Safeguarding & Child Protection Introduction What is - - PowerPoint PPT Presentation

Safeguarding & Child Protection

Introduction What is SAFEGUARDING? What is CHILD PROTECTION? Why is it IMPORTANT? Who is RESPONSIBLE? Meet the Safeguarding TEAM HOW we safeguard at King’s College A ‘SAFE’ School with robust policies and procedures should... How Safeguarding affects MY CHILD? Managing Conflict.

• Promoting Student Welfare across the School
• Adhering to Legislation
• Protecting children from Abuse and Maltreatment
• Preventing harm to children’s Health or Development
• Ensuring that children grow up with the provision of safe and effective care
• Taking action to enable all children and young people to the best outcomes.

What is SAFEGUARDING?

'The process of protecting children from abuse or neglect, preventing impairment of their health and development, and ensuring they are growing up in circumstances consistent with the provision of safe and effective care that enables children to have

• ptimum life chances and enter adulthood successfully’.

• Procedures used to protect children at risk of harm, or who have been harmed

(abuse & neglect)

• Child Protection processes safeguard and promote welfare.

What is CHILD PROTECTION?

‘The protection of children from violence, exploitation, abuse and neglect. Article 19 of the UN Convention on the Rights of the Child provides for the protection of children in and out of the home.’

Combined, they cover the following areas:

Health & Safety

(Emergency Evac & Risk Assessments)

Healthy Habits

(Diet & Exercise)

Attendance & Lateness PSHE Pupil Movement

(around premises)

Abuse & Neglect Visitors

(including parents)

Bullying (anti-)

Safeguarding at King’s

Staff Training E-Safety Off-site Visits Behaviour & Discipline Policy updates, New Legislation & Trends Safeguarding Committee

The Children Act of 2004 was designed with guiding principles in mind for the care and support

• f children. These are:
• To allow children to be healthy
• Allowing children to remain safe in their environments
• Helping children to enjoy life
• Assist children in their quest to succeed
• Help make a positive contribution to the lives of children
• Help achieve economic stability for our children’s futures.

Why are they IMPORTANT?

Because ‘Every Child Matters’ (Children Act 2004)

There is no ONE person responsible for Safeguarding in the School. EVERYONE carries a form of responsibility. From the Security Guards to you, our parents, friends, The Board, visitors and all teaching staff, including Management, along with Acciona, our cleaning and caretaking team. We ALL share the responsibility. We should take this beyond the King’s College community and into our own.

Who is RESPONSIBLE?

King’s College Safeguarding TEAM

We have a Team of more qualified individuals who comprise the Safeguarding Team. They are, Mr. Granger who acts as the School’s Designated Safeguard Lead, or DSL,

• Mrs. Antoniou (Head of Learning Support), Miss Reyela (School Nurse), & Mrs. Witte

(Head of Pre-Prep).

SAFE

The effectiveness of settings and services in taking reasonable steps and helping to ensure that children and learners feel safe are maintained by:

How we safeguard at King’s College

• Recruiting staff who are suitable to work with children ☑
• Recruiting staff who are legally permitted to live and work in Qatar - all staff go through a

rigorous Safer Recruitment process - ☑

• Ensuring records are accurate and kept up-to-date (SCR) ☑
• Providing relevant and regular training for all staff, keeping them up-to-date with any

changes in procedure and legislation - All staff who come into contact with children require Police checks and ‘suitability to work’ checks. Security, Cleaning, Maintenance, Catering & visiting staff go through a Safeguarding Induction, while Full time teaching staff require more lengthy training and greater checks ☑

• Applying specific roles to staff, clearly outlining responsibilities ☑
• Ensuring staff know WHO, WHERE and HOW to report and concerns ☑
• Ensuring staff are kept up-to-date with any changes that may directly affect the way

procedures are carried out. ☑

• Making time in the day for teachers to talk with the children to address any concerns ☑
• Following a PSHE (Personal, Social, Health & Economic Education) scheme designed to give

children opportunities to discuss, debate, challenge and inquire about aspects of growing up (sharing, friendship, relationships, the wider world, stranger-danger, on-line safety, bullying etc) ☑

• Keeping children safe on-line ☑
• Running an effective Rewards & Sanctions system (RFTS, House Points & Time-outs) ☑
• Running assemblies that are specific to types of bullying, conflict resolution & Values ☑
• Raising awareness during Anti-bullying Week ☑
• Working with Safeguarding professionals and creating links in the community (AMAN &

S CAP - Sidra) to establish a more secure network to share good practice ☑

• Drawing on the School’s accreditation (BSME) for further Safeguarding support ☑
• Promoting Safeguarding across other schools locally and acting as a beacon of support. ☑

A SAFE School with robust policies and procedures should:

• Have child protection arrangements that are accessible to everyone, so that pupils and

families, as well as adults in the school, know who they can talk to if they are worried

• See courteous and responsible behaviour by the pupils, enabling everyone to feel secure and

well-protected

• Take seriously the log of Risk assessments and use them to good effect in promoting safety
• Use excellent communication systems with up-to-date information that can be accessed and

shared by those who need it

• Give a high priority to training in safeguarding, generally going beyond basic requirements,

extending expertise widely and building internal capacity.

… a safe School with robust policies and procedures should:

How safeguarding affects MY CHILD

Daily contact linked directly to safeguarding through your child:

• Morning & Afternoon Handshake (eye-contact) on the gate and with class teacher
• Passing over responsibility to parent/guardian and back again at the end of the day
• Over-crowded corridors “Walking is the speed limit!”
• Gates & Keypads
• Yellow Late Tokens, Blue Slips, Absence Forms
• Daily Register
• Lanyards, Reporting to staff, Sending children 2 at a time
• Toilets (lanyards) & Water access etc
• PSHE & Assemblies
• Reach For The Stars (RFTS), House Points & other forms of Motivation and

encouragement

• Confidence-boosting activities (music, drama, art, mindfulness & yoga) & other Clubs
• Sport (Health & Wellbeing).

Your child’s safety and welfare is our key concern and focus. Children have access to the School Nurse, safe and clean drinking water, hot food, caring professionals, designated safety and safeguarding personnel, and a safe and clean environment where water, fire and emergency procedures are tested regularly, inspections are carried out, systems continually improved, where policies and procedures are challenged and refined, and where incidents are recorded. We undertake all of this for the simple reason that it is our duty to ensure your child’s welfare lies at the very heart of what we do. While a lot of regulation falls under both Qatari and UK law, we go the extra mile to cover all areas because we believe it is the right thing to do.

Take comfort in knowing that between us, as a staff, we have an immense wealth of experience in looking after children. Staff are trained to identify unusual behaviour, markings, and signs of physical & emotional abuse and neglect. Children know they can talk to any member of staff about anything. Our Staff know what to do if a child chooses to disclose something.

Dealing with Behaviour in a CONSISTENT manner - asking the RIGHT questions. Friendship Fires & Restorative Practice

Managing Conflict

Friendships & Fire!

‘Best Friends’ works. Being a ‘friend’ is also healthy but ‘Best Friends FOREVER’ can be dangerous. Teachers need to give children the tools to to be able to resolve conflict by themselves. I t i s n n

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mature and change and so will friendships. Children have to learn to navigate this. T T R R U U S S T T & & R R E E S S P P E E C C T T l i e a t t h e c

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The normal cycle of a healthy friendship

Healthy Friendship Fire Confront the issue Talk it out Forgive and Forget Feel Closer and Stronger Healthy Friendship...

Trust & Respect

Healthy Friendship Talk it Out FIRE! Forgive & Forget Closer & Stronger Confront the Issue

Stand up for yourself!

Standing up for yourself is:

✓ Part of a normal friendship ✓ A way of showing respect for yourself ✓ A way to build strength and courage ✓ Essential for building trust in your friendships

RESTORATIVE PRACTICE

‘The essence of restorative practices is disarmingly simple: that human beings are happier, more productive and more likely to make positive changes in their behaviour when those in positions of authority do things with them, rather than to them or for them.’

adapted from Wachtel 2004

• To manage conflict and tensions by repairing harm and strengthening

relationships as a way of building community.

• Restorative practice is a strategy that seeks to repair relationships that have been

damaged.

• It does this by bringing about a sense of remorse and restorative action on the

part of the offender and forgiveness by the victim.

In Summary:

Looking into how things affect both the child who is affected and the person who did the wrong thing in the first place. The following questions are asked to each person in turn, usually starting with the harmer:

• What happened?
• What were you thinking/feeling at the time?
• What are you thinking/feeling now?
• Who’s been affected by what happened and how?
• What do you/they need?
• What needs to happen to make things right?

Restorative Questions

Treat a child’s behaviour like an image. An image of an iceberg where the behaviour is just the tip and the child’s Thoughts and Feelings are lurking below.

Getting to understand children’s thoughts and feelings.

Keep this in mind when getting to the root of an issue. Ensure you listen to both sides and give everyone a chance to speak so that you have a clear picture. Ask restoratively. Log the incident if necessary. Encourage empowerment across the board. Remember to refer to Friendship Fires too!

REFERENCES

• KEEPING CHILDREN SAFE IN

EDUCATION (UK Government)

• NSPCC
• UK GOVERNMENT GUIDELINES
• King’s College Doha Child Protection &

Safeguarding Policy

• AMAN (Qatar Foundation - protection &

rehabilitation)

Question time

Thank you for listening and sharing your thoughts with us today.