Child Protection

MISSION STATEMENT

We in St. Columb’s PS. have a responsibility for the safeguarding and child protection of the children in our care and we will carry out this duty by providing a caring, supportive and safe environment, where each child is valued for his or her unique talents and abilities and in which all our young people can learn and develop to their full potential. All staff, teaching and non-teaching should be alert to the signs of possible abuse and should know the procedures to be followed. This Policy sets out guidance on the action, which is required where abuse or harm to a child is suspected and outlines referral procedures within our school.

It is the policy of St. Columb’s PS., Cullion, to protect the children in our care from harm and to ensure their continuing safety in the following ways;

by maintaining written procedures discussed and ratified by the Board of Governors which will be followed in the instance of the school being alerted to possible abuse
By making the teaching and non-teaching staff aware of the school’s safeguarding procedures and also the signs of possible abuse
By designating a teacher and a deputy teacher for Child Protection responsibilities who will be known to all teaching and non-teaching staff – Designated Teacher – Mrs O’Gara; Deputy Designated Teacher – Mr Kearney
By setting up a Safeguarding Team made up of the Principal, deputy designated teacher and 2 governors to oversee child protection procedures in the school
By continually reviewing and monitoring the system for recording information about and action taken in cases of suspected or alleged abuse
By providing an environment within the school and classroom in which every child is valued, leading to the development of their self-esteem
By allowing a variety of opportunities for class and group discussion of thoughts and feelings in an atmosphere of trust, acceptance and tolerance
By integrating the key concepts of safeguarding within the curriculum and by developing awareness and skills for personal safety and encouraging confidence to make good decisions
By informing parents of the school’s Safeguarding and Child Protection Policy
By continued contact with appropriate agencies in order to promote co-operation to protect children

It is recognised that teachers play an important role in identifying potential cases of child abuse. It is also important that all relevant agencies involved in child abuse cooperate together for the benefit of the child. All schools have a designated teacher for child protection, who liaises with Social Service departments and with teachers in school. For this procedure to work, it relies on the skills and expertise of every class teacher and adult within the school to recognise or report concerns.

The principles and philosophy which underpin our child protection service to children are those set out in the ‘United Nations Convention on the Rights of the Child’ (UK agreement in 1991) and enshrined in the Children (NI) Order 1995 (effective from November 1996). In particular, the principle we support is that every child has the fundamental right to be safe from harm and with proper care by those looking after them given to their physical, emotional, spiritual well-being. Other related policies

The school has a duty to ensure that safeguarding permeates all activities and functions. The child protection policy therefore complements and supports a range of other school policies including:

• Anti-Bullying Policy

• Attendance Policy

• Positive Discipline Policy

• Staff Code of Conduct

• Complaints policy

• Educational Visits

• E-Safety Policy

• First Aid Policy

• Health and Safety Policy

• Intimate Care

• Relationships and Sexuality Education

• Special Educational Needs and Inclusion

• Administration of Medicines

These policies are available to parents and any parent wishing to have a copy should contact the School office.

School Safeguarding Team

The following are members of the school’s Safeguarding Team:

• Chair of the Board of Governors/Designated Governor for Child Protection

(Fr. McGirr)

• Deputy Designated Governor for Child Protection (______)

• Designated Teacher for Child Protection (Mrs O’Gara)

• Acting Principal/Deputy Designated Teacher for Child Protection (Mr Kearney)

Roles and Responsibilities

Designated Teacher/ Deputy Designated Teacher

Every school is required to appoint a Designated Teacher with responsibility for Child Protection. They must also appoint a Deputy Designated Teacher who as a member of the Safeguarding team will actively support the Designated Teacher in carrying out the following duties:

• the induction and training of all school staff including support staff

• being available to discuss safeguarding or child protection concerns of any member of

staff

• responsibility for record keeping of all child protection concerns

• maintaining a current awareness of early intervention supports and other local

services e.g. Family Support Hubs

• making referrals to Social Services or PSNI where appropriate

• liaison with the EA Designated Officers for Child Protection

• keeping the school Principal informed

• lead responsibility for the development of the school’s Child Protection Policy

• promotion of a safeguarding and child protection ethos in the school

• compiling written reports to the Board of Governors regarding child protection

Principal

• As secretary to the Board of Governors, assist in fulfilling its Safeguarding and Child

Protection duties

• Ensure the Board of Governors are kept fully informed of all developments relating

To safeguarding including changes to legislation, policy, procedures, DE circulars,

inclusion of Child Protection on the termly meeting agenda

• To manage allegations / complaints against school staff

• To establish and manage the operational systems for safeguarding and child

protection

• To appoint and manage Designated Teacher/Deputy Designated Teachers who are

enabled to fulfil their safeguarding responsibilities

• To ensure safe and effective recruitment and selection including awareness of

Safeguarding and Child Protection for new staff and volunteers

• Ensure that parents and pupils receive a copy or summary of the Child Protection

policy at intake and at a minimum every 2 years.

• To maintain the schools Record of Child Abuse Complaints

Board of Governors

• a Designated Governor for Child Protection is appointed.

• a Designated and Deputy Designated Teacher are appointed in their schools.

• they have a full understanding of the roles of the Designated and Deputy Designated

Teachers for Child Protection.

• safeguarding and child protection training is given to all staff and governors including

refresher training.

• the school has a Child Protection Policy which is reviewed annually and parents

receive a copy of the Child Protection Policy and Complaints Procedure every two

years.

• the school has an Anti-Bullying Policy which is reviewed at intervals of no more than

2 years and maintains a record of all incidents of bullying or alleged bullying.

• there is a code of conduct for all adults working in the school

• all school staff and volunteers are recruited and vetted

• they receive a full annual report on all Child Protection matters (It is best practice

That they receive a termly report of child protection activities). This report includes

details of the preventative curriculum and any initiatives or awareness raising

undertaken within the school, including training for staff.

• the school maintains Child Protection records in line with DE Circulars

2015/13 Dealing with Allegations of Abuse Against a Member of Staff and 2016/20

Child Protection: Record Keeping in Schools:

Chair of Board of Governors

The Chair of the Board of Governors:

• has a pivotal role in creating and maintaining a safeguarding ethos

• receives training from CPSS and HR

• assumes lead responsibility in the event of a CP complaint or concern about the

principal

• ensures compliance with legislation, Child Protection record keeping and policies

Designated Governor for Child Protection

Advises the Board of Governors on: -

• the role of the Designated Teachers;

• the content of Child Protection policies;

• the content of a code of conduct for adults within the school;

• the content of the termly updates and full Annual Designated Teachers Report;

recruitment, selection, vetting and induction of staff.

School Staff

The Safeguarding Team takes overall responsibility for Child Protection in St. Columb’s PS. It consists of Mrs O’Gara (Designated Teacher), Mr Kearney (Deputy Designated Teacher), Fr. McGirr (Designated Governor) and _____ (Deputy Designated Governor).
Each member of staff has a key responsibility to help promote a safe and secure environment and be vigilant for signs of concern
Each member of staff have received the Staff Code of Conduct and have signed a compliance note of the code.
Responding to incidents of alleged or suspected child abuse must be based upon clearly defined procedures - knowing what to do, whom to contact and who needs to know
Ensuring that proper procedure is followed is the responsibility of the Designated Teacher for Child Protection – Mrs O’Gara. She co-ordinates action by the school staff in cases of suspected child abuse. She will liaise with the appropriate agencies as indicated. In her absence, Mr Kearney will fulfil the role.

School staff are in contact with children all day and are in a position to detect possible abuse. The criteria should be that they have ‘reasonable suspicion’ and under the Children Order 1995, this definition has been extended to include ‘or may suffer in the future.

Parents

The primary responsibility for safeguarding and protection of children rests with parents who should feel confident about raising any concerns they have in relation to their child.

Parents can play their part in safeguarding by informing the school:

• if the child has a medical condition or educational need.

• if there are any Court Orders relating to the safety or wellbeing of a parent or child.

• if there is any change in a child’s circumstances for example - change of address,

change of contact details, change of name, change of parental responsibility. It is

essential that the school has up to date contact details for the parent/carer.

• if there are any changes to arrangements about who brings their child to and from

school.

• if their child is absent and should send in a note on the child’s return to school. This

assures the school that the parent/carer knows about the absence. More information on

parental responsibility can be found on the EA website at:

www.eani.org.uk/schools/safeguarding-and-child-protection

St. Columb’s PS., Cullion has a policy of partnership between home and school however, with child abuse or the suspicion of child abuse, our first priority is to the child.

What is Abuse? – harm can be suffered by a child or young person by acts of abuse perpetrated upon them by others. Abuse can happen in the family. Children may be more at risk if their parents have problems with drugs, alcohol and mental health or if they live in a home where there is domestic abuse. Abuse can also happen outside the family environment. Evidence indicates that babies and children with disabilities can be more vulnerable to suffering abuse.

Although the harm from abuse might take a long time to be recognisable in the child or young person, professionals may be in a position to observe its indicators earlier. Effective and on-going information sharing is key between professionals.

Harm from abuse is not always straightforward to identify and a child or young person may experience more than one type of harm.

There are 5 main categories of abuse –

Physical abuse,
Neglect,
Sexual abuse
Emotional abuse and
Exploitation

Physical Abuse is deliberately physically hurting a child. It might take a variety of different forms, including hitting, biting, pinching, shaking, throwing, poisoning, burning or scalding, drowning or suffocating a child.

Neglect is the failure to provide for a child’s basic needs, whether it be adequate food, clothing, hygiene, supervision or shelter that is likely to result in the serious impairment of a child’s health or development. Children who are neglected often also suffer from other types of abuse.

Sexual Abuse occurs when others use and exploit children sexually for their own gratification or gain or the gratification of others. Sexual abuse 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 clothing. It may include non-contact activities, such as involving children in the production of sexual images, forcing children to look at sexual images or watch sexual activities, encouraging children to behave in sexually inappropriate ways or grooming a child in preparation for abuse (including via e-technology). Sexual abuse is not solely perpetrated by adult males. Women can commit acts of sexual abuse, as can other children.

Emotional Abuse is the persistent emotional maltreatment of a child. It is also sometimes called psychological abuse and it can have severe and persistent adverse effects on a child’s emotional development.

Emotional abuse may involve deliberately telling a child that they are worthless, or unloved and inadequate. It may include not giving child opportunities to express their views, deliberately silencing them, or ‘making fun’ of what they say or how they communicate. Emotional abuse may involve bullying – including online bullying through social networks, online games or mobile phones – by a child’s peers.

Exploitation is the intentional ill-treatment, manipulation or abuse of power and control over a child or young person; to take selfish or unfair advantage of a child or young person or situation, for personal gain. It may manifest itself in many forms such as child labour, slavery, servitude, and engagement in criminal activity, begging, benefit or other financial fraud or child trafficking. It extends to the recruitment, transportation, transfer, harbouring or receipt of children for the purpose of exploitation. Exploitation can be sexual in nature.

It can take the form of sexual abuse where children are sexually exploited for money, power or status. It can involve violent, humiliating and degrading sexual assaults. In some cases, young people are persuaded or forced into exchanging sexual activity for money, drugs, gifts, affection or status. Consent cannot be given, even where a child may believe that they are voluntarily engaging in sexual activity with the person whi is exploiting them. Child sexual exploitation doesn’t always involve physical contact and can happen online. A significant number of children subjected to sexual exploitation go missing from home, care and education at some point.

Recognising Abuse

Detection of abuse is seldom straightforward and rarely clear cut. It is important therefore that staff share concerns with the designated/deputy designated teachers. As staff members, we see children over long periods and are well placed to notice physical and behavioural indicators which may be evidence of abuse. It is important that we recognise these symptoms.

Please remember that the presence of one or more indicators does not necessarily prove that child abuse has occurred. It may however, indicate that investigation should take place.

PHYSICAL INDICATORS	BEHAVIOURAL INDICATORS
PHYSICAL ABUSE	PHYSICAL ABUSE
Unexplained bruises in various stages of healing, grip marks on arms, slap marks, human bite marks, welts, bald spots, unexplained/untreated burns (especially cigarette burns or emersion burns - glove like), unexplained fractures, lacerations or abrasions, untreated injuries, bruising on both sides of the ear (symmetrical bruising should be treated with suspicion), injuries occurring in a time pattern e.g. every Monday	Self-destructive tendencies, aggression to other children, behavioural extremes (withdrawn or aggressive), appears frightened or cowed in presence of adults, improbable excuses to explain injuries; chronic runaway, uncomfortable with physical contact, coming to school early or staying last as if afraid to be at home, clothing inappropriate to weather (to hide part of body), violent themes in art work or stories
NEGLECT	NEGLECT
Looks very thin, poorly and sad, constant hunger, lack of energy, untreated medical problems, special needs of child not being met, constant tiredness, inappropriate dress, poor hygiene, repeatedly unwashed, smelly, repeated accidents, especially burns.	Tired or listless (falls asleep in class), steals food, compulsive eating, begging from class friends, withdrawn, lacks concentration, misses school medicals, reports that there is no carer is at home, low self-esteem, persistent non-attendance at school, exposure to violence including unsuitable videos.
SEXUAL ABUSE	SEXUAL ABUSE
bruises, scratches, bite marks or other injuries, chronic ailments such as recurrent abdominal pains or headaches, difficulty in walking or sitting, frequent urinary infections, avoidance of lessons especially PE, games, showers, unexplained pregnancies where the identity of the father is vague, anorexia/gross over-eating.	Withdrawn, chronic depression, excessive sexual precociousness, seductiveness, children having knowledge beyond their usual frame of reference, parent/child role reversal, overly concerned for siblings, poor self-esteem, self-devaluation, lack of confidence, peer problems, lack of involvement, massive weight change; suicide attempts, hysterical/angry outbursts, lack of emotional control, deterioration in school work or behaviour, inappropriate sex play, repeated attempts to run away from home, unusual or bizarre sexual themes in children’s art work or stories
EMOTIONAL ABUSE	EMOTIONAL ABUSE
Well below average in height and weight, “failing to thrive”, poor hair and skin, alopecia, swollen extremities i.e. icy cold and swollen hands and feet, recurrent diarrhoea, wetting and soiling; sudden speech disorder, signs of self-mutilation, signs of solvent abuse (e.g. mouth sores, smell of glue, drowsiness), extremes of physical, mental and emotional development (e.g. anorexia, vomiting, stooping).	Apathy and dejection, inappropriate emotional responses to painful situations, rocking/head banging, inability to play, indifference to separation from family indiscriminate attachment, reluctance for parental liaison, fear of new situation, chronic runaway, attention seeking/needing behaviour, poor peer relationships.

Other Concerns/Considerations

Bullying – even if no physical harm or injury is suffered, there can be emotional abuse. At St. Columb’s PS., we work diligently to ensure that our school is free from bullying and intimidation. All reported incidents of bullying are dealt with promptly and thoroughly. (See Anti-Bullying Policy).

Domestic and Sexual violence and abuse

Domestic Abuse/Violence can have a profoundly negative effect on a child’s emotional, psychological and social well-being. A child does not have to witness domestic violence to be adversely affected by it. Living in a violent or abusive domestic environment is harmful to children.

Domestic violence and abuse is defined as ‘threatening, controlling, coercive behaviour, violence or abuse (psychological, virtual, physical, verbal, sexual, financial or emotional) inflicted on anyone (irrespective of age, ethnicity, religion, gender, identity, sexual orientation or any form of disability) by a current or former intimate partner or family member.’ Sexual Violence and Abuse is defined as ‘any behaviour (physical, psychological, verbal, virtual /online perceived to be of a sexual nature which is controlling, coercive, exploitative, harmful or unwanted that is inflicted on anyone (irrespective of age, ethnicity, religion, gender, gender identity, sexual orientation or any form of disability).’

(Stopping Domestic and Sexual Violence and Abuse in Northern Ireland A Seven Year Strategy: March 2016).

If it comes to the attention of school staff that Domestic Abuse, is or may be, happening and affecting a child, this will be passed on to the Designated/Deputy Designated Teacher who has an obligation to share the information with the Social Services.

E-Safety

At St. Columb’s PS., we believe that the internet and other digital technologies are very powerful resources which can enhance and potentially transform teaching and learning when used effectively and appropriately. The internet is an essential element of 21^st century life for education, business and social interaction. We provide pupils with opportunities to use the resources on the internet, along with developing the skills necessary to access, analyse and evaluate them.

Our E-Safety policy outlines practices for the safe and effective use of the internet in St. Columb’s PS., Cullion. The policy has been drawn up by the staff of the school under the leadership of the Principal and Board of Governors. (See E-Safety Policy)

Self-Harm and Suicide

It is helpful to consider self-harm as a continuum ranging from behaviour which has a strong suicidal intent (eg. overdosing) to behaviour which is intended to help the person stay alive (eg. Cutting)

Why do young people self-harm? –

to release tension caused by anxiety, grief or anger
as a means of communication, to tell themselves and others that they need help
to feel as though that have control over something in their lives
to make ‘real’ emotional pain that they are unable to express

Equal Opportunities

In St. Columb’s PS., Cullion, our daily work revolves around the development and achievement of each child’s academic, social, physical and emotional potential within a safe and stimulating learning environment. Through a broad and balanced curriculum, we involve our pupils in learning experiences that encourage positive attitudes to learning, positive relationships, self-confidence and discipline. We have high expectations of our pupils and of ourselves and we strive to promote an atmosphere of involvement and belonging by caring about each individual child and recognising and catering for their needs. This equality of provision and inclusion is for all pupils, irrespective of race, religion/belief, political views, gender, gender identity (eg. Transgender) and sexual orientation (LGBTQ+)

Gender Recognition Act 2004

The Gender Recognition Act 2004 allows people who have lived in their preferred gender for a t least 2 years to apply for a gender recognition certificate and, if a UK citizen, a new birth certificate.

At St. Columb’s PS., Cullion we recognise that being transgender is a recognised medical condition known as Gender Dysphoria/Gender Identity Disorder. Transgender is separate from LGBTQ+

Grooming

Grooming of a child or young person is always abusive and/or exploitative. It often involves perpetrator(s) gaining the trust of the child or young person or, in some cases, the trust of the family, friends or community, and/or making an emotional connection with the victim in order to facilitate abuse before the abuse begins. This may involve providing money, gifts, drugs and/or alcohol or more basic needs such as food, accommodation or clothing to develop the child’s/young person’s loyalty to and dependence upon the person(s) doing the grooming. The person(s) carrying out the abuse may differ from those involved in grooming which led to it, although this is not always the case. Grooming is often associated with Child Sexual Exploitation (CSE) but can be a precursor to other forms of abuse. Grooming may occur face to face, online and/or through social media, the latter making it more difficult to detect and identify.

If the staff in St. Columb’s PS become aware of signs that may indicate grooming they will take early action and follow the school’s child protection policies and procedures.

Child sexual exploitation (CSE)

Child Sexual Exploitation is a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/ or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact; it can also occur through the use of technology. (Co-operating to Safeguard Children and Young People in NI. DHSSPS version 2.0 2017)

The key factor that distinguishes cases of CSE from other forms of child sexual abuse is the concept of exchange – the fact that someone coerces or manipulates a child into engaging in sexual activity in return for something they need or desire and/or for the gain of those perpetrating or facilitating the abuse. The something received by the child or young person can include both tangible items and/or more intangible ‘rewards’ OR ‘benefits’ such as perceived affection, protection or a sense of value or belonging.

Any child under the age of eighteen, male or female, can be a victim of CSE, including those who can legally consent to have sex. The abuse most frequently impacts upon those of a post-primary age and can be perpetrated by adults or peers, on an individual or group basis.

CSE is a form of child abuse and, as such, any member of staff suspecting that CSE is occurring will follow the school’s child protection policy and procedures, including reporting to the appropriate agencies.

Cultural Considerations

Female Genital Mutilation (FGM) FGM comprises all procedures that involve partial or total removal of the external female genitalia, or other injury to the female genital organs for non-medical reasons. The procedure is also referred to as ‘cutting’, ‘female circumcision’ and ‘initiation’. The practice is medically unnecessary, extremely painful and has serious health consequences, both at the time when the mutilation is carried out and in later life.

Indicators of FGM –

being a girl aged 5-8 within a community where FGM is practised
prolonged return to country of origin for holiday (giving sufficient healing time before return to school)
female elder visiting from country of origin
child may tell other children about it
girl disclose that she is to have a ‘special procedure’ or attend a special occasion to ‘become a woman’
Parents state that they or a relative will take the child out of the country for a prolonged period

Forced Marriage

Forced marriage is an abuse of human rights, a form of violence against women and men, where it affects children, child abuse and where it affects those with disabilities and abuse of vulnerable people. Forced marriage is a criminal offence in Northern Ireland and if in St. Columb’s PS we have knowledge or suspicion of a forced marriage in relation to a child or young person we will contact the PSNI immediately.

Safeguarding/Child Protection Procedures

Prevention

The school has developed and provides a ‘child protection ethos’ and a preventative curriculum. We offer children a wide and growing range of learning and experiences that allow them to be informed of dangers and how to report those dangers appropriately eg. Anti-Bullying Week, NSPCC workshops, Road Safety Week, PDMU lessons,

The Board of Governors ensure that the school has and follows the Code of Practice for the conduct of all members of staff, teaching and non-teaching, towards the pupils attending the school. The Code of Practice covers all activities organised in and by the school, whether on school premises or elsewhere.

The Board of Governors adheres to safe recruitment practices in relation to the employment of people to work with pupils of St Columb’s Cullion.

Recruitment Advertising contains prominent child protection statements.
Applicants are required to produce photographic ID and the names of 2 referees, including a referee from their last post (where they were working with children/young people) at the time of application.
Successful applicants are required to produce proof of claimed qualifications i.e. original qualifications or by confirmation of the accrediting authority
Access NI numbers, dates and certificates must be produced by employees of the school
Only substitute teachers on the NISTR will be employed as substitute cover as set out in the DE circular 2006/07
Risk Assessments completed on volunteers working with pupils (always supervised by class teacher)

Collection of pupils

Staff are aware of adults who have parental responsibility for the pupils in our school. Staff must ensure that pupils are collected only by those adults who have parental responsibility or those adults nominated by those who have parental responsibility as an authorised collector (unless previously arranged by parent contacting the school and providing name of collector)

Disclosures, Allegations and Concerns

If a child discloses abuse or a staff member suspects abuse, they must follow the following procedure;

Receive – listen to what a child says but do not ask leading questions except when to show you have understood. Police/social services investigate – we can only clarify.
Reassure – ensure a child is reassured that he/she will be safe and that their interests come first and that they have done the right thing in disclosing
Respond – only to ensure that the child is safe and secure. Do not promise the child that you will keep it as a secret but reassure them that you will only tell the people who need to know.
Report – to Designated/Deputy Designated Teacher as soon as you have concern
Record – make a note of what you have seen/heard, date/time included (Record of Concern Appendix 1 – copies found in Staff Room, Secretary’s Office and Medical Room (old build))

Staff should be aware that written records may be used in subsequent court proceedings.

It is very important that correct procedures are followed under CCMS Protection Procedures.

The reporting member of staff will be informed of any further action taken ie. social services referral, monitor, etc. on a need-to-know basis.

Staff have an important role in hearing what children have to say. The school can provide a neutral environment where the child feels it is safe to talk. Sensitivity to this disclosure is vital. Staff must listen to what the child is saying.

Fear of the consequences of telling is common. The child needs to hear the truth about what will happen, together with a commitment to support the child. Our role is to enable the child to speak and then to know what to do next.

Remember – never investigate or ask leading questions and do not promise to keep it a secret.

Where an allegation of abuse is made by a pupil or where serious concerns exist about the welfare of a child, the designated teacher will refer the case to or consult with social services

Suspected abuse will be treated seriously and will immediately activate reporting procedures.

Allegation Against A member of Staff

If an allegation is made against a member of staff, it is the responsibility of the Principal to ensure that the allegation is thoroughly investigated and procedures are followed. If the allegation is made against the Principal, it is the responsibility of the chair of the Board of Governors to ensure that procedures are followed.

Confidentiality and Record Keeping

Confidentiality

Child Protection raises issues of confidentiality which should be clearly understood by all staff.
Staff have a professional responsibility to share relevant information about the protection of children with other professionals, particularly investigative agencies.
If a child confides in a member of staff and requests that the information is kept a secret, it is important that the member of staff tells the child sensitively that he or she has a responsibility to refer cases of alleged abuse to the appropriate agencies for the child’s own sake. Within that context, the child should, however, be assured that the matter will be disclosed only to people who need to know about it.
Staff who receive information about children and their families in the course of their work should share that information only within appropriate professional contexts.
For reasons of confidentiality the only people who need to know about individual cases are: - Designated teacher (Mrs O’Gara) and Deputy Designated teacher (Mr Kearney)

Record Keeping

All records, information and confidential notes relating to child protection issues are kept in separate files in a locked drawer. These only identify the child by their initials and date of birth. These records are kept separate from the pupil’s individual report. Included in the records are;

Record of Concern
Record of training dates and advice/information given to parents
Record of contacts with other agencies

Where an allegation is made against a member of staff and is pursued either as a formal referral or under the school’s disciplinary procedures, a summary is entered on the record of Abuse Complaints (hardback book). This entry which will contain details of the complaint will be made available to the Board of Governors at least annually to be signed.

Staff In-Service

The school is committed to on-going in-service training for all staff. All staff receive training on Child Protection every 2 years and a record will be kept of their attendance and receipt of policy/Staff Code of Conduct-+. The Designated Teacher and the Deputy Designated Teacher will receive up to date training. The chairman of the Board of Governors will received training (including training in child protection issues relating to Selection and Recruitment).

Monitoring and Evaluation

The school will update this Policy and Procedure in the light of any further guidance and legislation as necessary, and review it annually.

Procedures

At this school we recognise the four main responsibilities in the areas of Child Protection are prevention, recognition, response, referral and confidentiality/record keeping. Parents will be made aware of the school’s responsibilities and procedures and we hope they will support us in our practice.

Parent’s Role

Parents are expected to help their children to behave in non-violent and non-abusive ways towards both staff and other pupils. Parents will be informed if it was necessary to use minimal force to protect a pupil from injury or to prevent a pupil from harming others. Parents should always inform the school of any accidental bruising or other injuries that might otherwise be misinterpreted. They should also inform the school of any changes in home circumstances, such as the death of a member of the family, separation or divorce, which might lead to otherwise unexplained changes in behaviour or characteristics. Parents can feel confident that procedures are in place to ensure that all staff appointed have undergone procedures to ensure that they are suitable to work with children.

Out of school visits

All pupils visiting any venue need prior parental permission to participate. The school will inform parents about the venue, date, times of departure and arrival back to school. The school will refer to medical details disclosed by the parents regarding their child and emergency medical consent forms.

Procedure for reporting an incident of Child Abuse

Child makes a disclosure to a member of staff who has concerns about a child either as a result of one observation or many observations over a period of time. Members of staff do not investigate.

MUST ACT PROMPTLY

Member of staff refers matter to the designated teacher and makes full notes.

The designated teacher plans a course of action and ensures that a written record is made.

The principal/Designated Teacher makes a referral to:

Social Service and Care UNIT

Copies of pro-forma to:

CCMS Senior Management Officer (Schools)
EA Designated Officer

Indicate that it is a Child Protection Issue in an envelope marked:

‘CONFIDENTIAL’

(If there is any doubt whether to take further action, advice is available from:

CCMS Senior

Management Officer (Schools)

EA Designated Officer
Social Services

When seeking advice, you do not have to give any names. You are making an enquiry.)

Other Useful Contacts

Education Authority

Designated Officer for Child Protection

Tel: 028 94482223

Elaine Craig Elaine.craig@eani.org.uk

M Brady Margaret.brady@eani.org.uk

CPSSS Clerical Support Officer

P Collins Pamela.collins@eani.org.uk

Child Protection,

Antrim Board Centre,

17. Lough Road, Antrim

BT41 4DH

CCMS

Tel: 028822553

1, Hospital Road,

Omagh

BT79 0AW

Gateway Referrals

Tel: 03001234333

Toomebridge

Tel: 028 79651020

NSPCC

Tel: 08088005002

www.nspcc.org.uk/O2

N.I Childline

P.O Box 1111

Belfast BT1 7DZ

Tel: 0800 1111 (free)

www.childline.org.uk

PSNI Local Child Abuse Enquiry Unit

Tel: 08456008000

PSNI Tel: 101

How a Parent Can Raise a Concern

I have a concern about my/a child’s safety
I can talk to the class teacher
If I am still concerned, I can talk to the designated teacher/Principal for advice (Mrs O’Gara/Mr Kearney)
If I am concerned, I can talk/write to the Chair of of the Board of Governors (Fr. McGirr)
If I remain dissatisfied with the outcome of my complaint, I can refer the matter to the Office of the NI Public Service Ombudsman (NIPSO)nipso@nipso.org.uk 02890233821

At any time I can talk to The Duty Social Worker

Tel: 028 79651020

or the PSNI Central Referral Unit

Tel: 02890259299 or 101 ext. 30299