. Children are often recruited to move drugs and money between locations and can easily become trapped by this type of exploitation as gangs create drug debts and can threaten serious violence and kidnap towards victims (and their families) if they attempt to leave the county lines network.

It is important to note that the experience of girls who are criminally exploited can be very different to that of boys. The indicators may not be the same, however, professionals should be aware that girls are at risk of criminal exploitation too. It is also important to note that both boys and girls being criminally exploited may be at higher risk of sexual exploitation.

Where the potential victim is under 18, a National Referral Mechanism (NRM) referral should be considered. This is usually undertaken by the Police or Local Authority. Child victims do not have to consent to be referred into the NRM and a safeguarding referral should also be considered alongside consideration of availability of local services/third sector providers who offer support to victims of county lines exploitation.

Like other forms of abuse and exploitation, county lines exploitation:

• can affect any child (male or female) under the age of 18 years;

• can affect any vulnerable adult over the age of 18 years;

• can still be exploitation even if the activity appears consensual;

• can involve the use of coercion, intimidation and weapons to ensure compliance of victims;

• can involve force and/or enticement-based methods of compliance and is often accompanied by violence or threats of violence;

• can be perpetrated by individuals or groups, males or females, and young people or adults; and

• is typified by some form of power imbalance in favour of those perpetrating the exploitation. Whilst age may be the most obvious, this power imbalance can also be due to a range of other factors including gender, cognitive ability, physical strength, status, and access to economic or other resources.

Further advice on this issue may be found in the Home Office document ‘Criminal exploitation of children and vulnerable adults: county lines’.

Mental health – All staff will be made aware that 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. In such cases, only appropriately trained professionals will attempt to make a diagnosis of a mental health problem. Our staff, however, are well placed to observe children day-to-day and identify those whose behaviour suggests that they may be experiencing a mental health problem or be at risk of developing one. Where staff have a mental health concern, they have been advised to speak to the DSL or deputy immediately. Reference will be made to the DfE guidance ‘Mental Health and Behaviour in Schools’. We have an identified senior mental health lead in the school.

Domestic abuse - Any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse between those aged 16 or over who are, or have been, intimate partners or family members including teenage relationship abuse and child/adolescent to parent violence and abuse, regardless of gender, age, ethnicity, socio-economic status, sexuality or background and domestic abuse can take place inside or outside the home. The abuse can encompass, but is not limited to:

• psychological/emotional (including coercive and controlling behaviour)

• physical/sexual

• economic / financial (access to basic resources like food and clothing)

Children can be victims of, and be adversely affected by, domestic abuse in the context of their home life where they may see, hear, or experience the effects of abuse at home between family members and ex-partners. Exposure to domestic abuse can have a detrimental and long-term impact on their health, wellbeing, development, and ability to learn.

When identifying children who are or may be affected by domestic abuse/violence, we take account of the Domestic Abuse advice provided by Cumbria SCP.

Our school is part of Operation Encompass. This is a police and education early intervention safeguarding partnership which supports children and young people who experience domestic abuse. Operation Encompass means that the police will share information about domestic abuse incidents with our school PRIOR to the start of the next school day when they have been called to a domestic incident. Once a Key Adult (DSL) has attended at an Operation Encompass briefing they will cascade the principles of Operation Encompass to any deputy DSL’s. Our parents are fully aware that we are an Operation Encompass school. The Operation Encompass information is stored in line with all other confidential safeguarding and child protection information. The Key Adult has also led training for all school staff and Governors about Operation Encompass, the prevalence of domestic abuse and the impact of this abuse on children. We have also discussed how we can support our children following the Operation Encompass notification. We are aware that we must do nothing that puts the child/ren or the non-abusing adult at risk. The Safeguarding Governor will report on Operation Encompass in the termly report to Governors. All information is anonymised for these reports. The Key Adult has used the Operation Encompass Toolkit to ensure that all appropriate actions have been taken by the school.

‘Honour based’ abuse (HBA) – Honour based abuse includes crimes which have been committed to protect or defend the honour of the family and/or the community, including Female Genital Mutilation (FGM), forced marriage (some perpetrators use perceived cultural practices to coerce a person into marriage), and practices such as breast ironing. This type of abuse in the context of preserving “honour” often involves a wider network of family or community pressure and can include multiple perpetrators. All forms of so-called HBA are abuse (regardless of motivation) and will be handled and escalated as such. Professionals in all agencies, and individuals and groups in relevant communities need to be alert to the possibility of a child being at risk of HBA, or already having suffered HBA.

Since October 2015, teachers (described in the legislation as those persons employed or engaged to carry out teaching work at schools and other institutions in England) have been under a mandatory duty to report personally to the Police cases where they discover than an act of FGM appears to have been carried out on a girl under 18. Unless the teacher has a good reason not to, they should still consider and discuss any such case with the School’s DSL and involve the Cumbria Safeguarding Hub as appropriate. Reference should also be made to the HM Government Multi agency statutory guidance on female genital mutilation.

Preventing radicalisation – Protecting children from the risks of radicalisation, extremism and terrorism is seen as part of this school’s wider safeguarding duties and is similar in nature to protecting children from other forms of harm and abuse. Since July 2015 schools have been under a statutory duty to have ‘due regard to the need to prevent people from being drawn into terrorism’. This is known as the Prevent duty. Statutory Prevent guidance summarises the requirements on schools in terms of four general themes:

• Risk Assessment – we will assess the risk of children being drawn into terrorism and have clear procedures in place for protecting children at risk of radicalisation.

• Working in Partnership – we will ensure that our procedures take account of the policies and procedures of Cumbria SCP.

• Staff training – we will ensure that staff have access to Prevent awareness training to equip them with the skills and knowledge to identify children at risk of being drawn into terrorism and to challenge extremist ideas. As a minimum, the DSL will receive Prevent awareness training the detail of which will be cascaded to other staff/volunteers as appropriate.

• Online Safety – we will ensure that children are safe from terrorist and extremist material when accessing the internet in school. Further information on this is set out in the Online Safety Policy.

We value freedom of speech and the expression of beliefs/ideology as fundamental rights underpinning our society’s values. Both pupils and teachers have the right to speak freely and voice their opinions. However, freedom comes with responsibility and free speech that is designed to manipulate the vulnerable or that leads to violence and harm of others goes against the moral principles in which freedom of speech is valued. Free speech is not an unqualified privilege; it is subject to laws and policies governing equality, human rights, community safety and community cohesion. We seek to protect children and young people against the messages of all violent extremism. This school has access to the Government sponsored website ‘educateagainsthate’. The Home Office statutory guidance ‘Revised Prevent Duty Guidance; England and Wales’ provides further information for those responsible for assisting in the reduction of all forms of extremism, radicalisation and terrorism.

We are aware of and understand when it is appropriate to make a referral to the Channel programme and/or the Safeguarding Hub.

Children missing from home, care or education – A child going missing from home, care or education can act as a vital warning sign of a range of safeguarding possibilities including abuse and neglect, which may include sexual abuse or exploitation and can also be a sign of child criminal exploitation - particularly involvement in county lines. It may also indicate mental health problems, risk of substance abuse, risk of travelling to conflict zones, risk of FGM or risk of forced marriage. The School has appropriate procedures and responses to children who go missing from education, particularly on repeat occasions to help identify the risk of abuse and neglect and to help prevent the risk of their going missing in future. These procedures are shared with all staff and other relevant adults, and new starters on Induction. We follow and adhere to Cumbria SCP guidance and procedures on Children Missing from Home, Care or Education.

School staff are aware of the school’s unauthorised absence and children missing from education procedures.

In line with current best practice, we will request from parents at least 2 emergency contacts for each pupil which will allow us to contact a responsible adult in the event of a child missing education.

It is our legal duty to inform the Local Authority of any pupil who is removed from the school roll or who fails to attend school regularly or has been absent without the school’s permission for a continuous period of 10 school days or more.

Homelessness – Being homeless or being at risk of becoming homeless presents a real risk to a child’s welfare. The DSL (and any deputies) are aware of contact details and referral routes in to the Local Housing Authority so they can raise/progress concerns at the earliest opportunity. Cumbria County Council have a list of contacts for local district council housing support.

Upskirting – The Voyeurism (Offences) Act, which is commonly known as the Upskirting Act, came into force on 12 April 2019. ‘Upskirting’ is where someone takes a picture under a person’s clothing (not necessarily a skirt) without their permission and or knowledge, with the intention of viewing their genitals or buttocks (with or without underwear) to obtain sexual gratification, or cause the victim humiliation, distress or alarm. It is a criminal offence. Anyone of any gender can be a victim.

Other issues covered by Annex B – Keeping Children Safe in Education – in addition to issues outlined above, Annex B of Keeping Children Safe in Education also includes further detail on the following:

• Child abduction and community safety incidents

• Children and the court system

• Children with family members in prison

• Modern slavery and the National Referral Mechanism

4. What school staff should do if they have concerns about a child or an allegation is made about a staff member

If staff have concerns about a child they should raise these with the DSL or deputy. In situations of alleged abuse involving staff members (including supply staff, volunteers and contractors), refer to allegations guidance at Section 9 and Whistleblowing procedures at Section 12.

Wherever possible, there should be a conversation with the DSL (or deputy), who will help staff decide what to do next. Options will then include:

• managing any support for the child internally via the school’s own pastoral support processes;

• an early help assessment; or

• a referral for statutory services.

All staff are required to report any concerns in writing. On occasions, a referral is justified by a single incident such as an injury or disclosure of abuse. More often however, concerns accumulate over time and are evidenced by building up a picture of harm; it is crucial that staff record and pass on their concerns in accordance with these procedures to allow the DSL to build up a picture and access support for the child at the earliest opportunity. A reliance on memory without accurate and contemporaneous records of concern could lead to a failure to protect.

The DSL will decide whether to make a referral to Cumbria Safeguarding Hub, but it is important to note that where a staff member feels that their genuine concerns are not being addressed, they may refer their concerns to the Safeguarding Hub directly. Alternatively, the NSPCC have a whistleblowing advice line for professionals who have concerns over how child protection issues are being handled in either their or another organisation. Call 0800 028 0285 or email: help@nspcc.org.uk.

Where a child and family would benefit from co-ordinated support from more than one agency (for example education, health, housing, police) there will be an inter-agency assessment. These assessments should identify what help the child and family require to prevent needs escalating to a point where intervention would be needed via a statutory assessment under the Children Act 1989. The Early Help Assessment should be undertaken by a lead professional who could be a teacher, special educational needs co-ordinator, General Practitioner (GP), family support worker, and/or health visitor.

If, at any point, there is a risk of immediate serious harm to a child a referral should be made to Cumbria Safeguarding Hub immediately. If the child’s situation does not appear to be improving the staff member with concerns should press for re-consideration. Concerns should always lead to help for the child at some point.

It is important for children to receive the right help at the right time to address risks and prevent issues escalating. Research and Serious Case Reviews have repeatedly shown the dangers of failing to take effective action. Poor practice includes: failing to act on and refer the early signs of abuse and neglect, poor record keeping, failing to listen to the views of the child, failing to re-assess concerns when situations do not improve, sharing information too slowly and a lack of challenge to those who appear not to be taking action.

Refer to the ‘Action’ flowchart on page 23 of ‘Keeping Children Safe in Education’, which is replicated at Appendix C.

5. Dealing with a report from a child

The way in which a member of staff talks to a child who discloses or reports abuse could influence the evidence that is put forward if there are subsequent proceedings, and it is important that staff do not jump to conclusions, ask leading questions, or put words in a child's mouth. If a child makes a disclosure to a member of staff or other adult working in school s/he should write a record of the conversation as soon as possible, stating exactly, in the child’s words, what has been said, noting any action taken in cases of possible abuse. It is essential that all children are reassured that they are being taken seriously and that they will be supported and kept safe. This must be signed and include the day of the week, date, time and place of the disclosure. All records must be held securely and are kept in the series of red files in the Headteacher’s office . A model Child Disclosure/ Concern Record can be found at Appendix B. A shorter, more concise format of an initial concern record may be used in the early stages with a decision being made by the DSL as to whether more detail is required by the staff member or other adult with concerns.

Inform the DSL, who will evaluate the assessment and concern record. Initial contact will be made with Cumbria Safeguarding Hub where necessary (see below).

The DSL can make a telephone referral to Cumbria Safeguarding Hub (see below) and confirm in writing via the Cumbria Safeguarding Hub Single Contact On-line Form. The initial referral may be made by telephone but must be followed up via the on-line reporting system within 48 hours.

If a referral needs to be made, or consultation with any other agency is deemed necessary, then we recognise that it is good practice to inform the parents and child of actions to be taken unless this puts the child at further risk of harm.

The LA should make a decision within one working day of a referral being made about what course of action they are taking and should let the referrer know the outcome. The DSL will follow up on a referral should that information not be forthcoming. If, after a referral, the child’s situation does not appear to be improving the DSL will press for re-consideration using the Cumbria SCP Escalation Policy and procedures to ensure their concerns have been addressed and, most importantly, that the child’s situation improves.

All adults in school have a shared responsibility to safeguard and promote the welfare of all children.

Cumbria Safeguarding Hub

Tel: 0333 240 1727

E mail: safeguardinghub.fax@cumbria.gov.uk (please ensure that emails sent to this address are password protected and the password forwarded in a further e-mail).

The service enables callers to outline their concerns and the Cumbria Safeguarding Hub will give advice and, if necessary, undertake assessments of need. Appendix C provides a flow chart of actions to be taken by the school and other agencies where there are concerns about a child.

This service is available any time of day or night

Staff must be aware that:

• it is not the responsibility of teachers, other staff or volunteers to investigate suspected cases of abuse;

• they should not take any action beyond that agreed in the procedures established by the setting and the Cumbria Safeguarding Children Partnership (SCP);

• they cannot promise a child complete confidentiality. Instead they must explain that they may need to pass information to other professionals to help keep the child or other children safe.

Listening to children

Experience and consultation with children show that a child will talk about their concerns and problems to people they feel they can trust and they feel comfortable with. This will not necessarily be a teacher. It is therefore essential that all staff and volunteers in a school or establishment know how to respond sensitively to a child's concerns, who to approach for advice about them, and the importance of not guaranteeing complete confidentiality.

DfE statutory guidance Working Together to Safeguard Children describes what children have said that they need:

• Vigilance: to have adults notice when things are troubling them

• Understanding and action: to understand what is happening; to be heard and understood; and to have that understanding acted upon

• Stability: to be able to develop an on-going stable relationship of trust with those helping them

• Respect: to be treated with the expectation that they are competent rather than not

• Information and engagement: to be informed about and involved in procedures, decisions, concerns and plans

• Explanation: to be informed of the outcome of assessments and decisions and reasons when their views have not met with a positive response

• Support: to be provided with support in their own right as well as a member of their family

• Advocacy: to be provided with advocacy to assist them in putting forward their views

• Protection: to be protected against all forms of abuse and discrimination and the right to special protection and help if a refugee

Children want to be respected, their views to be heard, to have stable relationships with professionals built on trust and to have consistent support provided for their individual needs. School will seek to demonstrate to children that it provides them with a safe environment where it is okay to talk.

Any member of staff or volunteer who is approached by a child wanting to talk will listen positively and reassure the child. School staff will work with the child and their families collaboratively when deciding how to support the child’s needs. Special provision will be put in place to support dialogue with children who have communication difficulties, unaccompanied children, refugees and those children who are victims of modern slavery and/or trafficking. Staff will record the discussion with the pupil as soon as possible and take action in accordance with the school's child protection procedures.

If a child chooses to disclose, the member of staff or other adult in the school WILL:

• be accessible and receptive;

• listen carefully and uncritically at the child’s pace;

• take what is said seriously;

• reassure the child that they are right to tell;

• tell the child that this information must be passed on;

• make a careful record of what was said.

Staff or other adults will NEVER:

• take photographs or examine an injury;

• investigate or probe aiming to prove or disprove possible abuse – never ask leading questions;

• make promises to children about confidentiality or keeping ‘secrets’;

• assume that someone else will take the necessary action;

• jump to conclusions or react with shock, anger or horror;

• speculate or accuse anybody;

• confront another person (adult or child) allegedly involved;

• offer opinions about what is being said or about the person/s allegedly involved;

• forget to record what has been said;

• fail to pass the information on to the correct person;

• ask a child to sign a written copy of the report.

Vulnerable groups: For children with communication/language difficulties or who use alternative/ augmented communication systems, staff and other adults may need to take extra care to ensure that signs of abuse and neglect are identified and interpreted correctly, but concerns should be reported in exactly the same manner as for other children. In some cases, it may be appropriate to seek the services of a professional interpreter.

6. Induction and training

All school-based staff including the Headteacher (where he/she is not the DSL) are required to undertake an appropriate level of safeguarding and child protection training (including in relation to online safety) at induction. This training will be updated regularly. We will train all staff and volunteers (where appropriate) to understand the Overarching Safeguarding Statement and this Child Protection Policy and procedures and ensure that all adults have up to date knowledge of safeguarding issues. In addition, all staff members will receive regular safeguarding and child protection updates (including online safety) (for example, via email, e-bulletins, staff meetings/briefings etc.), as required, but at least annually, to continue to provide them with relevant skills and knowledge to safeguard children effectively.

Appropriate training and regular updates will enable staff to identify signs of possible abuse and neglect at the earliest opportunity, and to respond in a timely and appropriate way including:

• significant changes in a child’s behaviour;

• deterioration in a child’s general wellbeing/mental health;

• unexplained bruising, marks or signs of possible abuse or neglect;

• a child’s comments which give cause for concern;

• any reasons to suspect neglect or abuse outside the setting, for example in the child’s home;

• recognising inappropriate behaviour displayed by other members of staff, or any other person working with the children, for example, inappropriate sexual comments; excessive one-to-one attention beyond the requirements of their usual role and responsibilities; or inappropriate sharing of images;

• internal school procedures, roles and responsibilities;

• dealing with a report of abuse or neglect from a child;

• Whistleblowing procedures as they refer specifically to Child Protection;

• the school Single Equality Information/Objectives; and

• general health, safety and welfare issues.

Training is organised by the DSL in line with Cumbria SCP guidance.

All staff have undertaken whole school Safeguarding training which will be refreshed every three years and updated on a regular basis by the DSL or other external source.

All staff and regular volunteers working in ‘Regulated Activity’ and directly with children are provided with a copy of Part one of ‘Keeping Children Safe in Education – Safeguarding information for all staff, (or Annex A, where appropriate) DfE guidance ‘What to do if you’re worried a child is being abused’; the Cumbria SCP Summary of Allegations Management Procedures Flow Chart; the school’s Child Protection Policy and procedures, the School Code of Conduct for staff and other adults and the procedures to follow should a child go missing from school, home or care.

We will ensure that regular staff appraisals are carried out to identify any training needs, and secure opportunities for continued professional development for staff. We will support our staff to improve their qualification levels wherever possible.

The nominated Governor will receive safeguarding training from a strategic perspective which will be updated regularly, to be disseminated to the rest of the Governing Body.

The School Leadership Team will ensure the DSL and the Deputy DSL attend the required safeguarding training when they first take up the role which will provide them with the knowledge and skills required to carry out the role effectively. The training will be updated every two years. In addition to formal training, as set out above, their knowledge and skills will be updated, (for example via e-bulletins, meeting other DSL’s, or taking time to read and digest safeguarding developments) at regular intervals, but at least annually, to keep up with any developments relevant to their role.

Both the DSL and the Deputy have attended the required level of training as stated by the Cumbria SCP and this will be updated in line with recommended good practice.

The DSL will ensure that all new staff, volunteers and other adults are appropriately inducted as regards the school’s internal safeguarding procedures, including those for Child Protection, communication lines and whistleblowing. This will also be a regular agenda item at staff meetings.

The DSL and Headteacher (if not one and the same) will provide an annual report to the Governing Body detailing safeguarding training undertaken by all staff and will maintain up to date registers of who has been trained and to what level. This, along with Induction Training and other safeguarding training including health and safety related training will be included in the school staff Training Plan.

7. Communication

We will ensure that staff have sufficient understanding and use of English to ensure the wellbeing of children in our care. We will ensure we are able to keep records in English, to liaise with other agencies in English, to summon emergency help, and to understand instructions such as those for the safety of medicines.

8. Record keeping

Staff will record any welfare concern that they have about a child on a Child Report/Concern Record, with a body map (where injuries have been observed) to be passed to the DSL. Records must be completed as soon as possible after the incident/event and must be signed and dated. It is good practice to also note the day of the week. Staff must be aware that their records might have to be used as evidence in court and must therefore be mindful of the need to distinguish fact from opinion. However, staff must not attempt to investigate a situation themselves. Blank Child Disclosure/Concern Records are kept in a series of red files in the Headteacher’s office.

Child protection records are kept centrally and securely by the DSL and are shared on a ‘need to know’ basis only. They will be held separate from the child’s curriculum file. A separate record will be made for each individual child, particularly where they are members of the same family with family concerns copied for each file. A chronology must be recorded in the file with the final entry being the date the child left the school or the date the file was transferred to a receiving school.

Records will include:

• a clear and comprehensive summary of the concern;

• details of how the concern was followed up and resolved;

• a note of any action taken, decisions reached and the outcome.

A record will be made of all incidents where pupils have expressed racist, homophobic, extremist or radical views which will be monitored at a senior level.

When forwarding files to a receiving school, a chronology of the information, a record of the date of transfer and date of confirmation of receipt by the next school will be kept.

All child protection records will be forwarded to a child’s subsequent school under confidential and separate cover to the new DSL or Headteacher. Confidential files that must be posted (e.g. for out of County moves) are marked private and confidential and sent via the ‘Special Delivery’ postage route where its whereabouts at any time can be tracked.

9. Concerns/Allegations against members of staff, supply staff, volunteers or contractors

Sometimes allegations of inappropriate treatment of children are made against members of staff employed by the school including supply staff, volunteers and contractors rather than members of the child’s family or other adults known to the child. If staff have safeguarding concerns or an allegation is made about another member of staff (including supply staff, volunteers, and contractors) posing a risk of harm to children then this should be referred to the Headteacher. Allegations are those which relate to members of staff, supply staff, volunteers and contractors who are currently working in any school or college regardless of whether the school or college is where the alleged abuse took place. Allegations against a teacher or who is no longer teaching will be referred to the Police. Historical allegations of abuse will also be referred to the Police. Such allegations are dealt with in accordance with specific procedures published on the Cumbria SCP website – Allegations against staff and Part four of ‘Keeping Children Safe in Education’ – Allegations made against/Concerns raised in relation to teachers, including supply teachers, other staff, volunteers and contractors.

If staff have a safeguarding concern or an allegation about another member of staff (including supply staff, volunteers or contractors) that does not meet the harm threshold, then this should be shared in accordance with the school low-level concerns procedures (see section 10 below) and the school staff Code of Conduct.

If an allegation is made against a governor, the school will follow their own local procedures. Where an allegation is substantiated, we will follow the procedures to consider removing them from office.

Cumbria SCP has produced a Summary of Allegations Management Procedures Flow chart which can be found at Appendix D. A copy of this flow chart is provided to all individuals working in school and to new starters as part of their Induction.

The member of staff to whom the concern/allegation is reported will:

• treat the matter seriously;

• ensure that, where necessary, the child receives appropriate medical attention;

• make a written record of the information using the child’s/parent’s own words, including when the alleged incident took place; who was present; and what happened;

• sign and date the written record;

• report the matter immediately to the Head teacher or deputy in his/her absence. Where the Head teacher is the subject of a concern/allegation, or a situation where there is a conflict of interest in reporting the matter to the Headteacher, the concern/allegation will be reported to the Chair of Governors. In all instances, the most senior person (Head teacher or Chair of Governors) will be the allocated the role of ‘Case Manager’. Confidentiality must be maintained at all times.

There are two aspects to consider when an allegation is made:

• Looking after the welfare of the child - the DSL (or deputy) is responsible for ensuring that the child is not at risk and referring cases of suspected abuse to the LA Children’s Social Care.

• Investigating and supporting the person subject to the allegation - the Case Manager will discuss with the LADO, the nature, content and context of the allegation, and agree a course of action.

When dealing with allegations, we will:

• apply common sense and judgement;

• deal with allegations quickly, fairly and consistently; and,

• provide effective protection for the child and support the person subject to the allegation.

Initial action by the Case Manager

Before contacting the Local Authority appointed Designated Officer (LADO) the Case Manager or other senior leader will conduct basic enquiries in line with local procedures to establish the facts and to help them determine whether there is any foundation to the allegation, being careful not to jeopardise any future Police investigation.

Following the completion of basic enquiries the Case Manager will discuss the concern/allegation with the Local Authority Designated Officer (LADO) and within 1 working day. The purpose of an initial discussion is for the LADO and the Case Manager to consider the nature, content and context of the concern/allegation and agree a course of action. To inform the initial course of action, the following may be required:

• written details of the concern/allegation - signed and dated by the person receiving the initial concern/allegation report;

• any other information and names of any potential witnesses;

• a chronology of significant events;

• information already known about those involved, including previous history, other concerns/allegations made by the child or family and the individual’s current contact with children;

• checks on any historic incident(s) or logbooks.

There may be situations when the Case Manager will want to involve the Police immediately, for example if the person is deemed to be an immediate risk to children or there is evidence of a possible criminal offence. Where there is no such evidence, the Case Manager should discuss the concerns/allegations with the LADO to help determine whether Police involvement is necessary.

To report a concern in writing to the LADO, the notification form (available from the Cumbria SCP website) must be used. The form can also be accessed by the following link: LADO - Allegation Notification Form.

Completed forms must be sent to the LADO Cumbria Safeguarding Hub, using any of the following methods:

(Please note: if sending by e-mail the document must be password protected)

• Fax: 01768 812090

• EFax: lado@cumbria.gov.uk

• Post: LADO, Cumbria Safeguarding Hub, Skirsgill Depot, Penrith, Cumbria, CA10 2BQ

• Please note if you are worried that a child is at risk of immediate harm please contact Cumbria Safeguarding Hub on 0333 240 1727 or click here How to refer a child.

To speak to a LADO for advice:

Phone: 03003 033892

Or you can email: lado@cumbria.gov.uk

Allegations are managed in accordance with Cumbria SCP Procedures Manual.

The Case Manager will contact the LADO if an allegation is made against a member of staff or another adult (including supply staff, volunteers and contractors) where their actions may have met the ‘harms threshold’ and the individual is alleged to have:

• behaved in a way that has harmed a child, or may have harmed a child; and/or

• possibly committed a criminal offence against or related to a child; and/or

• behaved towards a child or children in a way that indicates s/he may pose a risk of harm to children; and/or

• behaved or may have behaved in a way that indicates they may not be suitable to work with children.

The advice of the LADO can also be sought if there is uncertainty as to whether a referral should be made or for example there are concerns about the staff member’s conduct outside work which may raise concerns about their suitability to work with children, this is known as transferrable risk.

The Case Manager will inform the accused person about the concern/allegation as soon as possible after consulting with the LADO. It is extremely important that the Case Manager provides them with as much information as possible at that time. However, where a strategy discussion is needed, or Police or Children’s Social Care services need to be involved, the Case Manager will not do that until those agencies have been consulted and have agreed what information can be disclosed to the accused.

When to inform the individual of the allegation will be considered carefully on a case-by-case basis with guidance as required from the LADO, and if appropriate LA Children’s Social Care and the Police. The Case Manager will inform the accused person about the concern/allegation as soon as possible after consulting with the LADO. However, where a strategy discussion is needed, or Police or the LA Children’s Social Care services need to be involved, the Case Manager will not do that until those agencies have been consulted and have agreed what information can be disclosed to the accused.

The Case Manager will appoint a named representative to keep the person who is the subject of the concern/allegation informed of the progress of the case and consider what other support is appropriate for the individual.

The welfare of a child is paramount, and this is the prime concern in terms of investigating an allegation against a person in a position of trust. However, when an allegation or safeguarding concern is being investigated it is likely to be a very stressful experience for the adult subject of the investigation, and potentially for their family members. We will offer appropriate welfare support at such a time and recognise the sensitivity of the situation. Information is confidential and will not ordinarily be shared with other staff or with children or parents who are not directly involved in the investigation.

Parents of a child or children involved will be told about the concern/allegation as soon as possible if they do not already know of it. However, where a strategy discussion is required, or Police or the LA Children’s Social Care services need to be involved, the Case Manager will not do so until those agencies have been consulted and have agreed what information can be disclosed to the parents. Parents will also be kept informed about the progress of the case, only in relation to their child – no information can be shared regarding the staff member and informed of the outcome where there is not a criminal prosecution, including the outcome (in confidence) of any disciplinary process.

Parents will also be made aware of the requirement to maintain confidentiality about any concerns/allegations made against teachers or other staff whilst investigations are ongoing. Where parents wish to apply to the court to have reporting restrictions removed, they will be advised to seek legal advice.

Initial consideration by the Case Manager and LA Designated Officer (LADO)

Schools, as employers have a duty of care to their employees. Where the school is not the employer of an individual, they still have a responsibility to ensure concerns/allegations are dealt with appropriately and that they liaise with relevant parties (this includes supply teachers and volunteers). It is essential that any allegation of abuse in a school is dealt with very quickly, in a fair and consistent way that provides effective protection for the child and, at the same time supports the person who is the subject of the allegation.

The LADO will establish, in discussion with the Case Manager that the allegation is within the scope of the Cumbria SCP procedures and may require further investigation. There may be up to 3 strands considered as part of this process and the discussion will centre upon whether there is a need for:

• a Police investigation because a crime has or may have been committed;

• enquiries and assessment by social care to determine if services or emergency actions are required;

• consideration by the employer of disciplinary action in respect of the individual.

If agreement is reached that the criteria for action by the Police or Children’s Services has been established, the LADO will contact Children’s Social Care to ensure a formal ‘strategy meeting’ is set up involving the LA Children’s Services Social Care and the Police. Where the Police are involved, wherever possible the school will ask the Police to obtain consent from the individuals involved to share their statements and evidence for use in the employer’s disciplinary process. If only the last criterion is met the LADO will provide advice to the Case Manager on the subsequent management of the case to a satisfactory conclusion within the framework of the school’s procedures for discipline and conduct.

The LADO’s role is not to investigate the allegation, but to ensure that an appropriate investigation is carried out, whether that is by the Police, LA Children’s Social Care, the school or a combination of these.

Suspension

The decision on suspension/transfer to alternative duties of the staff member subject to the allegation is the responsibility of the Case Manager having consulted with their HR adviser and the LADO. School leaders will ensure that they provide effective support for anyone facing an allegation and provide them with a named contact if they are suspended.

Suspension will never be an automatic step for staff subject to allegations; each case will be dealt with on its merits taking into consideration factors such as the seriousness of the allegation, the potential risks to children and whether it is possible to investigate the allegation whilst the person is still at work. The strategy meeting will make a recommendation to the setting if one is required but the ultimate decision rests with the Case Manager. The decision to suspend will be taken on a case-by-case basis having undertaken a risk assessment about whether the person poses a risk of harm to children. All options to avoid suspension will be considered prior to taking that step.

Additional information on suspension or those subject to a Secretary of State interim Prohibition Order is available in Part four of ‘Keeping Children Safe in Education’.

If the Case Manager is concerned about the welfare of other children in the community or the individual’s family, those concerns will be reported to the LADO, Children’s Social Care or the Police as required.

Subsequent actions

The detailed procedures that need to follow this initial consideration are available on the Cumbria SCP website. The Case Manager is expected to keep the LADO advised of progress especially where it has been agreed that the matter should be dealt with within the framework of the school’s disciplinary process (see above).

The following definitions will be used when determining the outcome of allegation investigations:

• Substantiated: there is sufficient evidence to prove the allegation;

• Malicious: there is sufficient evidence to disprove the allegation and there has been a deliberate act to deceive or cause harm to the person subject of the allegation;

• False: there is sufficient evidence to disprove the allegation;

• Unsubstantiated: there is insufficient evidence to either prove or disprove the allegation. The term, therefore, does not imply guilt or innocence; or

• Unfounded: to reflect cases where there is no evidence or proper basis which supports the allegation being made.

A referral must also be made to the Disclosure and Barring Service (DBS) when concerns are raised that a person has caused harm or poses a future risk of harm to children/vulnerable adults – See Section 24 for further details. If a member of staff or a volunteer is removed or dismissed because they have harmed a child or vulnerable adult, or the school would have done so if the individual had not left, the Disclosure and Barring Service must be informed. How to refer to the DBS.

The school will also consider whether a referral to the Teaching Regulation Authority (TRA) is appropriate where we dismiss or cease to use the services of a teacher because of serious misconduct or might have dismissed them or ceased to use their services had they not left first.

Details of allegations that are found to have been malicious will be removed from personnel records and those allegations which were proved to be false, unsubstantiated or malicious will not be included in an employer reference. However, for all other allegations we will hold a clear and comprehensive summary of the allegation and how it was followed up and resolved. This will enable accurate information to be given in response to any future request for a reference, where appropriate.

All staff will be made aware that it is a disciplinary offence not to report concerns about the conduct of a colleague that could place a child at risk. When in doubt – consult.

Resignations and settlement agreements

If the accused person resigns, or ceases to provide their services, this will not prevent an allegation being followed up in accordance with Part four of the DfE guidance Keeping Children Safe in Education.

‘Settlement or compromise agreements’ will not be used in cases of refusal to cooperate or resign before the person’s notice period expires. Such an agreement will not prevent a thorough police investigation where that is deemed appropriate.

Record keeping

We have an obligation to preserve records which contain information about concerns/allegations of sexual abuse for the term of the Independent Inquiry into Child Sexual Abuse (IICSA). All other records will be retained at least until the accused has reached normal pension age or for a period of 10 years from the date of the concern/allegation if that is longer.

Details of allegations following investigation that are found to have been malicious or false will be removed from personnel records unless the individual gives their consent for retention of the information. For all other allegations, i.e. substantiated, unfounded and unsubstantiated, the following information will be kept on the file of the person accused:

• a clear and comprehensive summary of the allegation;

• details of how the allegation was followed up and resolved;

• a note of any action taken, and decisions reached and the outcome i.e. substantiated, unfounded or unsubstantiated ;

• a copy provided to the person concerned, where agreed by the LA Children’s Social Care or the Police; and,

• a declaration on whether the information will be referred to in any future reference.

For more detailed guidance on how to respond to allegations against staff, supply staff, volunteers or contractors, please refer to the Cumbria SCP guidance – Whistleblowing and Section 12 below.

9.1 Supply teachers and all contracted staff

Whilst this school is not the employer of supply teachers or other contracted staff, we will ensure that concerns/allegations (no matter how small) are dealt with properly. In no circumstances will we decide to cease to use supply/contracted staff due to safeguarding concerns, without finding out the facts and liaising with the Designated Officer appointed by the Local Authority (LADO) to determine a suitable outcome. Where the individual about whom the concern/allegation has been made is employed by an Agency or Agencies where the supply teacher is working across a number of schools, the Governing body will discuss with the Agency/ies whether it is appropriate to suspend the supply teacher. The Agency will be fully involved in the process which will usually be led by the school and the LADO since the individual, whilst not employed by the school is under the supervision, direction and control of the Governing Body when working in the school. The allegations management meeting which is often arranged by the LADO should address issues such as information sharing, to ensure that any previous concerns or allegations known to the agency or agencies are considered by the school during the investigation.

We will inform any supply agency of our process for managing allegations, taking account of the agency’s Policies and their duty to refer to the DBS as personnel suppliers.

9.2 Non-recent allegations

Where an adult makes an allegation to a school that they were abused as a child, the individual will be advised to report the allegation to the Police. Non-recent allegations made by a child, will be reported to the LADO in line with the local authority’s procedures for dealing with non-recent allegations. The LADO will coordinate with the LA Children’s Social Care and the Police. Abuse can be reported no matter how long ago it happened.

10. Concerns and/or allegations that do not meet the harm threshold (low-level concerns)

As part of our whole school approach to safeguarding we aim to promote an open and transparent culture in which all concerns about all adults working in or on behalf of the school (including supply teachers, volunteers and contractors) are dealt with promptly and appropriately.

We believe that creating a culture in which all concerns about adults (including allegations that do not meet the harms threshold (see Page 20 above) are shared responsibly and with the right person, recorded and dealt with appropriately, is critical. If implemented correctly, this will encourage an open and transparent culture; enable us to identify concerning, problematic or inappropriate behaviour early; minimise the risk of abuse; and ensure that adults working in or on behalf of the school or college are clear about professional boundaries and act within these boundaries, and in accordance with our ethos and values.

A low-level concern is any concern does not mean that it is insignificant. It is any concern - no matter how small, and even if no more than causing a sense of unease or a ‘nagging doubt’ - that an adult working in or on behalf of the school may have acted in a way that:

• is inconsistent with the staff code of conduct, including inappropriate conduct outside of work, and

• does not meet the allegations threshold (see page 20 above) or is otherwise not considered serious enough to consider a referral to the LADO.

All low-level concerns about adults working in the school regardless of how insignificant they may be perceived to be, should be reported initially to the Headteacher. Where the concern relates to the Head teacher or in a situation where there is a conflict of interest in reporting the matter to the Head teacher, the concern should be referred to the Chair of the Governors.

Further information on low-level concerns, examples and record keeping can be found in the school staff code of conduct.

10.1 Responding to low-level concerns

If the concern has been raised via a third party, the Headteacher will collect as much evidence as possible by speaking directly to the person who raised the concern (unless it has been raised anonymously) and to the individual involved and any witnesses.

Any information collected will help to categorise the type of behaviour and determine what further action may need to be taken. The rationale for the action taken and the decisions which led to the action will be recorded. A flow chart outlining the response to low-level concerns can be provided.

Low-level concerns which are shared about supply staff and contractors will be notified to their employers, so that any potential patterns of inappropriate behaviour can be identified.

11. Managing allegations against other pupils (child on child abuse)

In all cases of reported alleged child on child abuse including sexual violence and sexual harassment, reference will be made to Part five of Keeping Children Safe in Education 2022.

We believe that all children have a right to attend the School and learn in a safe environment. Children should be free from harm by adults in the school and other pupils. We recognise that some pupils will sometimes negatively affect the learning and wellbeing of others and their behaviour will generally be dealt with under the School’s Whole School Behaviour Policy. It is not enough to respond to incidents as they arise and we strive to create an environment that actively discourages abuse and challenges the attitudes which underlie it. The school has a Policy which includes bullying, and sexual and racial harassment.

All staff are made aware that safeguarding issues can manifest themselves via child on child abuse and will be trained in the procedures to follow if there are incidents of sexual violence or sexual harassment between pupils. This is most likely to include, but not limited to:

• bullying (including cyber bullying, prejudiced-based and discriminatory bullying);

• physical abuse (this may include and online element which facilitates, threatens and/or encourages physical abuse);

• sexual violence and sexual assault (this may include and online element which facilitates, threatens and/or encourages physical abuse);

• sexual physical harassment such as grabbing bottoms, breasts and genitalia, pulling down trousers, flicking bras, lifting up skirts etc.;

• sexual comments, remarks, jokes and online sexual harassment, which may be standalone or part of a broader pattern of abuse;

• causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party;

• upskirting;

• consensual and non-consensual sharing of nude or semi-nude images and/or videos;

• Initiation/hazing type violence and rituals (this could include activities involving harassment, abuse or humiliation used as a way of initiating a person into a group and may also include an online element).

Dismissing or tolerating such behaviours and not challenging them risks normalising them. Additional information on this issue is also available in Part five and Annex B of Keeping Children Safe in Education 2022.

We have a zero tolerance approach to sexual violence and sexual harassment. It is never acceptable and will not be tolerated. All staff have been made aware that even if there are no reports in our school, it does not mean it is not happening – it may be the case that it is just not being reported. If staff have any concerns regarding any form of child on child abuse they must speak to the DSL (or deputy).

We will ensure that pupils are aware of the NSPCC dedicated helpline (report abuse in education – 0800 136 663) for children and young people who have experienced abuse at school, and for worried adults and professionals that need support and guidance.

All concerns, discussions, decisions and reasons for decisions relating to child on child abuse and/or sexual violence and sexual harassment between children will be recorded (written or electronic).

Decisions about what to do should a case of child on child abuse including sexual violence or sexual harassment become evident will be made on a case-by-case basis, taking into consideration:

• the wishes of the victim in terms of how they want to proceed;

• the nature of the alleged incident – might a crime have been committed and/or has HSB been displayed?

• the ages of the children involved (a child under the age of 13 can never consent to any sexual activity);

• the developmental stages of the children involved;

• any power imbalance between the children e.g. is/are the alleged perpetrator(s) significantly older, more mature, confident and well known social standing? Does the victim have a disability, learning difficulty or other health related issues;

• whether it was a one-off alleged incident or a pattern of behaviour by the alleged perpetrator;

• the importance of understanding intra familial harms and any necessary support for siblings following incidents;

• are there ongoing risks to the victim, other children or school staff; and,

• other related issues and wider context, including any links to child sexual exploitation and child criminal exploitation.

11.1 Safeguarding concerns/allegations

We recognise that children can abuse other children and that it can happen both inside and outside of school and online. . There are different forms of child on child abuse, but we recognise that abuse is abuse and will never be tolerated or passed off as “banter”, “just having a laugh”, “boys being boys” or “part of growing up” which essentially downplays certain behaviours and can lead to a culture of unacceptable behaviours, an unsafe environment for children and possibly a culture that normalises abuse leading to children accepting it as normal and not coming forward to report it. Staff understand the importance of challenging inappropriate behaviours between children, that are abusive in nature. We will not dismiss abusive behaviour between children as ‘normal’ and our thresholds for investigating claims and concerns/allegations are the same as for any other type of abuse. Although it is generally considered more likely that girls will be victims and boys’ perpetrators, we consider all child on child abuse to be unacceptable and will take any concerns/allegations seriously. Children with special educational needs and disabilities (SEND) or certain medical or physical health conditions are also three times more likely to be abused both online and offline than their peers.

Additional barriers can sometimes exist when recognising abuse in SEND children. These can include:

• assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability or health condition without further exploration;

• the potential for children with SEND being disproportionately impacted by behaviours such as bullying and harassment, without outwardly showing any signs; and

• communication barriers and difficulties in managing or reporting these challenges;

• cognitive understanding – being unable to understand the difference between fact and fiction in online content and then repeating the content/behaviours in school or the consequences of doing so.

Any reports of abuse involving children with SEND will therefore require close liaison with the DSL (or deputy) and the SENCO.

The fact that a child or a young person may be LGBT+ is not in itself an inherent risk factor for harm. However, children who are lesbian, gay, bi, or trans (LGBT+) can be targeted by other children. In some cases, a child who is perceived by their peers to be LGBT+ (whether they are or not) can be just as vulnerable as children who identify as LGBT+.

Risks can be compounded where children who are LGBT+ lack a trusted adult with whom they can be open. We will endeavour to reduce the additional barriers faced and provide a safe space for them to speak out or share their concerns with members of staff.

We are also aware that our staff can be victims of sexual violence and sexual harassment and have arrangements in place to protect our staff and other adults from such abuse, including clear reporting and support mechanisms.

Occasionally, allegations may be made against pupils by others in the school, which are of a child protection nature. Child protection issues raised in this way may include physical abuse, emotional abuse, sexual abuse and sexual exploitation. It is likely that to be considered a child protection allegation against a pupil, some of the following features will be found.

The concern/allegation:

• is made against an older pupil and refers to their behaviour towards a younger pupil or a more vulnerable pupil;

• is of a serious nature, possibly including a criminal offence;

• raises risk factors for other pupils in the school;

• indicates that other pupils may have been affected by this pupil;

• indicates that young people outside the school may be affected by this pupil.

Examples of child on child abuse could include:

Physical abuse

• violence, particularly pre-planned such as hitting, kicking, shaking, biting, hair pulling or otherwise causing physical harm (this may include an online element which facilitates, threatens and/or encourages physical abuse)

• forcing others to use drugs or alcohol

• teen dating violence/abuse in intimate personal relationships between children (sometimes known as ‘teenage relationship abuse’)

Emotional abuse / sexual harassment

• blackmail or extortion

• threats, intimidation and defamation and taunting

• online sexual harassment including sharing of unwanted explicit content; sexualised online bullying; unwanted sexual comments and messages, including on social media, coercing others into sharing images of themselves or performing acts they are not comfortable with online

• bullying (including cyberbullying, prejudice-based and discriminatory bullying), racial or sexual harassment (sexual comments, telling sexual stories, making lewd comments, making sexual remarks about clothes and appearance and calling someone sexualised names) or other imbalance of power

• physical behaviour, such as deliberately brushing against someone, interfering with someone’s clothes etc. This may cross the line into sexual violence – it is important to talk to and consider the experience of the victim

• stalking

Sexual abuse

• sexual violence such as rape, assault by penetration and sexual assault (sexual assault covers a very wide range of behaviour). These may include an online element which facilitates, threatens and/or encourages sexual violence)

• causing someone to engage in sexual activity without consent

• indecent exposure, indecent touching, rape or sexual assault

• forcing others to watch pornography or consensual and non-consensual sharing of nudes and semi-nude images or videos via the internet or other mobile device.

• upskirting (this is a criminal offence)

Sexual exploitation

• encouraging other children to attend inappropriate parties

• photographing or videoing other children performing indecent acts

In some situations, older pupils may attempt to recruit younger pupils using any or all the above methods. Young people suffering from sexual exploitation themselves may be forced to recruit other young people under threat of violence.

11.2 Harmful sexual behaviour

Children’s sexual behaviour exists on a wide continuum, ranging from normal and developmentally expected, to inappropriate, problematic, abusive and violent. Problematic, abusive and violent sexual behaviour is developmentally inappropriate and may cause developmental damage. We use the umbrella term “harmful sexual behaviour” (HSB). Children displaying HSB have often experienced their own abuse and trauma. HSB can occur online and/or face-to-face and can also occur simultaneously between the two. Our DSL has a good understanding of HSB and all reports will be made to the DSL and/or deputy.

11.3 Minimising the risk of safeguarding concerns towards pupils from other pupils

On occasion, some pupils may present a safeguarding risk to other pupils. The school may well be informed by the relevant agency (either Police or Social Care) that the young person raises safeguarding concerns. These pupils will need an individual Behaviour (or risk) Management Plan to ensure that other pupils are kept safe and they themselves are not laid open to malicious allegations.

Pupils are encouraged to report child on child abuse and sexual violence and sexual harassment, and the issue is discussed as part of Relationships Education within the PSHE Education curriculum to the extent that all children are made aware of what behaviour is unacceptable and to enable all children to have the confidence to report issues which may be worrying or concerning to them and to whom those reports should be made.

It is essential that all victims are reassured that they are being taken seriously (regardless of how long it has taken them to come forward) and that they will be supported and kept safe. A victim should never be given the impression that they are creating a problem by reporting any form of abuse or neglect. Nor should a victim ever be made to feel ashamed for making a report. We will explain to children in a way that avoids alarming or distressing them that the law is in place to protect children and young people rather than criminalise them.

A flowchart providing guidance on how to response to a report of sexual violence or sexual harassment is available.

11.4 Possible actions in response to a concern/allegation against a pupil

We will ensure that systems are put in place, promoted, easily understood and easily accessible) for children to confidently report abuse, knowing their concerns will be treated seriously. Ultimately, any decisions or actions will be taken on a case-by-case basis, with the DSL taking a lead role and using their professional judgement, supported by other agencies.

Immediate consideration will be given as to how best to support and protect the victim and the alleged perpetrator(s) and any other children involved/impacted including siblings.

Consideration will also be given to the wishes of the victim in terms of how they want to proceed. This is especially important in the context of sexual violence and sexual harassment. Victims will be given as much control as is reasonably possible over decisions regarding how any investigation will be progressed and any support that they will be offered. This will, however, be balanced with the school’s duty and responsibilities to protect other children.

We will do all we reasonably can to protect the anonymity of any children involved in any report of sexual violence or sexual harassment, carefully considering, based on the nature of the report, which staff should know about the report and any support that will be put in place for the children involved. We will also consider the potential impact of social media in facilitating the spreading of rumours and exposing victims’ identities.

• Staff who observe or suspect any form of child on child abuse (including sexual violence or sexual harassment) must inform the DSL as soon as possible so that further investigations can take place. It is important to understand that children may not find it easy to tell staff about their abuse verbally and that additional barriers much as the child’s vulnerability, disability, sex, ethnicity and/or sexual orientation may be a factor.

• Staff, and this could be anyone in the school who the child trusts, must not promise confidentiality at the initial stage as it is very likely a concern will have to be shared with the DSL to discuss next steps. Information must only be shared with those people who are necessary in order to progress the report and the child should be informed what the next steps will be and who the report will be passed to.

• When an allegation is made by a pupil against another pupil, members of staff should consider whether the complaint raises a child protection concern. If there is a child protection concern the DSL must be informed as soon as possible.

• Reports that include an online element will be carefully managed in line with the DfE advice for schools on searching screening and confiscation. Staff will not view or forward illegal images of a child but will discuss with the DSL whether it may be more appropriate to confiscate any devices to preserve any evidence and hand them to the Police for inspection.

• A factual written or electronic record will be made of the concern/allegation, but no attempt at this stage should be made to investigate the circumstances.

• The DSL should contact Cumbria Safeguarding Hub (see details above) to discuss the case. It is possible that Safeguarding Hub is already aware of child protection concerns around this young person. The DSL will follow through the outcomes of the discussion and make a referral of either one or all of the pupils involved where appropriate.

• The DSL will make a written or electronic record of the concern, the discussion and any outcome and keep a copy in the files of both/all pupils.

• If the concern/allegation indicates a potential criminal offence has taken place e.g. rape, assault by penetration, sexual assault, sexual violence or sexual harassment (regardless of the age of the alleged perpetrator(s), the Police must be contacted at the earliest opportunity and parents informed (of both the pupil being complained about and the alleged victim). See ‘When to call the Police’ for further guidance.

• The school will consider how best to keep victims and alleged perpetrators of sexual violence a reasonable distance apart while on school premises and, where relevant, on transport to and from school. While the facts are being investigated, the alleged perpetrator should be removed from any classes that they share with the victim. This is in the best interests of both children and should not be perceived to be a judgement on the guilt of the alleged perpetrator.

• It may be appropriate to exclude the pupil being complained about for a period of time according to the school’s Behaviour Policy and procedures.

• Where a criminal investigation into sexual assault leads to a conviction or caution, we will consider any additional sanctions in light of our Whole School Behaviour Policy including consideration of permanent exclusion. In any action we take, the nature of the conviction or caution and wishes of the victim will be taken into account.

• Both the immediate and future needs of the victim, the alleged perpetrator and any other children involved/affected will be assessed and, where necessary appropriate plans and strategies put in place.

• Where neither the Safeguarding Hub nor the Police accept the complaint, a thorough school investigation should take place into the matter using the School’s usual disciplinary procedures.

• In situations where the school considers a child protection risk is present, a risk assessment should be prepared along with a preventative, supervision plan.

• The plan should be monitored, and a date set for a follow-up evaluation with everyone concerned.

11.5 Risk assessment

When there has been a report of sexual violence, the DSL(or a deputy) should make an immediate risk and needs assessment. Where there has been a report of sexual harassment, the need for a risk assessment should be considered on a case-by-case basis. The risk and needs assessment for a report of sexual violence should consider:

• the victim, especially their protection and support;

• whether there may have been other victims;

• the alleged perpetrator(s);

• all the other children, (and, if appropriate, adult students and staff) at the school, especially any actions that are appropriate to protect them from the alleged perpetrator(s), or from future harms; and,

• the time and location of the incident, and any action required to make the location safer.

Risk assessments must be recorded (paper or electronic) and kept under review. At all times, the school should be actively considering the risks posed to all their pupils and put adequate measures in place to protect them and keep them safe. In relation to sexual violence, it is likely that professional risk assessments by other agencies will be required.

11.6 Unsubstantiated, unfounded, false or malicious reports

If a report is determined to be unsubstantiated, unfounded, false or malicious, the DSL should consider whether the child and/or the person who has made the allegation is in need of help or may have been abused by someone else and this is a cry for help. In such circumstances, a referral to local authority children’s social care may be appropriate.

If a report is shown to be deliberately invented or malicious, the school or college, should consider whether any disciplinary action is appropriate against the individual who made it as per their own behaviour policy.

11.7 Working with parents and carers

The school will, in most instances, engage with both the victim’s and the alleged perpetrator’s parents when there has been a report of sexual violence (this might not be necessary or proportionate in the case of sexual harassment and should be considered on a case-by-case basis). The exception to this rule is if there is a reason to believe informing a parent or carer will put a child at additional risk. We will carefully consider what information we provide to the respective parents about the other child involved and when they do so. In some cases, the LA Children’s Social Care and/or the Police will have a very clear view and as such we will take advice from the relevant agencies to ensure a consistent approach is taken to information sharing.

Wherever necessary, we will meet with both the victim’s and the alleged perpetrator’s parents to discuss any support required and any arrangements put in place that impact either party. Other agencies may be asked to attend but this will be determined on a case-by-case basis.

12. Whistleblowing

Staff must acknowledge their individual responsibility to bring matters of concern to the attention of senior management and/or relevant agencies. Although this can be difficult this is particularly important where the welfare of children may be at risk.

Adults working in the school may be the first to recognise that something is wrong but may not feel able to express their concerns out of a feeling that this would be disloyal to colleagues or for fear of harassment or victimisation. These feelings, however natural, must never result in a child or young person continuing to be unnecessarily at risk. Staff must remember that it is often the most vulnerable child who is targeted. These children need adults they can trust to safeguard their welfare.

DON'T THINK ‘WHAT IF I'M WRONG’ - THINK ‘WHAT IF I’M RIGHT’!

Reasons for whistleblowing:

• Everyone has a responsibility for raising concerns about unacceptable practice or behaviour.

• To prevent the problem worsening or widening.

• To protect or reduce risks to others.

• To prevent becoming implicated yourself.

What stops people from whistleblowing?

• Fear of starting a chain of events which spirals out of control.

• Disrupting the work or project.

• Fear of getting it wrong.

• Fear of repercussions or damaging careers.

• Fear of not being believed.

How to raise a concern:

• Voice concerns, suspicions or uneasiness as soon as possible. The earlier a concern is expressed the easier and sooner action can be taken.

• Try to pinpoint exactly what practice is causing concern and why.

• Approach the Headteacher or Deputy Headteacher

• If the concern is related to the Headteacher, the Chair of Governors should be contacted or, if it is felt that the issue needs to be reported to someone outside the school, contact Cumbria Safeguarding Hub.

• Staff should ensure they get a satisfactory response – do not let matters rest. If a staff member feels their genuine concerns are not being addressed, the issue should be referred to the Cumbria Safeguarding Hub.

• Ideally, concerns should be put in writing, outlining the background and history, giving names, dates and places wherever possible.

• A member of staff is not expected to prove the truth of an allegation but will need to demonstrate sufficient grounds for the concern.

What happens next?

• The individual reporting the concerns will be given information on the nature and progress of any enquiries.

• The employer has a responsibility to protect individual members of staff from harassment or victimisation.

• No action will be taken against an individual if the concern proves to be unsubstantiated, unfounded or false and was raised in good faith.

• Malicious allegations may be considered as a disciplinary offence. The LADO and case manager should consider whether the child and/or the person who made the allegation is in need of help of may have been abused by someone else.

Self-reporting:

There may be occasions where a member of staff has a personal difficulty, perhaps a physical or mental health problem, which they know to be impinging on their professional competence. Staff have a responsibility to discuss such a situation with their line manager so professional and personal support can be offered. Whilst such reporting will remain confidential in most instances, this cannot be guaranteed where personal difficulties raise concerns about the welfare or safety of children.

Further advice and support:

It is recognised that whistleblowing can be difficult and stressful. Advice and support is available from senior managers, HR provider and/or your professional or trade union.

"Absolutely without fail - challenge poor practice or performance. If you ignore or collude with poor practice it makes it harder to sound the alarm when things go wrong" (reproduced with acknowledgement to “Sounding the Alarm” – Barnardos).

The school has Whistleblowing procedures, a copy of which can be found on the school server.

13. Medicines

13.1 Staff taking medicines/other substances

Persons working with children must not be under the influence of alcohol or any other substance which may affect their ability to care for them. Medical advice will be sought if there are likely to be side effects which will impair the individual’s ability to work safely with children. Staff medicine on the premises will be securely stored, and kept out of reach of children, at all times.

13.2 Supporting pupils with medical conditions

We have, and implement, a Policy and procedures on Supporting Pupils with Medical Conditions. This includes systems for obtaining information about a child’s medical needs and for keeping this information up-to-date. Training is provided for staff where the administration of medicine requires medical or technical knowledge. Medicines will not usually be administered unless they have been prescribed for a child by a GP, dentist, nurse or pharmacist (medicines containing aspirin will only be given if prescribed by a GP).

Medicine (both prescription and non-prescription) will only be administered to a child where written permission for that particular medicine has been obtained from the child’s parent. We keep a written record each time a medicine is administered to a child, and, in the case of emergency pain-relief, where prior consent has been obtained, inform the child’s parents on the same day, or as soon as reasonably practicable.

14. Alternative provision

Where the school places a pupil with an alternative provision provider, we continue to be responsible for the safeguarding of that pupil and will seek to ensure that the provider meets the needs of the pupil. We will obtain written confirmation from the alternative provider that appropriate safeguarding checks have been carried out on individuals working at the establishment i.e. those checks that the school would otherwise perform in respect of its own staff.

15. Working with other agencies

The School recognises and is committed to its responsibility to work with other professionals and agencies both to ensure children’s needs are met and to protect them from harm. We will endeavour to identify those children and families who may benefit from the intervention and support of external professionals and will seek to enable referrals (in discussion with parents) as appropriate. Information on the Early Help Assessment process is available via the Cumbria SCP website.

Schools are not the investigating agency when there are child protection concerns and thus, the school will pass all relevant cases to the statutory agencies, which we will support in undertaking their roles. Staff should understand that alongside this, the school may have a crucial role in supporting the child whilst investigations and assessments take place.

The School recognises the importance of multi-agency working and will ensure that staff are enabled to attend relevant safeguarding meetings, including Child Protection Conferences, Core Groups, Strategy Meetings, Child in Need meetings and Early Help/Team around the Family or Team around the Child meetings.

We will also work with local partners, families and communities in our efforts to ensure our school understands and embraces our local context and values in challenging extremist views and to assist in the broadening of our pupil’s experiences and horizons. We will help support pupils who may be vulnerable to such influences as part of our wider safeguarding responsibilities offering support and assistance from external agencies where required.

The School Leadership Team and DSL will work to establish strong and co-operative relationships with relevant professionals in other agencies.

16. Partnership with parents

The school shares a purpose with parents to educate, keep children safe from harm and to have their welfare promoted. We are committed to working with parents positively, openly and honestly.

We ensure that all parents are treated with respect, dignity and courtesy. We respect parents’ rights to privacy and confidentiality and will not share sensitive information unless we have consent or it is necessary to do so to protect a child.

The school will, in most circumstances, endeavour to discuss all concerns about their children with parents. There may, however, be exceptional circumstances when the school will discuss concerns with the LA Children’s Social Care and/or the Police without parental knowledge. The school will, of course, always aim to maintain a positive relationship with all parents. As well as being available to view on the school website, this Child Protection Policy and procedures is available on request.

17. Professional confidentiality and information sharing

Safeguarding and child protection information is confidential and personal. Other than the agreed communication lines in school, it is for the DSL(s) to decide what information needs to be shared, with whom, how and when, and whether consent needs to be gained for this process. If in any doubt, the DSL can seek advice from Cumbria Safeguarding Hub (0333 240 1727). Further guidance on Information Sharing can be found in the DfE document Data protection: a toolkit for schools (Annex 10.1), the DfE document ‘Information Sharing – Guidance for Safeguarding Practitioners’ and the ‘Flowchart of When and How to Share Information’ from the same document held at Appendix E.

Staff should not assume a colleague, or another professional will take action and share information that might be critical in 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 of children.

Neither the Data Protection Act 2018 nor UK GDPR prevent, or limit, the sharing, or withholding, of information for the purposes of keeping children safe. Information which is sensitive and personal will be treated as ‘special category personal data’. Legal and secure information sharing between schools, the LA Children’s Social Care and other agencies is essential. It would be legitimate to share information without consent where there is good reason to do so, and that the sharing of information will enhance the safeguarding of a child but it is not possible to gain consent, it cannot be reasonably expected that a practitioner gains consent, or if to gain consent would place a child at risk. When parents do not give permission to share information staff must consider if a child is at risk of harm, before a decision to not share information is made; when there is disparity between parent's views and those of their children, professionals must maintain focus on the child. Fears about sharing information must not be allowed to stand in the way of protecting the safety of children. As with all data sharing, appropriate organisational and technical safeguards will be in place.

Under the Data Protection Act 2018 and the UK GDPR, schools are permitted to withhold pupils’ personal data where, for example, a child is in a refuge or other form of emergency accommodation and to provide the information would place a child at risk.

If a member of staff needs to seek advice about a safeguarding situation for a child independently for the purposes of keeping a child safe (specifically with the Children’s Services Safeguarding Team), it is appropriate for the detail to be discussed, although the staff member may choose to maintain the anonymity of the child whilst initial consultation takes place.

All staff are made aware that they cannot keep ‘secrets’ and absolute confidentiality with children, and that if a child discloses abuse or gives information that suggests they may be at risk, this MUST be passed on to the DSL as soon as possible. The child should be told who their report will be shared with and what will happen next. If the child does not give their consent to share information, staff may still lawfully share it and advice sought from the DSL in all cases. Ultimately, the DSL (or deputy) will have to balance the victim’s wishes against their duty to protect the victim and/or other children.

18. Curriculum and staying safe

Schools play an essential role in helping children to understand what is appropriate child and adult behaviour; what is ‘safe’; what constitutes a healthy relationship both online and offline; to recognise when they and others close to them are not safe; and how to seek advice and support when they are concerned.

We will ensure that children are taught about how to keep themselves and others safe, including online and recognise that effective education will be tailored to the specific needs and vulnerabilities of individual children, including children who are victims of abuse, and children with SEND.

We will include relevant safeguarding topics as part of our Relationships Education curriculum (part of the PSHE Education curriculum) which is a compulsory part of our curriculum.

We recognise that we play a crucial role in preventative education and we will create a culture of zero tolerance for sexism, misogyny/misandry, homophobia, biphobia and sexual violence/harassment. We have a clear set of values and standards upheld and demonstrated throughout all aspects of school life and underpinned by the school’s Behaviour Policy and pastoral support system as well as by a planned programme of evidence-based RSHE delivered in regularly timetabled lessons, is inclusive and developed to be age and stage of development appropriate and is reinforced throughout the whole curriculum.

The DfE has published statutory guidance in relation to relationships education.

The School will use the curriculum to provide opportunities for increasing self-awareness, self-esteem, social and emotional understanding, assertiveness and decision making so that pupils have a range of contacts and strategies to ensure their own protection and understand the importance of protecting others. Systems have been established to support the empowerment of children to talk to a range of staff when they are in difficulty and to raise comments, complaints and feedback about their school experience and any other external issues which affect their wellbeing. Children will be listened to, heard and their concerns will be taken seriously and acted upon as appropriate. Records will be kept of reported incidents in line with guidance.

We encourage the safe use of external agencies or speakers to enrich the experiences of our pupils. We will, however, positively vet those external agencies, individuals or speakers who are invited by the school staff or by the pupils themselves to ensure that we do not unwittingly use people or organisations that contradict each other with their messages or that are inconsistent with, or are in complete opposition to, the school’s values and ethos.

Our school will assess the suitability and effectiveness of input from people or organisations to ensure that:

• any messages communicated to pupils support fundamental British Values;

• any messages communicated to pupils are consistent with the ethos of the school and do not marginalise any communities, groups or individuals;

• any messages communicated to pupils do not seek to glorify criminal activity or violent extremism or seek to radicalise pupils through extreme or narrow views of faith, religion or culture or other ideologies;

• activities are properly embedded in the curriculum and clearly mapped to schemes of work to avoid contradictory messages or duplication;

• activities are matched to the needs of pupils.

We recognise, however, that the ethos of our school is to encourage pupils to understand opposing views and ideologies, appropriate to their age, understanding and abilities, and to be able to actively engage with them in informed debate, and we may use external agencies or speakers to facilitate and support this.

19. Supervision and support

Any member of staff affected by issues arising from concerns for a child’s welfare or safety can seek support from the DSL or deputy DSL.

All early career teachers and classroom assistants have a mentor or co-ordinator with whom they can discuss concerns including the area of child protection, however, all concerns MUST be reported to the DSL without delay.

The DSL can put staff and parents in touch with outside agencies for professional support if they so wish.

We will put appropriate arrangements in place for the supervision of staff who have contact with children and families. Effective supervision provides support, coaching and training for the staff member/volunteer and promotes the interests of children. Our Supervision arrangements foster a culture of mutual support, teamwork and continuous improvement which encourages the confidential discussion of sensitive issues.

The key functions of supervision are:

Performance management

• Ensure that performance and practice, including safeguarding, is competent, accountable and soundly based in research and practice knowledge.

• Ensure that safeguarding children practice is consistent with the Cumbria Safeguarding Children Partnership procedures and organisational procedures.

• Ensure that practitioners fully understand their roles, and responsibilities and the scope of their professional discretion and authority.

• To provide reflective space to analyse ongoing work and specific incidents, to assess risk and need and to provide an important check and balance on decision making and planning.

Professional development

• Ensure that professional development needs, including safeguarding practice are considered and supported.

Personal support

• To provide reflective space for the supervisee to discuss and work through the personal impact of their role and responsibilities. This should include support to address the emotional impact of the work where required.

Good supervision involves a balance between all three elements, not always within one session, but certainly over the entire supervision process.

20. Safe working practice

Staff and other adults are required to work within clear Guidelines on Safe Working Practice, this Child Protection Policy and procedures, the Staff Behaviour Policy/Staff Code of Conduct and the school’s ICT Staff Acceptable Use Agreement. The latter includes amongst other things, staff/pupil relationships and communications, including the use of social media.

A child may make an allegation against a member of staff or other adult in situations where they feel vulnerable or where they perceive there to be a possible risk to their welfare. As such, all school staff and other adults must take care not to place themselves in a vulnerable position regarding child protection or potential allegations. For example, it is always advisable for interviews or work with individual children or parents to be conducted in view of other adults.

It is not realistic to suggest that staff should never touch pupils and they, and other staff in schools, have the right to use reasonable force to control or restrain pupils in certain circumstances. ‘Reasonable’ in these circumstances means ‘using no more force than is needed’. Although there are circumstances when it is appropriate for staff in schools to use reasonable force, physical intervention will only be used when the child is endangering him/herself or others and such events will be recorded and signed by a witness. Staff and other adults in the school are aware of the Whole School Behaviour Policy, and any physical interventions must be in line with that agreed policy and procedure in which appropriate training will be provided. Full advice and guidance can be found in the DfE document Use of Reasonable Force. Information about how to support children with SEND and mental health difficulties who are at risk of restrictive intervention can be found in ‘Reducing the need for restraint and restrictive intervention’.

21. Online safety

The use of new technologies presents challenges and risks to children both inside and outside of school and technology has become a significant component of many safeguarding issues. Child sexual exploitation; radicalisation; sexual predation; online hoaxes and challenges – technology often provides the platform that facilitates harm.

The School will ensure a comprehensive curriculum response to enable all pupils to learn about and manage the associated risks effectively and will support parents and the school community (including all members of staff) to become aware and alert to the needs of keeping children safe online. Reference will be made to the DfE advice Teaching online safety in schools. The breadth of issues classified within online safety is considerable and ever evolving but can be categorised into four areas of risk: content; contact; conduct and commerce. Detailed information on these risk areas can be found in the school’s Online Safety Policy and procedures.

Children and young people can be exploited and suffer bullying through their use of technology e.g. the internet, mobile phones and social networking sites. To minimise the risks to our children we will ensure that we have appropriate and reasonable security filters and monitoring systems in place. These filters and systems will, in part, be informed by the risk assessment required by the ‘Prevent Duty’.

Where it is suspected that a child is at risk from internet abuse e.g. being subjected to harmful online interaction with other users, peer pressure, commercial advertising such as online gambling and adults posing as children or young adults with the intention to groom or exploit them for sexual, criminal, financial or other purposes, we will report our concerns to the appropriate agency.

Staff are particularly aware of the professional risks associated with the use of electronic communication (email; mobile phones; texting; social network sites) and must familiarise themselves with advice and professional expectations outlined in the school Code of Conduct for staff and other adults and the school’s Online Safety Acceptable Use Agreement.

When using digital images, staff will inform and educate pupils about the risks associated with the taking, use, sharing, publication and distribution of images. Pupils will be taught to recognise the risks attached to publishing their own images on the internet e.g. on social networking sites. Staff are permitted to take digital/video images to support educational aims but must follow the school Policy and procedures in relation to the production, sharing, distribution and publication of those images.

In relation to pupils and their use of mobile technology on the school site, reference should be made to the school Policy on Online Safety which is available on request.

22. Complaints

The school has a Complaints Procedure available to parents, pupils and staff who wish to report concerns. This is published on the school website.

All reported complaints/concerns will be taken seriously and considered within the relevant and appropriate process. Anything that constitutes a concern/allegation against a member of staff or volunteer will be dealt with under the specific Procedures for managing allegations against staff, supply staff, volunteers and contractors. See Section 9.

23. Safer recruitment, selection, pre-employment vetting and ongoing vigilance

The School aims to create a culture of safe recruitment and, as part of that, adopt recruitment procedures that help deter, reject or identify people who might abuse or be a risk to the safety or welfare of children. The Governing Body / Proprietor will act reasonably in making decisions about the suitability of prospective employees, supply staff, volunteers and contractors based on checks and evidence including: criminal record checks (DBS checks), barred list checks, Childcare Disqualification declaration (where relevant) and, in the case of teaching staff, prohibition checks together with references and interview information.

The Governing Body/Proprietor and School Leadership Team are responsible for ensuring that the school follows safe recruitment processes outlined within the DfE document ‘Keeping Children Safe in Education’ and in the school Safer Recruitment, Selection and Pre-Employment Vetting Policy and procedures, including accurate maintenance of the Single Central Record; and an application, vetting and recruitment process which places safeguarding at its centre, regardless of employee or voluntary role.

We will ensure that we have processes in place for continuous vigilance, maintaining an environment that deters and prevents abuse and challenges inappropriate behaviour so that staff feel comfortable to discuss matters both within and outside of the workplace which may have implications for the safeguarding of children. We will also ensure that staff understand the process and procedures to follow if they have a safeguarding concern about another staff member.

The Governing Body will ensure that at least one person on any appointment panel has undertaken safer recruitment training and that the training is updated as necessary.

23.1 Childcare Act 2006/Childcare (Disqualification) and Childcare (Early Years Provision Free of Charge) (Extended Entitlement) (Amendments) Regulations 2018

The above legislation applies mainly to primary schools and those settings with early years pupils. However, as a basic principle, Governors and senior leaders recognise that we must endeavour to ensure that we create a culture and environment where staff feel comfortable, where it is appropriate, to discuss matters outside of work, which may have implications for the safeguarding of children in the workplace.

The Governing Body and senior leaders would expect staff to discuss with them any situation where their relationships and associations both within and outside of the workplace (including online) may have implications for the safeguarding of children in school.

These discussions can assist Governors and senior leaders in safeguarding their employees’ welfare and contribute to their duty of care towards their staff. Where appropriate, it will help managers identify whether arrangements are needed to support these staff. These discussions can also help with the management of children’s safety, providing information that will help them consider whether there are measures that need to be put in place to safeguard children (e.g. by putting arrangements in place to stop or restrict a person known to or living with a member of staff coming into school where a potential risk to children has been identified).

The legislation places separate and additional requirements on schools. At the point that an individual is convicted of, or cautioned for, a criminal offence of a specified type or category, or where they meet other disqualification criteria set out in the Regulations, the Act and Regulations disqualify staff from:

• providing early years childcare or later years childcare to children who have not attained the age of eight; or

• being directly concerned in the management of that childcare.

To ensure that those working in our School are not disqualified from working with the relevant pupils, the Governing Body require that, prior to appointment, an individual completes a self-declaration form in accordance with the DfE statutory guidance ‘Disqualification under the Childcare Act 2006’.

Further information can be found in the school Safer Recruitment, Selection and Pre-Employment Vetting Policy and procedures.

24. Referral to the Disclosure and Barring Service (DBS)

The role of the DBS is to help prevent unsuitable people from working with children and vulnerable adults.

Schools have a legal duty to make a referral to the DBS where they remove an individual from regulated activity (or would have removed an individual had they not left) and they believe the individual has:

• engaged in relevant conduct in relation to children and/or adults; and/or

• satisfied the harm test in relation to children and/or vulnerable adults; or

• been cautioned or convicted of a relevant (automatic barring either with or without the right to make representations) offence.

Referrals will be made as soon as possible, when an individual is removed from regulated activity. How to refer to the DBS. The legal duty to refer applies equally in circumstances where an individual is redeployed to another area of work that is not regulated activity, they are suspended, dismissed or when they have resigned.

The advice of the LADO can also be sought if there is uncertainty as to whether a referral should be made or for example there are concerns about the staff member’s conduct outside work which may raise concerns about their suitability to work with children. Further guidance can be found on the Cumbria SCP website How to refer a child or Allegations against staff or volunteers/LADO.

25. Referral to Ofsted / Local Child Protection Agency

Our Early Years Provision is not registered with Ofsted separately from the school so is not on the Early Years Register and therefore there is no legal requirement for us to notify Ofsted of any serious accidents, injuries or deaths which occur in relation to the childcare we provide.

However, in line with the Statutory Framework for EYFS we will notify or our local Child Protection Agency of any serious accidents, injuries or deaths which occur in relation to the childcare we provide to EYFS children.

26. The use of school premises by other organisations

Where services or activities are provided separately by another body using the school premises, the Headteacher and Governing Body will seek assurance that the organisation concerned has appropriate policies and procedures in place with regard to safeguarding children and child protection and that other organisations/bodies have ensured that relevant safeguarding checks have been made in respect of staff and volunteers. This applies regardless of whether or not the children who attend any of these services or activities are children on the school roll. We will also ensure that safeguarding requirements are included in any lease or hire agreement as a condition of use and occupation of the premises.

The Governing Body / Headteacher will take appropriate action to ensure that the school is not hired out or otherwise let to external agencies that use the premises to deliver messages of, or support for, extremism or radicalisation.

If assurance is not achieved, an application to use premises may be refused.

27. Safety and suitability of premises, environment and equipment

We will ensure that our premises are fit for purpose and suitable for the age of children cared for and the activities provided on the premises. Spaces, furniture, equipment and toys, must be safe for children to use and premises must be secure. We have, and implement, a Health and Safety Policy and procedures, which include identifying, reporting and dealing with accidents, hazards and faulty equipment.

All reasonable steps are taken to ensure staff, children and others affected by what we do are not exposed to risks and are able to demonstrate how we are managing risks. Risk Assessments inform staff practice and demonstrate how we are managing risks.

We will only release children into the care of individuals who have been notified to us by the parent and will ensure that children do not leave the premises unsupervised. We will take all reasonable steps to prevent unauthorised persons entering the premises and have an agreed procedure for checking the identity of visitors. Visitors are expected to sign in and out via the office visitor’s log and to display a visitor badge whilst on school site. Any individual who is not known or identifiable should be challenged for clarification and reassurance.

The school will not accept the behaviour of any individual (parent or other) that threatens school security or leads others (child or adult) to feel unsafe. Such behaviour will be treated as a serious concern and may result in a decision to refuse access for that individual to the school site. Please refer to the DfES (now DfE) document ‘A Legal Toolkit for Schools’ and DfE non-statutory guidance ‘Controlling access to school premises’.

28. Summary

All staff will follow the procedures set out by Cumbria Safeguarding Children Partnership (CSCP) – Cumbria’s Multi-agency Thresholds Guidance and take account of guidance issued by the Department for Education to promote the well-being and safeguarding of our pupils. These procedures and guidance have been revised to take account of the statutory guidance ‘Working Together to Safeguard Children’.

29. Monitoring and review

Safeguarding including child protection is to be a regular agenda item at full Governors’ meetings; Committee Meetings and staff meetings giving the Designated Safeguarding Lead the opportunity to update on staff/Governor training and any other relevant issues or changes.

St Mark’s CE Primary School Charging and Remissions Policy

Adopted: April 2022

To be reviewed: April 2023

1.Introduction

The Governing Body of St Mark’s School (hereinafter referred to as ‘we’ or ‘the school’) recognises the valuable contribution that a wide range of extra-curricular activities, including trips, clubs and residential experiences can make towards the education of our children and young people and aims to promote and provide such activities both as part of a broad and balanced curriculum for pupils and as additional optional enrichment activities.

The school strives to ensure that all young people have an equal opportunity to benefit from such activities, both on and off site and within and outside of the curriculum, regardless of their family’s financial means. To ensure transparency in setting charges and to ensure all young people are able to access all of the provision we offer, this Policy sets out our approach to charging and remissions. It has been informed by adherence to the law and by following statutory Department for Education guidance.

The purpose of this Policy is to ensure that, during the school day, all young people have full and free access to a broad and balanced curriculum. The school day is defined as weekdays during term times, 9.00 a.m. – 3.30 p.m. (KS 1 and 2) and 9.00 a.m. – 3.20 p.m. (EYFS) excluding the lunchtime period: 12.00 – 1.00 p.m. (KS 1 and 2) and 11.45 a.m. – 1.00 p.m. (EYFS) . A school session is equivalent to half a day i.e. either one morning session before lunch or one afternoon session afterwards.

We recognise our responsibility to ensure that the offer of activities and educational visits does not place an unnecessary burden on family finances and where we can we aim to:

• ensure our payments systems allow parents to pay in instalments;

• make it possible for parents to pay by instalments beyond the date of the trip when short notice opportunity arises; and

• ensure fair access to popular trips by acknowledging that offering them on a ‘first pay, first served’ basis discriminates against low income families and we will avoid that method of selection.

Where this Policy refers to “parents” we mean any person with parental responsibility for a child.

Where this Policy refers to a “charge”, this is an amount of money that must be paid in order for a child to participate in an opportunity e.g. the cost of board and lodgings on a residential visit where the family are not on the prescribed benefits listed in Section 6.

Where this Policy refers to a “voluntary contribution”, this is an amount of money that school would like families to contribute towards the cost of an opportunity in order to make it financially viable. There is no obligation to pay a voluntary contribution but without enough contributions, an activity might be cancelled entirely.

Where this Policy refers to “remission”, this is an amount of money that school will or might agree to provide to fund an opportunity for a child. Governors will make provision for all statutory remission requirements e.g. using the relevant Pupil Premium funding to pay for a residential experience for a child with a legal entitlement. Governors might, if funding allows, agree to provide financial support to pupils who are not legally entitled to remission, but does so entirely at their discretion.

This Policy does not apply to charges made and determined by other organisations offering activities and services on the school premises e.g. MOSAICS Breakfast and After School Club, or a community club that hires our hall to meet in etc.

Putting the school at the heart of community where we feel it belongs, we are proud to offer recreation and leisure opportunities to the wider community e.g. hire of facilities. This policy does not apply to any charges we make for these facilities or activities either.

2. Admissions

No charge will be made for any aspect of the admissions process to this school.

3. Activities wholly during the school day

No charge will be made for ‘education’ provided during normal school hours. ‘Education’ is defined as including all activities related to the National Curriculum and religious education as well as the materials, equipment and transport required to provide it. Music Tuition which is not part of the school curriculum is covered under Section 8, below.

We recognise that the definition of ‘education’ as ‘part of the National Curriculum’ is not limited to learning outside the classroom experiences required as part of a specific subject e.g. geography or science fieldwork, but also includes activities designed to fulfil requirements under the National Curriculum ‘inclusion statement’ and others as applicable.

A charge will be made to cover the cost of ingredients or materials where parents have confirmed in advance that they wish their child to own a particular finished product.

We will ask parents for voluntary contributions to help school fund the range of these opportunities we offer, but no young person will be excluded from an activity on the basis of a parent’s inability or unwillingness to pay this contribution. The Governing Body reserves the right, however, to cancel an activity in its entirety if insufficient voluntary contributions are received.

From time to time we may invite a non-school based organisation such as a travelling theatre company, to deliver an activity during the school day. Such organisations may wish to charge parents, who are entitled not to pay any fee and instead to ask the Headteacher to agree to their child being absent/taught elsewhere in the school for that period. In many cases, however, parents will be asked for a voluntary contribution towards the cost of the activity.

4. Activities wholly outside the school day

No charge will be made for education provided outside of normal school hours if it is part of the National Curriculum or part of religious education.

We will ask parents for voluntary contributions to help school fund the range of these opportunities we offer, but no young person will be excluded from an activity on the basis of a parent’s inability or unwillingness to pay this contribution. The Governing Body reserves the right, however, to cancel an activity in its entirety if insufficient voluntary contributions are received.

Other enrichment activities not required as part of the National Curriculum or religious education and which are wholly outside school hours are optional extras and therefore chargeable. Please see Section 7 for more information about charging for optional extras.

Lunchtime, after school and other extra-curricular clubs and activities are wholly outside of school hours and do not fall under the definition of ‘education’ above. Please see Section 7 for more information about charging for optional extras.

5. Non-residential activities that take place partly during and partly outside the school day

Where the majority of time spent on a non-residential activity is within normal school hours, the charging regime will be as if it happens fully within school hours. The majority of time is defined as 50% or more.

Where the majority of the time spent on a non-residential activity is outside of normal school hours, the charging regime will be as if it happens fully outside school hours i.e. the activity becomes an ‘optional extra’ unless it is part of the National Curriculum or part of religious education. The majority of time is defined, in this case, as more than 50%.

Travel time is included when considering the time spent on an activity only when it occurs during school time as defined in the Introduction.

6. Residential activities

A residential visit may be wholly chargeable if it is an optional extra. Please see Section 7 for more information about charging for optional extras.

If a residential visit is not an optional extra, charges will be made to the parents of pupils who wish to participate for the cost of board and lodging with the exception of those in receipt of certain benefits. Details of appropriate benefits can be found at https://www.gov.uk/apply-free-school-meals.

Parents should be informed of this when they are asked for money. Parents are encouraged to discuss their circumstances in confidence with the Headteacher.

In order to cover any other costs associated with a residential visit e.g. activity tuition, for which charges cannot be made, parents will be asked to make a voluntary contribution. No child will be denied the opportunity of attending a residential (only where it is not an optional extra) if the parents do not wish to, or cannot, contribute voluntarily. It is possible however, that unless sufficient voluntary contributions are received to cover the cost, the experience will not go ahead. The Governing Body reserves the right, to cancel an activity in its entirety if insufficient voluntary contributions are received.

Other charges will be made to cover associated costs only where the visit is an optional extra because the number of normal school sessions (defined in the Introduction) missed by the pupils taking part totals less than half of the number of half-days taken up by the activity. The DfE defines a half-day session as a period of 12 hours ending in noon or midnight. In such cases, parents will be told how the charges were calculated.

Example 1

Pupils are away from noon on Wednesday to 9pm on Sunday. This counts as 9 half days including 5 school sessions, so the visit is deemed to have taken place during school hours.

Example 2

Pupils are away from school from noon on Thursday until 9pm on Sunday. This counts as 7 half days including 3 school sessions, so the visit is deemed to have taken place outside school hours.

7. Optional extras

The Governing Body reserves the right to charge parents for activities deemed to be optional extras. Such activities will include, for example, an evening visit to a theatre or concert which does not fit the definition of ‘education’ in Section 3. Parents must make payment in order for their child to participate.

Lunchtime and after school activity clubs do not operate during normal school hours and to cover the costs of offering such opportunities a charge may be made to the parents of pupils who wish to participate in them. Families on a low income who are unable to pay such charges should speak to the Headteacher in complete confidence.

In calculating the cost of optional extras, an amount may be included in relation to:

• any materials, books, instruments, or equipment provided in connection with the optional extra;

• non-teaching staff;

• teaching staff engaged under contracts for services purely to provide an optional extra, this includes supply teachers engaged specifically to provide the optional extra; and

• the cost, or a proportion of the costs, for teaching staff employed to provide tuition in playing a musical instrument, where the tuition is an optional extra.

8. Music tuition

No charge will be made for tuition for pupils learning to play musical instruments if the tuition is required as part of the National Curriculum.

A charge will be made for vocal and musical instrument tuition for either an individual pupil or groups of any appropriate size, where it does not fall into the category of teaching described above.

National charging guidance is followed and no charge will be made in respect of a pupil who is looked after by a local authority (within the meaning of section 22(l) of the Children Act 1989).

9. School Meals

School meals are provided by Orian Catering Services through their online ordering and payment system, ‘Lunch Shop’.

School meals are available to pupils at a cost of £2.60 per day or free of charge to those pupils whose family is in receipt of one of the prescribed benefits listed in Section 6. Information on how to apply for free school meals is available from the school office and can be found at: https://www.gov.uk/apply-free-school-meals.

Payment for school meals is made in advance online, via the Orian Lunch Shop ‘wallet’ facility.

Each child is issued with a unique username to enable families to login to Lunch Shop.

Should a child arrive at school without having ordered a school meal online or a packed lunch, we will telephone home in the first instance to establish if alternative arrangements have been made.

While we do understand that everyone forgets occasionally, the school is not obliged to provide a school meal where payment is not forthcoming or where authorisation for a free school meal has not been received. We will therefore act promptly to address financial issues at an early stage if we can, to prevent arrears accumulating.

If no alternative arrangement is in place, we will suggest that, before lunchtime, the parent should bring to school a suitable packed lunch or the cost of a school meal.

Where our efforts to resolve payment problems within the same school week fail, or where a persistent debt has arisen the following procedure applies.

If a parent repeatedly fails to provide a packed lunch, or order a meal online, we may need to make a referral to our Local Safeguarding Children’s Partnership (the CSCP) in case this is a sign that a pupil is experiencing a significant underlying wellbeing or safeguarding issue.

Parents in specific financial difficulties should speak to the Headteacher in the strictest confidence. School will, in exceptional circumstances and where we believe the money will be forthcoming, continue to provide a school meal conditional on full payment being received in a reasonable timeframe. We are committed to working together to find a suitable payment plan for any parent who asks for one. We might also be able to signpost a family to government support they may be entitled to, or to community support available in the immediate or short term.

10. School ‘Cool Milk’ scheme

We understand that under ‘The Requirements for School Food Regulations 2014’, we must make lower fat milk or lactose reduced milk available for drinking at least once a day during school hours at a fair cost or free of charge to all pupils who are entitled.

Milk is available to all children free of charge, regardless of their family circumstances up to the age of 5.

When a child has their 5th birthday, parents who want their children to continue receiving it are able to purchase milk via ‘Cool Milk’ to which the school subscribes.

Children who have reached the age of 5 and have not yet reached the age of 19 can continue to receive free school milk if their family is in receipt of one of the prescribed benefits listed in Section 6.

In the case of infant pupils who are entitled to a Universal free school meal, milk must be offered free to those pupils where it forms part of the school lunch. If milk is offered at any other time during the school day, it will only be free for those pupils with an underlying entitlement to free school meals and in receipt of one of the prescribed benefits.

A parent who wishes their child to receive more than one portion of milk per day must pay the full cost of each additional portion, even when their first portion is free due to an entitlement.

For more information about our milk scheme and the current charges please ask at the school office.

11. Before and/or after school care

Charges will be made for any childcare services offered to pupils before school and after school, with the level of fees and any remissions to be set and reviewed regularly by the Governing Body and the manager of MOSAICS Breakfast Club and After School Club. For information about current childcare charges, please see the leaflet available outside the school office or ask at the school office.

12. Damage to property and breakages

The school will attempt to recover some, or all the costs incurred repairing wilful or culpably negligent damage or breakage of school property or such damage or breakage of property belonging to a third party where the school has been charged. The actual amount will be determined by the Head teacher.

13. Calculating charges

When charges are made for any activity, whether during or outside of the school day, they will be based on the actual costs incurred, divided by the total number of pupils participating. There will be no levy on those who can pay to support those who cannot. Support for cases of hardship will come through applicable funding such as pupil premium monies, specified voluntary contributions and fundraising.

Parents who would qualify for support are those in receipt of benefits as described in Section 6.

The principles of best value will be applied when planning activities that incur costs to school and/or charges to parents.

14. Debt recovery

In the event that debts are accrued, the Governing Body authorises school staff to take all reasonable measures to collect debts as part of its management of public funds. In doing so they will observe the relevant financial regulations and any other legal requirements.

School staff will follow set school procedures to secure the collection of all debts.

In the event that payment is not forthcoming, then:

• an informal conversation with the parent explaining that payment is due;

• a letter from the Headteacher requesting payment and laying out the next stages in the debt recovery process;

• an official invoice will be raised on the school’s finance system;

• invoice raised with payment terms of 28 days;

• a reminder is sent 3 days after the 28 days has expired; and

• a final notice is issued before the school can request the debt recovery officer to contact the parent at their home (minimum value £150) or the matter referred onto the courts (minimum value £250).

A debt will be written off only after all reasonable measures (commensurate with the size and nature of the debt) have been taken to recover it. Only debts allowed for in the annual funding letter issued by the Secretary of State may be written off. The recovery of any sums above this amount will be referred first to the Governing Body and then to the Secretary of State for approval. If any debtor has a number of debts that together exceed the write-off limit, then these will be treated as a total amount.

Unless a decision to write-off a debt is demonstrably a reasonable course of action authorisation is in place to initiate legal or other action to recover debts.

A formal record of any debts written off will be maintained and this will be retained for 7 years.

15. Arrangements for monitoring and evaluation

The Leadership and Management (Finance) Committee of the Governing Body will monitor the impact of this policy by receiving a financial report, on a termly basis, on those activities that resulted in charges being levied, the subsidies awarded (without giving names) and the source of those subsidies.

16. References and associated Policies and procedures

• Education Act 1996, Section 457

• Education (School Sessions and Charges and Remissions Policies) (Information) (England) Regulations 1999

• DfE Statutory Guidance document ‘Charging for school activities: Departmental advice for governing bodies, school leaders, school staff and local authorities’, May 2018

• Educational Visits Procedures

• Single Equality Scheme

St Mark’s CE Primary School Complaints Procedure

Information for Parents, Carers and other users of School Services

We very much hope that you and your child will be very happy at our school, and that any concerns that may arise are dealt with swiftly by our staff.

However, we recognise that there may be an occasion when you are not entirely happy with an aspect of the service that we provide, and that you want the school to deal with your concern through a more formal process. This leaflet sets out what the school will do if you wish to raise that concern informally, or make a formal complaint.

Who can raise a concern or make a complaint ?

Anyone who uses the school, whether a pupil, a parent or carer, or a provider of a service to the school, or a visitor can use this procedure. If you wish to raise a concern or complain on someone else’s behalf, the school will only deal with this if the person on whose behalf you are complaining is unable to do so for themselves (for example, who may not have English as their first language). In which case the school will need to receive written, signed and sufficient informed consent from the individual on whose behalf the third person is acting on. Cumbria County Council can provide face to face translators or over the phone interpretation services if required.

Cumbria County Council can also offer an advocacy service delivered through Cumbria Multi Cultural Service. The Dual Language Advocates will listen to your problem and will work with you to support you in the complaint process. They can also be used for support in other areas. If you require a Dual Language Advocate please contact Cumbria Multi Cultural Service 15-17 The Mall, Barrow in Furness, Cumbria LA14 1HL to arrange.

How will my concern be handled ?

Our procedure has three stages:

1. Responding to concerns

2. Investigating complaints

3. Appeal to the Governing Body

At any point in the handling of your complaint, there is the possibility of a ‘resolution’ meeting.

1. Responding to Concerns

If your concern is about something that a person has or has not done, for example the Headteacher, another member of staff, a governor, or a volunteer, you should make an arrangement through the school office to speak to that person or their manager (and not approach them while they are 'on duty'). If your concern is about an aspect of school practice or policy, you should contact the Headteacher. We want to respond to your concern as quickly as possible, but it may not be possible to arrange an immediate meeting: an appointment within a few days may be necessary. We can reassure you that most concerns are usually resolved at this stage.

2. Investigating Complaints

If you remain dissatisfied by our response to your concern, then you should make a complaint to the Headteacher. The Headteacher will arrange for the complaint to be investigated and respond to you within a reasonable time.

If your complaint is about the Headteacher, you should contact the Chair of the Governing Body who will arrange for it to be investigated by a nominated member of the Governing Body. If your complaint is about the Chair of the Governing Body you should contact the clerk to the governing body, who will make the arrangement. In all cases:

 state that you are making a complaint

 give specific details

 say what you want the school to do to put things right

If you need help to set out your complaint in writing, the school will arrange for this for you. All letters should be sent to the school address, marked ‘Confidential for Immediate Attention’.

Please be aware that if your complaint alleges misconduct by a member of staff any investigation by the school and subsequent formal action is protected by confidentiality. You will not know the outcome and the right of appeal will not apply.

3. Appeal to the Governing Body

If you remain dissatisfied with the outcome of the investigation into your complaint you may appeal to the Governing Body. The Chair of the Governing Body (or the clerk) will arrange for a panel of governors to consider your appeal and respond to you within a set timescale. For complaints about staff (except the Headteacher) or volunteers who work in school, this is the final stage of the complaints procedure and the panel's decision is final. If you are complaining about either the Headteacher or a member of the Governing Body, and are dissatisfied with the nominated governor’s response, you also have a right to appeal to the Governing Body.

The letter giving the school’s decision following the investigation will tell you how to make an appeal; this is usually by writing to the clerk. The governing body will arrange for a panel of three governors to [hear your appeal in person or review your complaint. After this hearing or review the panel will notify you of their decision. This will include informing you that the school’s procedure has been exhausted and that the matter is now closed. There is no further right of appeal to the school against the decision.

Unreasonably persistent, abusive or harassing complainants and vexatious complaints

The school expects anyone who wishes to raise problems with the school to:

 treat all staff with courtesy and respect;

 respect the needs of pupils and staff within the school; and

 recognise the time constraints under which members of staff in schools work and allow the school a reasonable time to respond to your concern .

Whilst we recognise that some concerns may relate to serious and distressing incidents, we will not accept threatening or harassing behaviour, and will take steps supported by legal action as appropriate to ensure that the school can continue its work safely and securely.

Further Information

The Governing Body is not responsible for handling complaints about third party providers offering community facilities or services through our premises or using school facilities for external events. They have their own complaints procedures. However, the school will liaise with such providers as appropriate.

For any complaint about the following, contact the local authority on 0800 121 8800 for advice and information:

 an appeal against a decision relating to the admission or exclusion of your child;

 an appeal against a local authority decision about your child’s special educational needs; or

 an allegation of a criminal offence.

Revised Health and Safety Policy Sept 23

Equality information and Objectives

St Mark’s CE Primary School Governing Body Statement of Behaviour Principles

Adopted by Governing Body: October 2021

To be reviewed: October 2022

Definitions

For the purposes of this Statement, a child, young person, pupil or student is referred to as a ‘child’ or a ‘pupil’.

Wherever the term ‘parent’ is used this includes any person with parental authority over the child concerned e.g. carers, legal guardians etc.

Introduction

Section 88 of the Education and Inspections Act 2006 requires Governing Bodies and Management Committees of maintained schools to have regard to the statutory guidance from the Secretary of State for Education in making and reviewing a written statement of behaviour. The Governing Body has a duty to produce, and review, a written statement of general principles to guide the Headteacher in determining measures to promote good behaviour and discipline amongst pupils. The document ‘Behaviour and discipline in schools’ – Guidance for Governing Bodies’ has been used as a reference in producing this Statement of Behaviour Principles.

Schools are required to have a Whole School Behaviour Policy and procedures which, in the case of St Mark’s includes the school Code of Conduct. It is the responsibility of the Headteacher along with the staff in the school to produce the school’s Whole School Behaviour Policy and procedures and the duty of the Governing Body to provide the Headteacher with a clear written statement of the principles around which the Whole School Behaviour Policy and procedures will be formed and follow. The Statement of Behaviour Principles will be reviewed regularly as indicated on the title page to take account of any legislative or other changes which may affect the content or relevance of this document.

In deciding on these Behaviour Principles, the Governing Body consulted with school staff and the Headteacher to ensure that the Principles are both relevant and appropriate for the standard of behaviour expected (Code of Conduct); the use of rewards and consequences; the circumstances in which reasonable force will be used and when multi-agency assessment will be considered for pupils who display continuous disruptive behaviour in our school.

In terms of staff and other adults, any person whose work brings them into contact with children, including volunteers, must follow the principles and guidance outlined in the school Code of Conduct for Staff and Other adults. In addition to this Code of Conduct, all employees engaged to work under Teachers’ Terms and Conditions of Employment have a statutory obligation to adhere to the ‘Teachers’ Standards 2012 (revised 2013)’ and in relation to the Code of Conduct, Part 2 of the Teachers’ Standards – Personal and Professional Conduct.

Part 1 of the Teachers’ Standards also requires teachers to ‘manage behaviour effectively to ensure a good and safe learning environment’. In doing so they are required to:

• have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy and procedures;

• have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions (in St Mark’s case ‘consequences’) and rewards consistently and fairly;

• manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them;

• maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

Values

In considering issues of behaviour, conduct and relationships across the life and work of the school, the Governing Body expect leaders and all staff to use the 15 adopted Christian Values as a starting point and constant guide in all matters of policy and practice.

The Christian Values underpinning our work in school are:

compassion, creation, endurance, fellowship, forgiveness, friendship, hope, humility, justice, peace, reverence, service, thankfulness, trust and wisdom

Each time there is a focus in school on any one of these values, staff consider their relevance to and potential impact on the expectations for behaviour. In some cases, this will lead to a review of, and amendments to, the Code of Conduct.

Some general but very significant principles arise from the school’s understanding of these Christian Values:

Compassion: in all issues relating to behaviour and discipline staff will endeavour to listen with empathy to those involved and try to understand motives, context and perception.

Endurance: We will try to recognise the way in which each experience of an individual’s life shapes and moulds character. Good can come from painful and difficult circumstances and staff will support pupils, parents and colleagues in nurturing the ability to identify and even celebrate this vital aspect of development.

Fellowship: The school is a community and part of various other lager, wider communities and values the contribution and needs of each individual and the contributions others make to its life and development. In dealing with inappropriate and unacceptable behaviours staff will aim to relate the process to the wider whole school and community context.

Forgiveness: Biblical Christian theology teaches that God is merciful and forgiving, dealing with humanity on the basis of grace. God forgives and forgets, providing continual opportunity for fresh starts and freedom from the burden of past behaviour. In the context of managing pupil behaviour in school, once a consequence has been given and worked through for a specific behaviour, pupils are given a fresh start. In class system terms this means that their name returns to the neutral colour at the start of each day or session as appropriate.

Hope: Every individual is capable of change and so staff in school must not limit expectations for personal growth based on previous negative experience.

Humility: When dealing with issues of behaviour and inter-personal relationships staff must be willing to listen, learn and not pre-judge people or situations. Everyone in the school community is capable of making mistakes. Hopefully they will be honest and open and learn from their mistakes.

Justice: Staff should be seen to deal with individuals fairly and consistently but with an understanding of the unique character, circumstance and needs of each person involved so as to achieve equity wherever possible.

Peace: The outcomes of negative behaviours can impact on the well-being, and mental health, of both victims and perpetrators as well as those trying to support and deal with both. Regard should be paid to the ongoing effects of behaviour incidents. Staff in school will always look for ways to enable pupils to restore relationships that have been affected by their behaviours (and also when there are issues between members of staff). We will celebrate attempts by adults and pupils to work towards reconciliation and make peace in any situation of conflict or disagreement.

Trust: Trust is earned from experience and staff should work to build strong relationships with pupils, colleagues and families so that issues relating to behaviour can be addressed and resolved without damaging the deep foundations of the school community

Wisdom: Time, thought, advice and, for some members of staff, prayer, should be vital components of the school’s approach to dealing with behavioural issues.

Principles

The right to feel safe at all times

All young people and staff have the right to feel safe at all times whilst in school. There should be mutual respect between staff and pupils; pupils and their peers; staff and their colleagues and staff and parents or other visitors to the school. All members of the school community must be aware that bullying or harassment of any description is unacceptable and, even if it occurs outside normal school hours, may be dealt with in accordance with the consequences laid out in the Whole School Behaviour Policy and procedures. This should depend on the unique circumstances and context of the incident.

All staff must be aware of the risk of radicalisation and be alert to changes in a pupil’s behaviour which could indicate that they may need help or protection. The school’s Online Safety Policy details our procedures for promoting online safety and preventing access to terrorist and extremist materials when accessing the internet. Pupils’ resilience to radicalisation will be built up by achieving a positive ethos in school as laid out in the Whole School Behaviour Policy and procedures, with the promotion of fundamental British values and our school 15 Christian values.

High standards of behaviour

The Governing Body strongly believes that high standards of behaviour lie at the heart of a successful school. Such expected behaviour will enable all its young people to make the best possible progress in all aspects of their school life and work, and all staff to be able to teach and promote good learning without interruption.

The Governing Body also believes that the expectation of high standards of behaviour which are required during the school day can have a positive effect on the life of young people outside school in encouraging them to become effective and contributing members of the wider community.

Inclusivity and Equality

St Mark’s is an inclusive school. All members of the school community should be free from discrimination of any description and this is further recognised in our Single Equality Scheme and promoted in the day-to-day running of the school. The Whole School Behaviour Policy and procedures must emphasise that bullying and discrimination as a result of gender, race, ability, sexual orientation or background is absolutely unacceptable and attracts a zero tolerance attitude. The policy and procedures must, therefore, include an anti-bullying statement which is clear, concise and is understood by all members of the school community. Measures to counteract bullying of all forms including cyber-bullying and discrimination will be consistently applied and monitored for their effectiveness.

The school’s legal duties to comply with the Equality Act 2010 and which are described in the School’s Single Equality Scheme will be further reinforced through the Whole School Behaviour Policy and procedures and will seek to safeguard vulnerable pupils, particularly those with special educational needs where reasonable adjustments in the Behaviour Policy’s application may be made.

School Rules and the ‘Code of Conduct’

The Whole School Behaviour Policy and procedures must include details of the school rules. These should set out the expected standards of behaviour, be displayed in all classrooms and shared with and explained to all pupils in an age-appropriate manner. The Governing Body expects that any school rules are applied consistently across the whole school by staff and others to whom this authority has been given. School rules which are clear and explained to all staff will ensure that staff have the confidence to apply the rules appropriately and, where necessary, give rewards for good behaviour and the appropriate consequence for inappropriate or unacceptable behaviour.

Rewards

The Governing Body expects the Whole School Behaviour Policy and procedures to include a wide range of rewards which are clear and enable staff and others with authority to apply them consistently and fairly across the whole school. The rewards system will encourage positive behaviour in the classroom and elsewhere in the school. The Governing Body expect that any rewards system is explained to others who have responsibility for young people such as extended school provision and, where applicable, home to school transport so that there is a consistent message to pupils that positive behaviour leads to positive outcomes. The rewards system must be regularly monitored for consistency, fair application and effectiveness.

Sanctions (Consequences)

Sanctions for unacceptable, negative or poor behaviour should be known and understood by all staff and other adults with authority for behaviour, pupils and parents. Like rewards, sanctions (consequences) must be consistently applied across the whole school, including extended school provision and, where applicable, home to school transport. The range of sanctions must be described in the Whole School Behaviour Policy and procedures so that all concerned are aware of and understand how and when the sanctions will be applied. The Whole School Behaviour Policy and procedures should explain how and when exclusions (both fixed-term and permanent) will be used as a consequence. The Policy and procedures should include the provision for an appeal process against a consequence where a pupil or parent believes the school has exercised its disciplinary authority unreasonably. The Governing Body believes that the exclusion consequence should only be used as a last resort. ‘Unofficial’ exclusions are illegal. The Headteacher may inform the Police, where necessary and appropriate, if there is evidence of a criminal act or it is thought that one may take place. It is important that consequences are monitored for their proper use, consistency and impact.

Home / School Agreement

There is no statutory requirement to have, or to ask parents to sign, a Home School Agreement that outlines the responsibilities of the parent and the school; including those around behaviour and attendance.

On balance, and in order to continue to foster parental relationships, we have decided to continue with the home-school agreement which should be signed and returned to the school.

The Home / School Agreement should mirror the statements made in the Whole School Behaviour Policy and procedures so that parents are encouraged and helped to support their children’s education, just as the pupils should be helped to understand their responsibilities during their time at school, in the wider community and in preparation for their life after school. The responsibilities of children, parents and all school staff with respect to their and their children’s behaviour will be outlined in the Home / School Agreement which children, parents and teachers must be asked to sign when a pupil joins the school.

Power to Screen and Search Pupils

The Governing Body expects the Whole School Behaviour Policy and procedures to clearly explain to staff and others with authority their powers in relation to the screening and searching of pupils for items which are ‘prohibited’ and / or banned in accordance with the school behaviour policy.

The use of reasonable force

The Governing Body expects the Whole School Behaviour Policy and procedures to clearly outline the circumstances where staff may use reasonable force and other physical contact to control inappropriate behaviour including removing disruptive pupils from classrooms or preventing them from leaving. A definition of ‘reasonable force’ should be included which will explain how and under what circumstances pupils may be restrained. The Governing Body expects that appropriate and ‘authorised’ staff are appropriately trained in the use of reasonable force and restraint and that all staff are given advice on de-escalation and behaviour management techniques. Mention should also be made of the need for individual pupil ‘Behaviour Management Plans’ which may specify particular physical intervention techniques for the pupil concerned.

The power to discipline for behaviour outside the school gates

The Governing Body expects the Whole School Behaviour Policy and procedures to set out the school’s response to non-criminal bad behaviour and bullying (including cyberbullying and sharing of nude or semi-nude images, previously termed ‘sexting’) which occurs anywhere off the school premises and which is witnessed by a member of staff or reported to the school. The policy should include the school’s response to any negative behaviour when the child is:

• taking part in any school-organised or school-related activity; or

• travelling to and from school; or

• wearing school uniform; or

• in some other way identifiable as a pupil at the school.

Even if the conditions above do not apply, the policy must take account of misbehaviour at any time which:

• could have repercussions for the orderly running of the school; or

• poses a threat to another pupil or member of the public; or

• could adversely affect the reputation of the school.

Pastoral care for school staff

The Whole School Behaviour Policy and procedures must include details of how the school will respond to an allegation against a member of staff. The Governing Body would not expect automatic suspension of a member of staff who has been accused of misconduct, pending an investigation. The Governing Body would, however, expect the Headteacher to draw on and follow the advice in the ‘Dealing with Allegations of Abuse against Teachers and Other Staff’ guidance and the Staff Code of Conduct when setting out the pastoral support school staff can expect to receive if they are accused of misusing their powers. In addition, the Whole School Behaviour Policy and procedures should set out the disciplinary action that will be taken against students who are found to have made malicious accusations against school staff.

SEND Policy

School uniform policy

St Mark’s CE Primary School

Approved by: Still to be ratified by the Governing body.

Date: 3/11/23

Last reviewed on: Sept 2023

Next review due by: Sept 2024

Contents

1. Aims 3

2. Our school’s legal duties under the Equality Act 2010 3

3. Limiting the cost of school uniform 3

4. Expectations for school uniform 4

5. Expectations for our school community 5

6. Monitoring arrangements 6

7. Links to other policies 6

1. Aims

This policy aims to:

Set out our approach to requiring a uniform that is of reasonable cost and offers the best value for money for parents and carers

Explain how we will avoid discrimination in line with our legal duties under the Equality Act 2010

Clarify our expectations for school uniform

2. Our school’s legal duties under the Equality Act 2010

The Equality Act 2010 prohibits discrimination against an individual based on the protected characteristics, which include age, sex, disability, race, religion or belief, pregnancy and maternity, and gender reassignment.

To avoid discrimination, our school will:

Avoid listing uniform items based on sex, to give all pupils the opportunity to wear the uniform they feel most comfortable in or that most reflects their self-identified gender

Make sure that our uniform costs the same for all pupils

Allow all pupils to have long hair (though we reserve the right to ask for this to be tied back)

Allow all pupils to style their hair in a way that is appropriate for school and makes them feel most comfortable

Allow pupils to request changes to swimwear for religious reasons or if they are experiencing discomfort related to their sex, gender or gender reassignment

Allow pupils to wear headscarves and/or other religious garments

Allow pupils with sensory or physical needs to make reasonable adaptations to their uniform depending on their specific needs

Allow for reasonable adaptations to our policy on the grounds of equality by asking pupils or their parents to get in touch with the headteacher who can answer questions about the policy and respond to any requests. These will be considered on a case-by-case basis

3. Limiting the cost of school uniform

Our school has a duty to make sure that the uniform we require is affordable, in line with statutory guidance from the Department for Education on the cost of school uniform.

We understand that items with distinctive characteristics (such as branded items, or items that have to have a school logo or a unique fabric/colour/design) cannot be purchased from a wide range of retailers and that requiring many such items limits parents’ ability to ‘shop around’ for a low price.

We will make sure our uniform:

Is available at a reasonable cost

Provides the best value for money for parents/carers

We will do this by:

Carefully considering whether any items with distinctive characteristics are necessary

Limiting any items with distinctive characteristics where possible

Limiting items with distinctive characteristics to low-cost and/or long-lasting items, such as ties

Considering cheaper alternatives to school-branded items, such as logos that can be ironed on, as long as this doesn’t compromise quality and durability

Avoiding specific requirements for items pupils could wear on non-school days, such as coats, bags and shoes

Keeping the number of optional branded items to a minimum, so that the school’s uniform can act as a social leveller

Avoiding different uniform requirements for different year/class/house groups

Avoiding different uniform requirements for extra-curricular activities

Considering alternative methods for signalling differences in groups for interschool competitions, such as creating posters or labels

Making sure that arrangements are in place for parents to acquire second-hand uniform items

Avoiding frequent changes to uniform specifications and minimising the financial impact on parents of any changes

Consulting with parents and pupils on any proposed significant changes to the uniform policy and carefully considering any complaints about the policy

4. Expectations for school uniform

4.1 Our school’s uniform

Boys

Grey / black trousers or shorts (not jeans or track suits); Blue or white polo shirt; Royal blue jumper.

Girls

Grey / black skirt, trousers or pinafore dress or blue summer dress; Blue or white blouse or polo shirt. Royal blue jumper or cardigan.

All

Black outdoor shoes (not trainers, although children may change into trainers for break times). Plain black, grey or white socks.

Royal blue jumpers, cardigans, white or blue polo shirts and PE hoodies, embroidered with the school badge, are available online from a local provider. Please call into the school office if you would like to look at a sample.

PE kit

All children need the following kit for P.E. and games lessons:

• Plain dark non-branded shorts

• Plain T-shirt (in child’s house colour)

• Gym shoes

• Older children require trainers for games lessons

• Appropriate kit is also needed for swimming as necessary

• Warm clothes for lessons outside (e.g. joggers or tracksuit, school or other hoodie)

Please note: all items of uniform and kit need to be clearly marked with your child’s name.

4.2 Where to purchase it

New school uniform can be ordered at: https://www.conistonshop.com/St-Marks-CE-School-uniform-shop_421

We also have a second hand uniform shop: https://app.uniformd.co.uk/items/127

All non branded uniform can be purchased on the high street

5. Expectations for our school community

5.1 Pupils

Pupils are expected to wear the correct uniform at all times (other than specified non-school uniform days) while:

On the school premises

Travelling to and from school

At out-of-school events or on trips that are organised by the school, or where they are representing the school (if required)

Pupils are also expected to contact the headteacher if they want to request an amendment to the uniform policy in relation to their protected characteristics.

5.2 Parents and carers

Parents and carers are expected to make sure their child has the correct uniform and PE kit, and that every item is:

Clean

Clearly labelled with the child’s name

In good condition

Parents are also expected to contact the headteacher] if they want to request an amendment to the uniform policy in relation to:

Their child’s protected characteristics

The cost of the uniform

Parents are expected to lodge any complaints or objections relating to the school uniform in a timely and reasonable manner.

Disputes about the cost of the school uniform will be:

Resolved locally

Dealt with in accordance with our school’s complaints policy

The school will work closely with parents to arrive at a mutually acceptable outcome.

5.3 Staff

Staff will closely monitor pupils to make sure they are in correct uniform. They will give any pupils and families breaching the uniform policy the opportunity to comply, but will follow up with the headteacher if the situation doesn’t improve.

Ongoing breaches of our uniform policy will be dealt with through our behaviour policy

In cases where it is suspected that financial hardship has resulted in a pupil not complying with this uniform policy, staff will take a mindful and considerate approach to resolving the situation.

5.4 Governors

The governing board will review this policy and make sure that it:

Is appropriate for our school’s context

Is implemented fairly across the school

Takes into account the views of parents and pupils

Offers a uniform that is appropriate, practical and safe for all pupils

The board will also make sure that the school’s uniform supplier arrangements give the highest priority to cost and value for money, for example by avoiding single supplier contracts and by re-tendering contracts at least every 5 years.

6. Monitoring arrangements

This policy will be reviewed every three years by the headteacher At every review, it will be approved by the community and welfare committee.

7. Links to other policies

This policy is linked to our:

Behaviour policy

Equality information and objectives statement

Complaints policy

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