HYL SAFEGUARDING AND CHILD PROTECTION POLICY

(Within this policy, children/child are referred to as young people/person)

 

Purpose of Herts Young Leader’s Child Protection Policy	To inform staff, parents, volunteers and Trustees about the HYL responsibilities for safeguarding young people. To enable everyone to have a clear understanding of how these responsibilities should be carried out.
Hertfordshire Safeguarding Children Partnership Procedures	HYL follows the procedures established by the Hertfordshire Safeguarding Children Partnership (HSCP); a guide to procedures and practice for all agencies in Hertfordshire working with young people and their families. https://hertsscb.proceduresonline.com/index.htm
Staff & Volunteers		All HYL staff have a responsibility to provide a safe environment in which young people can learn and grow.   HYL staff and volunteers are particularly well placed to observe outward signs of abuse, changes in behavior and failure to develop because they have regular contact with young people.   All HYL staff will receive appropriate safeguarding children training (which is updated regularly – Hertfordshire Safeguarding Children Partnership advises every three years), so that they are knowledgeable and aware of their role in the early recognition of the indicators of abuse or neglect and of the appropriate procedures to follow.   Temporary staff and volunteers will be made aware of the safeguarding policies and procedures by the DSL, including The Child Protection Policy and Staff Behaviour Policy (code of conduct).

 

Implementation, Monitoring and Review of the Child Protection Policy           The Designated Safeguarding Lead

The policy will be reviewed at least annually by the Trustees. It will be implemented through the HYL’s induction and training programme, and as part of day to day practice.  Compliance with the policy will be monitored by the Designated Safeguarding Lead & Deputy Safeguarding Lead.

 

It is the responsibility of the CEO to ensure that a Designated Safeguarding Lead is appointed, and to ratify the appointment of a Deputy Safeguarding Lead, who will fulfil the role of the Designated Safeguarding Lead if the latter is absent or cannot be contacted. The current Designated Safeguarding Lead is Cynthia Rowe and the Deputy Safeguarding Officer is Antonia Loader.

 

The broad areas of responsibility for the DSL are:

• Contacting the Child Protection Consultation Hub when advice is needed regarding child protection concerns which possibly meet the threshold for statutory intervention.
• Completing Child Protection Contact Referrals for all cases of suspected abuse or neglect where there is a risk of significant harm to the young person, Police where a crime may have been committed and refer to the Channel programme where there is a radicalisation concern.
• Act as a source of support, advice and expertise to staff on matters of safety and safeguarding and when deciding whether to make a Child Protection Contact Referral by liaising with relevant agencies.
• Support staff who make Child Protection Contact Referrals and other service.

 

Training

The DSL should undergo formal training every two years. The DSL should also undertake Prevent awareness training.  In addition to this training, their knowledge and skills should be refreshed (for example via e-bulletins, meeting other DSLs, or taking time to read and digest safeguarding developments) at least annually to:

1. Have a working knowledge of how local authorities 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.
2. Ensure each member of staff has access to and understands HYL safeguarding and child protection policy and procedures.

3. Understand and support HYL with regards to the requirements of the Prevent duty and are able to provide advice and support to staff on protecting young people from the risk of radicalisation.
4. Are able to 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 young people safe whilst they are online at HYL.
5. Be able to keep detailed, accurate, secure written records of concerns, Child Protection Contact Referrals alongside referrals to other agencies.
6. Obtain access to resources and attend any relevant or refresher training courses.
7. Encourage a culture of listening and responding to young people and taking account of their wishes and feelings, among all staff, in any measures HYL may put in place to protect them.
8. Be trained in Safer Recruitment so as to ensure the recruitment process is robust.

Training on safeguarding is organised on an annual basis, at the appropriate level for their role. All newly recruited staff and Trustees will be informed of this policy and will be invited to attend relevant Safeguarding training at the point of induction.

Specifically HYL Staff and Leaders will have an induction on the following:

• Safeguarding Policy
• Keeping Children Safe in Education (September 2020)
• Child Protection Training
• PREVENT Training
• First Aid training
• Data protection Training

 

Raising Awareness: The DSL should:

• Ensure HYL policies are known, understood and used appropriately.
• Work with the Trustees to ensure that HYL child protection policy is reviewed annually, and the procedures and implementation are updated and reviewed regularly.
• Ensure the safeguarding and child protection policy is available publicly and that parents are aware that advice regarding child protection concerns could be sought from the Child Protection Consultation Hub and that Child Protection Contact Referrals about suspected abuse or neglect may be made. Ensure parents are aware of HYL statutory role regarding safeguarding of children.
• Link with Hertfordshire Safeguarding Children’s Partnership (HSCP) to make sure staff are aware of training opportunities and the latest local policies on safeguarding.

 

When to be Concerned

Knowing what to look for is vital for the early identification of abuse and neglect.  All staff should be aware of the indicators of abuse and neglect so that they are able to identify cases of young people who may be in need of help or protection.

Abuse: a form of maltreatment of a young person. Somebody may abuse or neglect a young person by inflicting harm or by failing to act to prevent harm.  Young people may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others.  Abuse can take place wholly online, or technology may be used to facilitate offline abuse.  Young people may be abused by an adult or adults or by another young person or young people.

 

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 young person. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a young person.
Young people
Bruises – shape, grouping, site, repeat or multiple	Withdrawal from physical contact
Bite-marks – site and size Burns and Scalds – shape, definition, size, depth, scars	Aggression towards others, emotional and behaviour problems
Improbable, conflicting explanations for injuries or unexplained injuries	Frequently absent from school
Untreated injuries	Admission of punishment which appears excessive
Injuries on parts of body where accidental injury is unlikely	Fractures
Repeated or multiple injuries	Fabricated or induced illness –
Parent	Family/environment
Parent with injuries	History of mental health, alcohol or drug misuse or domestic violence.
Evasive or aggressive towards young person or others	Past history in the family of childhood abuse, self-harm, somatising disorder or false allegations of physical or sexual assault
Explanation inconsistent with injury	Marginalised or isolated by the community.
Fear of medical help / parents not seeking medical help	Physical or sexual assault or a culture of physical chastisement.
Over chastisement of young person

 

Emotional abuse The persistent emotional maltreatment of a young person such as to cause severe and adverse effects on the young person’s emotional development. It may involve conveying to a young person 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 young person 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 young people. These may include interactions that are beyond a young person’s developmental capability, as well as over protection and limitation of exploration and learning, or preventing the young person participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber bullying), causing young people frequently to feel frightened or in danger, or the exploitation or corruption of young people. Some level of emotional abuse is involved in all types of maltreatment of a young person, though it may occur alone.
Young person
Self-harm	Over-reaction to mistakes / Inappropriate emotional responses
Chronic running away	Abnormal or indiscriminate attachment
Drug/solvent abuse	Low self-esteem
Compulsive stealing	Extremes of passivity or aggression
Makes a disclosure	Social isolation – withdrawn, a ‘loner’ Frozen watchfulness particularly pre school
Developmental delay	Depression
Neurotic behaviour (e.g. rocking, hair twisting, thumb sucking)	Desperate attention-seeking behaviour
Parent	Family/environment
Observed to be aggressive towards young person or others	Marginalised or isolated by the community.
Intensely involved with their young people, never allowing anyone else to undertake their young person’s care.	History of mental health, alcohol or drug misuse or domestic violence.
Previous domestic violence	History of unexplained death, illness or multiple surgery in parents and/or siblings of the family
History of abuse or mental health problems	Past history in the care of childhood abuse, self-harm, somatising disorder or false allegations of physical or sexual assault
Mental health, drug or alcohol difficulties	Wider parenting difficulties
Cold and unresponsive to the young person’s emotional needs	Physical or sexual assault or a culture of physical chastisement.
Overly critical of the young person	Lack of support from family or social network.

 

Neglect The persistent failure to meet a young person’s basic physical and/or psychological needs, likely to result in the serious impairment of the young person’s health or development. Neglect may occur during pregnancy, for example, as a result of maternal substance abuse. Once a young person is born, neglect may involve a parent or carer failing to: • provide adequate food, clothing and shelter (including exclusion from home or abandonment); • protect a young person 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 unresponsiveness to, a young person’s basic emotional needs.
Child
Failure to thrive – underweight, small stature	Low self-esteem
Dirty and unkempt condition	Inadequate social skills and poor socialisation
Inadequately clothed	Frequent lateness or non-attendance at school
Dry sparse hair	Abnormal voracious appetite at school or nursery
Untreated medical problems	Self-harming behaviour
Red/purple mottled skin, particularly on the hands and feet, seen in the winter due to cold	Constant tiredness
Swollen limbs with sores that are slow to heal, usually associated with cold injury	Disturbed peer relationships
Parent	Family/environment
Failure to meet the child’s basic essential needs including health needs	Marginalised or isolated by the community.
Leaving a young person alone	History of mental health, alcohol or drug misuse or domestic violence.
Failure to provide adequate caretakers	History of unexplained death, illness or multiple surgery in parents and/or siblings of the family
Keeping an unhygienic dangerous or hazardous home environment	Past history in the family of childhood abuse, self-harm, somatising disorder or false allegations of physical or sexual assault
Unkempt presentation	Lack of opportunities for child to play and learn
Unable to meet young person’s emotional needs	Dangerous or hazardous home environment including failure to use home safety equipment; risk from animals
Mental health, alcohol or drug difficulties

 

Sexual abuse Involves forcing or enticing a young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the young person 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 young people to behave in sexually inappropriate ways, or grooming a young person in preparation for abuse.  Sexual abuse can take place online and technology can be used to facilitate offline abuse.  Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other young people.  The sexual abuse of young people by other young people is a specific safeguarding issue in education.
Child
Self-harm –  eating disorders, self-mutilation and suicide attempts	Poor self-image, self-harm, self-hatred
Running away from home	Inappropriate sexualised conduct
Reluctant to undress for PE	Withdrawal, isolation or excessive worrying
Pregnancy	Sexual knowledge or behaviour inappropriate to age/stage of development, or that is unusually explicit
Inexplicable changes in behaviour, such as becoming aggressive or withdrawn	Poor attention / concentration (world of their own)
Pain, bleeding, bruising  or itching in genital and /or anal area	Sudden changes in school work habits, become truant
Sexually exploited or indiscriminate choice of sexual partners
Parent	Family/environment
History of sexual abuse	Marginalised or isolated by the community.
Excessively interested in the child.	History of mental health, alcohol or drug misuse or domestic violence.
Parent displays inappropriate behaviour towards the child or other children	History of unexplained death, illness or multiple surgery in parents and/or siblings of the family
Conviction for sexual offences	Past history in the care of childhood abuse, self-harm, somatising disorder or false allegations of physical or sexual assault
Comments made by the parent/carer about the young person.	Grooming behaviour
Lack of sexual boundaries	Physical or sexual assault or a culture of physical chastisement.

 

Young People with Special Educational Needs and Disabilities

Additional barriers can exist when recognising abuse and neglect in this group of young people.  

This can include:

• Assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the young person’s impairment without further exploration.
• Assumptions that young people with SEN and disabilities can be disproportionately impacted by things like bullying- without outwardly showing any signs.
• Communication barriers and difficulties.
• Reluctance to challenge carers, (professionals may over empathise with carers because of the perceived stress of caring for a disabled young person)
• Disabled young people often rely on a wide network of carers to meet their basic needs and therefore the potential risk of exposure to abusive behaviour can be increased.
• A disabled young person’s understanding of abuse.
• Lack of choice/participation
• Isolation

 

Peer on peer abuse

All staff should be aware that safeguarding issues can manifest themselves via peer on peer abuse. This is most likely to include, but may not be limited to:

• bullying (including cyberbullying);
• physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm;
• sexual violence, such as rape, assault by penetration and sexual assault;
• sexual harassment, such as sexual comments, remarks, jokes and online sexual harassment, which may be stand-alone or part of a broader pattern of abuse
• upskirting, which typically involves taking a picture under a person’s clothing without them knowing, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm;
• sexting (also known as youth produced sexual imagery); and
• initiation/hazing type violence and rituals.

 

All staff should be aware that abuse is abuse and peer on peer abuse will never be tolerated or passed off as “banter”, “just having a laugh” or “part of growing up”.  Furthermore, they should recognise the gendered nature of peer on peer abuse (i.e. that it is more likely that girls will be victims and boys’ perpetrators), but that all peer on peer abuse is unacceptable and will be taken seriously.

 

Hertfordshire County Council recommends that education settings use The Sexual Behaviours Traffic Light Tool by the Brook Advisory Service to help professionals; assess and respond appropriately to sexualised behaviour. The traffic light tool can be found at: 

https://www.brook.org.uk/our-work/the-sexual-behaviours-traffic-light-tool

Where there is an allegation or concern that a child has abused others, Section 4.4 of the Hertfordshire Safeguarding Children Partnership Procedures Manual, ‘Children Who Abuse Others’: http://hertsscb.proceduresonline.com/chapters/p_chil_abuse.html

 

Staff should also refer to Part five of KCSiE DfE 2020 – ‘Child on child sexual violence and sexual harassment’: https://www.gov.uk/government/publications/keeping-children-safe-in-education–2

Serious Violence

All staff should be aware of indicators, which may signal that young people are at risk from, or are involved with serious violent crime.

• Increased absence from the programme
• Change in friendships or relationships with older individuals or groups
• Significant decline in performance
• Signs of self-harm or significant change in wellbeing
• Signs of assault or unexplained injuries
• Unexplained gifts/new possessions 

Child Sexual Exploitation (CSE) and Child Criminal Exploitation (CCE)

Both CSE and CCE are forms of abuse and both occur where an individual or group takes advantage of an imbalance in power to coerce, manipulate or deceive a young person into sexual or criminal activity. 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. In some cases, the abuse will 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. The abuse can be perpetrated by individuals or groups, males or females, and young people or adults. The abuse can be a one-off occurrence or a series of incidents over time and range from opportunistic to complex organised abuse. It can involve force and/or enticement-based methods of compliance and may, or may not, be accompanied by violence or threats of violence. Victims can be exploited even when activity appears consensual and it should be noted exploitation as well as being physical can be facilitated and/or take place online.

 

Mental Health

All staff should be aware that mental health problems can, in some cases, be an indicator that a young person has suffered or is at risk of suffering abuse, neglect or exploitation.  Only appropriate trained professionals should attempt to make a diagnosis of a mental health problem.  Staff however, are well placed to observe young people 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.

If staff have a mental health concern about a young person that is also a safeguarding concern, immediate action should be taken by following the procedures in this policy and speaking to the schools DSL. 

 

PREVENT: Safeguarding Children and Young People from Radicalisation

 

Young people can be vulnerable to extreme ideologies and radicalisation. Similar to protecting children from other forms of harm and abuse, protecting children from radicalisation must be part of all school and college safeguarding approaches.

There are signs and vulnerability factors that may indicate a young person is susceptible to radicalisation or is in the process of being radicalised. It is possible to protect vulnerable people from extremist thinking and intervene to safeguard those at risk of radicalisation. Staff must be alert to changes in children’s behaviour, which could indicate that they may be in need of Prevent support. They must act proportionately to the concern using the Prevent ‘notice, check, share’ approach, which may lead to the DSL making a Prevent referral. 

 

Local Hertfordshire County Council guidance on Prevent is featured at 6.25 of the Hertfordshire Safeguarding Children’s Partnership CP procedures https://hertsscb.proceduresonline.com/chapters/p_prevent_guide.htmlwhich outlines the specific duties in Hertfordshire. This guidance also features advice on making a Prevent referral.

 

 

Domestic Abuse

Domestic abuse is: 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 regardless of gender or sexuality. The abuse can encompass, but is not limited to psychological; physical; sexual; financial; and emotional. 

All young people can witness and be adversely affected by domestic abuse in the context of their home life where domestic abuse occurs between family members.

It is essential that victims are protected, offered appropriate support and every effort is made to ensure their education is not disrupted. It is also important that other children and HYL staff are supported and protected as appropriate.

Any staff member should be able to make a Child Protection Contact Referral to Children’s Services if necessary.

All staff should be aware of the process for making Child Protection Contact Referrals to Children’s Services 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 – from abuse or neglect) that may follow a Contact Referral, along with the role they might be expected to play in such assessments.

Staff should not assume a colleague or another professional will take action and share information that might be critical in keeping young people safe. They should be mindful that early information sharing is vital for effective identification, assessment and allocation of appropriate service provision.

 

Dealing with a Disclosure

If a young person confides in a member of staff/volunteer and requests that the information is kept secret, it is important that the member of staff/volunteer tell the young person in a manner appropriate to the young person’s age/stage of development that they cannot promise complete confidentiality – instead they must explain that they may need to pass information to other professionals to help keep the young person or other young people safe.

If a young person discloses that he or she has been abused in some way, the member of staff/volunteer should:

• Listen to what is being said without displaying shock or disbelief.
• Accept what is being said.
• Allow the young person to talk freely.
• Reassure the young person, but not make promises which might not be possible to keep.
• Never promise a young person that they will not tell anyone – as this may ultimately not be in the best interests of the child.
• Reassure him or her that what has happened is not his or her fault.
• Stress that it was the right thing to tell.
• Listen, only asking questions when necessary to clarify what is being said.
• Not criticise the alleged perpetrator.
• Explain what has to be done next and who has to be told.
• Make a written record (see Record Keeping).
• Pass the information to the DSL without delay (if a DSL or Deputy is not available, staff must complete a child protection contact referral if this disclosure indicates that the young person may be at risk of immediate harm and/or have been suffered significant harm to ensure reporting to Police and/or Children’s Services where necessary is not delayed).

 

Record Keeping

All staff should be confident of the processing conditions under the Data Protection Act 2018 and the GDPR which allow them to store and share information for safeguarding purposes, including information, which is sensitive and personal, and should be treated as ‘special category personal data’.

All concerns, discussions and decisions made and the reasons for those decisions should be recorded in writing. If in doubt about recording requirements staff should discuss with the DSL.

• Record as soon as possible after the conversation. Use HYL’s Child Protection Recording system using a record of concern sheet. Appendix 1
• Ensure the date, time, place is recorded, and any noticeable non-verbal behaviour and the words used by the young person.
• Use the proforma body map available to indicate the position of any injuries and a clear description of the injury. Appendix 2
• Record statements and observations rather than interpretations or assumptions.
• Do not destroy the original records in case they are needed by a court.
• All records need to be given to the DSL promptly. No copies should be retained by the member of staff or volunteer.

 

The DSL will ensure that all safeguarding records are managed in accordance with the Education (Pupil Information) (England) Regulations 2005.

Confidentiality

Safeguarding young people raises issues of confidentiality that must be clearly understood by all staff/volunteers at HYL.

• All HYL staff & volunteers, have a responsibility to share relevant information about the protection of young people with other professionals, particularly the investigative agencies.
• Staff/volunteers who receive information about young people and their families in the course of their work should share that information only within appropriate professional contexts. 

 

Procedures

If any member of staff is concerned about a young person, he or she must inform the DSL. The DSL will decide whether the concerns should be raised to Children’s Services and if deemed to have met the threshold a Child Protection Contact Referral will be completed. If a Child Protection Contact Referral to Children’s Services is made the DSL will discuss the referral with the parents, unless to do so would place the young person at further risk of harm.

While it is the DSL’s role to make Child Protection Contact Referrals, any staff member can make a Child Protection Contact Referral to Children’s Services if a young person is in immediate danger or is at risk of harm (e.g. concern that a family might have plans to carry out FGM, Forced Marriage etc).  In these circumstances a Child Protection Contact Referral should be made to Children’s Services and/or the Police immediately. Where Child Protection Contact Referrals are made by another member of staff, the DSL should be informed as soon as possible.

If a teacher (persons employed or engaged to carry out teaching work at schools and other institutions in England) , in the course of their work in the profession, discovers that an act of Female Genital Mutilation (FGM) appears to have been carried out on a girl under the age of 18 the teacher must report this to the police via 101. This is a mandatory reporting duty. KCSiE(DfE 2020:33):

If the allegations raised are against other young people, HYL should follow section 4.4 of the Hertfordshire Safeguarding Children Partnership Procedures Manual – Children Who Abuse Others.

The member of staff must record information regarding the concerns on the same day.  The recording must be a clear, precise and a factual account of any verbal disclosures and observations.

Particular attention should be paid to the wellbeing & development of any young person about whom HYL has concerns, or who has been identified as being the subject of a Child Protection Plan and a written record will be kept.

 

Communication with Parents

Herts Young Leaders will ensure the Child Protection Policy is available publicly either via the website or by other means.

Parents should be informed prior to a Child Protection Contact Referral, unless it is considered to do so might place the young person at increased risk of significant harm by:

• The behavioural response it prompts e.g. a young person being subjected to abuse, maltreatment or threats / forced to remain silent if alleged abuser informed;
• Leading to an unreasonable delay;
• Leading to the risk of loss of evidential material;

(HYL may also consider not informing parent(s) where this would place a member of staff at risk).  HYL will endeavour to ensure that parents understand the responsibilities placed on staff for safeguarding young people. Where reasonably possible HYL should hold more than one emergency contact number for each young person.

 

Allegations Involving Staff/Volunteers

An allegation is any information which indicates that a member of staff/volunteer may have:

• Behaved in a way that has harmed a young person, or may have harmed a young person;
• Possibly committed a criminal offence against or related to a young person;
• Behaved towards a young person in a way which indicates he or she would pose a risk of harm to young people; or
• Behaved or may have behaved in a way that indicated they may not be suitable to work with young people.

 

In these circumstances an open-minded and thorough investigation of any allegation will be made to protect children from abuse and staff from wrongful allegations.

When a report is received it is essential to respond immediately. The CEO should interview the informant and record the following information:

• Details of the young person and family,
• Nature of the allegation and the alleged perpetrator,
• Dates and times of the incident,
• Anyone else involved.

Historical allegations of abuse should also be referred to the police. 

If the allegation is made against the Designated Safeguarding Lead or the CEO, it will not be appropriate to follow an internal reporting route. An independent suitably qualified person will be contacted, and s/he will then interview the informant and record the information. The allegations should then be reported to Social Services by the independent person.

Otherwise the CEO will inform the Chair of the allegations, and where appropriate (in accordance with current guidance) the CEO should call Social Services immediately after reporting the matter to the Chair.

The member of staff against whom an allegation has been made may immediately be suspended whilst a thorough investigation is conducted. This in no way implicates blame but is a measure taken to protect the child and the staff member. The decision on whether to suspend will be made in accordance with current guidance.

If the allegation is against a volunteer, then the volunteer may be asked to refrain from volunteering for a stated period and will then not be permitted to return until they have been contacted and briefed on the investigation.

If the parent/carer of the young person is not the person making the allegation, they will be contacted by the CEO to be appraised of the situation.

If the CEO is absent, the relevant responsibilities will be taken on by the Chair or appropriate board member in that order. (see also Complaints and Whistle Blowing Policies)

 

Working with Children or Young People

When working with children or young people, staff and volunteers should:

• Arrange that, as far as possible, an adult is not left alone with a young person where there is little, or no opportunity of the activity being observed by others. This may mean groups working within the same large room or working in an adjoining room with the door left open. This good practice can be as much benefit to the adult as to the young person.
• Always have at least two adults present with a group, and always ensure appropriate ratios of leadership to young people are observed according to age and gender. Current regulations recommend that the following numbers of adults should be present when working with children:

• 4 – 8 years one leader to every six young people
• 9 – 12 years one leader to every eight young people
• 13-18 years one leader to every ten young people

If there are not enough leaders, the event should not take place.

• Never take a group off the premises with fewer than two adults. Consent forms including medical details should always be used for outings or activities outside the HYL premises. If private cars are used for an outing, the drivers should be appropriately insured and have clean licences.

• Treat it as good practice to keep a record of each activity/session. This record should include a register of young people and staff and details of any significant incidents.
• Always keep a register with the address and contact phone number of every young person.
• Where young people have to be transported by car, arrange as far as possible to have more than one passenger in the vehicle and for young people to be seated in the back seats of the vehicle.
• Ensure that young people leave the premises only in the presence of adults known to have permission to collect them.

 

E-Safety

At HYL, our young people will be monitored so that they can be safe online. Further guidance and details are contained in the Acceptable Use of ICT and E-Safety Policy.  We also recognise the importance of providing advice and guidance to parents and carers on how to encourage safe use of the Internet and mobile technologies in the home.

• Any form of cyberbullying is responded to by the DSL.
• Photographs and images of young people are only taken and used with parental consent.
• Pictures are saved securely and shared only if permission has been given.

For further guidance and support, we recommend parents visit the Childnet International website at: http://www.childnet-int.org/kia/ (see also GDPR Policy).

 

Curriculum

HYL acknowledges the important role that the leadership and education programme can play in the prevention of abuse and in the preparation of our young people for the responsibilities of adult life and citizenship. It is expected that all staff will consider the opportunities that exist in their area of responsibility.  As appropriate, the programmes will be used to build resilience, help young people to keep safe and to know how to ask for help if their safety is threatened. As part of developing a healthy, safer lifestyle, young people will be taught, for example;

• to recognise and manage risks in different situations and then decide how to behave responsible.
• to judge what kinds of physical contact are acceptable and unacceptable.
• to recognise when pressure from others (including people they know) threatens their personal safety and well-being; including knowing when and where to get help.
• to use assertiveness techniques to resist unhelpful pressure.

HYL will work with partners to promote good mental health and wellbeing using planned activities with the aim of:

• Developing an ethos and environment which encourages a healthy lifestyle for young people.
• Using the full capacity and flexibility of the planned activities to help young people to achieve safe and healthy lifestyles.
• Ensuring that food and drink available throughout the academy day, reinforces the healthy lifestyle message.
• Providing high quality Physical Education and sport to promote physical activity.
• Promoting an understanding of the full range of issues and behaviours which impact upon a lifelong health and well-being.

 

Working in Partnership with Parents

It is our policy to work in partnership with parents or carers to secure the best outcomes for our children. We will therefore communicate as clearly as possible about the aims of HYL.

• We will try to use clear statements in our literature and correspondence.

• We will involve parents and pupils in the development of Codes of Conduct and Equalities and Behaviour Management policies.
• We will liaise with agencies in the statutory, voluntary and community sectors and locality teams that are active in supporting families.
• We will be alert to the needs of parents/carers who do not have English as their first language.
• We will keep parents informed as and when appropriate.

 

Complaints

HYL takes seriously all complaints made against members of staff. Procedures are in place for young leaders, parents and staff to share any concern that they may have about the actions of any member staff or volunteer. All such complaints will be brought immediately to the attention of the CEO in order that they may activate the appropriate procedures. If the allegation concerns mishandling or verbal abuse, this will normally be dealt with under the HYL’s Complaints Procedure.

If the complaint concerns alleged abuse by the Chief Executive, this should be brought to the attention of the Safeguarding or Deputy Safeguarding Lead, who will inform the Board of Trustees.

 

Policy Adopted: November 2020

Policy review: November 2021

 

 

 

 

 

 

Useful Contact Details

 

Safeguarding Information for HYL staff

HYL Safeguarding Trustee: Cynthia Rowe

Designated Safeguarding Lead: Cynthia Rowe

 

FOR ADVICE: CHILD PROTECTION CONSULTATION HUB: 01438 737511

TO MAKE A REFERRAL: CHILDREN, SCHOOLS AND FAMILIES:  0300 123 4043

IN AN EMERGENCY SITUATION CALL THE POLICE:  101/999

 

HOW TO CONTACT THE LADO (LOCAL AUTHORITY DESIGNATED OFFICER) FOR ADVICE AND GUIDANCE:

MARRIE MOAT (LADO SUPPORT OFFICER)

TEL: 01992 555420

EMAIL: [email protected]

TONY PURVIS (LADO)

TEL: 01992 556979

EMAIL: [email protected]

ANDREA GARCIA-SANGIL (LADO)

TEL: 01992 556372

EMAIL: [email protected]

 

Other Useful Contacts:

Childline                                                          0800 1111

Stop it now                                                       0808 100 900

The Samaritans                                                   0845 790 9090

Crimestoppers                                                 0800 555 111

The virtual Global Taskforce                              www.virtualglobaltaskforce.com

There4me                                                        www.there4me.com

Think U Know                                                   www.thinkuknow.com

 

Appendix 1

Name of young person:                                                                  Date of birth and age:
Male/female :	Ethnic Origin :	Disability Y/N :	Religion :
Day & date	Month	Year	Time recorded / reported
Initial report of the concern / s: In factual terms; and use of open ended questions to clarify e.g.  Who, what, when and how What did the CYP say?  How are they feeling? How is their behaviour? Are there any signs of injuries or pain?  ( if so illustrate on body map) Are any other children or adults involved?
Additional information: Your views on what you know about the CYP e.g.  Any previous concerns? Any comments on their presentation, their personal circumstances (such as health, development and whether they have any additional needs), their identity, race, religion and/or if known, their social relationships with their family, friends and wider networks?
Your response and actions to the concern: What you have done / said to CYP or agreed to do?
Your name :                                                                                           Your role or position: Your signature : If not an employee of the HYL, please ensure you provide your contact details, should the DSP need to contact you regarding your concern.
DSP’s immediate response and actions taken: Include sharing and gathering information, speaking to CYP, parents or carers and gauging their response.  This may also include undertaking a professional consultation. Has any immediate risk assessment been carried out if so what?
Information shared with School/Parents/carers? Are they aware of the concerns / actions carried out to support / safeguard CYP?  Do you have consent for this? If not rationale for not sharing information?
Information shared with other staff/ agencies? Who, what, how and your rationale for this?
Outcome for the CYP: What level of intervention is required to safeguard and promote the CYP welfare?
Feedback given to member of staff reporting concern:  This is to be an overview omitting any confidential information, consider ‘need to know’
Your name :                                                                                           Your role or position: Date, day  and time of this recording :                                                                       Your signature :

 

 

 

 

 

 

Checklist for DSP (to be printed on back of record of concern form)

• Young person clearly identified?
• Name, designation and signature of the person completing the record populated?
• Date, day and time of any incidents or when a concern was observed?
• Date, day and time of written record?
• If a third party has raised concerns, are details of this person included (name, relationship to the child and their contact details if relevant)?
• Distinguish between fact, opinion and hearsay
• Concern described in sufficient detail, i.e. no further clarification necessary?
• Young person’s own words used? (Swear words, insults, or intimate vocabulary should be written down verbatim)
• Are the names of all parties who were involved in the incident, including any witnesses to an event included? Is it clear what their relationship is to the young person?
• Record free of jargon?
• Written in a professional manner without stereotyping or discrimination?
• What did the member of staff say or do in response to the concern?
• Record of concern completed in a timely manner?
• Record of concern passed to DSP in a timely manner?
• The record includes an attached completed body map (if relevant) to show any visible injuries
• Is any additional paperwork, e.g. handwritten notes of conversation with parents attached securely to this record?
• Has DSP completed their sections in full- including action taken and outcome, feedback to staff and information sharing?
• If the concerns have not been referred to Children’s Services/Police, are the reasons clearly recorded by the DSP?

 

Audit date:		Audited completed by:
Overall RAG rating (see key below)
Action needed	Timescale		Name and position of person responsible	Date action completed

 

RED	Indicates that information from the checklist is lacking and deficiencies need to be addressed as a matter of urgency
AMBER	Indicates that key information is included but recording could  be further improved
GREEN	Indicates that the recording meets the above required standards

 

BODYMAP

Appendix 2

(This must be completed at time of observation)

 

Name of Young Person:			Date of Birth:
Name of Staff:			Job title:
Date and time of observation:

 

 

 

 

Name of young person:			Date and time of observation:
FRONT		BACK
RIGHT		LEFT

 

Name of young person:

Date and time of observation:

R

L

BACK

Name of young person:

Date and time of observation:

R

TOP

L

R

BOTTOM

L

R

L

INNER

R

L

OUTER

Printed Name, Signature and Job title of staff: