Child Protection & Safeguarding Policy - Green Valley Islamic College
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Child Protection &
Safeguarding Policy
February 2021
Version 1.1Purpose
This Policy outlines the process of safeguarding the welfare of our pupils and to provide a safe environment
with robust systems to ensure the safe and healthy development of all our students within GVIC.
Date of last
February 2021 Author: Principal
review:
Date of next February 2022 Owner: Principal
review:
o State-wide (DoE)
Type of Policy: Approval: School Board
☒ Tailored by school
Key Contact Jay Halai
Key Contact Email: principal@gvic.nsw.edu.au
Name:
Key Contact
0419 282 986
Phone:
Positioning Within GVIC Operational Model
Component Element
☐ Strategic Leadership & Planning
☐ Monitoring, Reporting & Data
☒ Governance & Accountabilities
☐ Teaching & Learning
☐ Curriculum & Assessment
☒ Culture, Ethos & Wellbeing
☐ Pathways & Enrichment
☐ Parents & Community
☐ Finance, IT & Estates
☐ Our People
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Child Protection & Safeguarding Policy
Version 1.1/February 2021
Owner J Halai
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Section
1.0 Introduction ……………………………………………………………………………………………………………………………………. 6
2.0 Aim …………………………………………………………………………………………………………………………………………………. 8
3.0 Purpose ………………………………………………………………………………………………………………………………………….. 8
4.0 Definition of Safeguarding ………………………………………………………………………………………………………………. 8-10
5.0 Related Safeguarding Policies …………………………………………………………………………………………………………. 10
6.0 Equality Statement …………………………………………………………………………………………………………………………. 11
7.0 Key Responsibility …………………………………………………………………………………………………………………………… 11-15
8.0 Recognition and types of Abuse and Neglect ………………………………………………………………………………….. 16
9.0 Safeguarding and Child Protection Procedures ………………………………………………………………………………. 17-18
10.0 Record Keeping ………………………………………………………………………………………………………………………………. 18-19
11.0 Complaints/Grievance ……………………………………………………………………………………………………………………. 19
12.0 Staff induction, awareness and training ……………………………………………………………………………………….... 20
13.0 Safe working practice ……………………………………………………………………………………………………………………… 21
14.0 Staff supervision and support …………………………………………………………………………………………………………. 21
15.0 Safer recruitment ……………………………………………………………………………………………………………………………… 22
16.0 Allegations of abuse made against teachers, and other staff including supply teachers and
volunteers ………………………………………………………………………………………………………………………………………… 23
17.0 Whistleblowing ………………………………………………………………………………………………………………………………. 23
18.0 Peer on Peer /child on child abuse …………………………………………………………………………………………………. 24-25
19.0 Sexual Violence and Sexual Harassment Between Children in Schools & Colleges ………………………….. 26
20.0 Serious Violence ……………………………………………………………………………………………………………………………… 26
21.0 Safeguarding children with SEN and disabilities ……………………………………………………………………………… 27
22.0 Looked After Children & Previously Looked After Children …………………………………………………………….. 27
23.0 Mental Health Awareness ………………………………………………………………………………………………………………. 27-28
24.0 Online safety …………………………………………………………………………………………………………………………………….. 29
25.0 Mobile phones and Cameras ………………………………………………………………………………………………………….. 30
26.0 Children with a Social Worker ………………………………………………………………………………………………………… 30
27.0 Children Missing Education …………………………………………………………………………………………………………….. 31
28.0 Responding to anti-social and extremist behaviour ………………………………………………………………………… 32
29.0 Child Sexual Exploitation (CSE) ……………………………………………………………………………………………………….. 33
30.0 Child Criminal Exploitation (CCE) …………………………………………………………………………………………………….. 33
31.0 Domestic Abuse ………………………………………………………………………………………………………………………………… 34
32.0 Honour Based Abuse ………………………………………………………………………………………………………………………. 34
33.0 Female Genital Mutilation (FGM) …………………………………………………………………………………………………… 34
34.0 Contextual Safeguarding ………………………………………………………………………………………………………………… 35
35.0 Curriculum and Staying Safe …………………………………………………………………………………………………………… 35
36.0 The Use of School Premises by Other Organisations ………………………………………………………………………. 35
37.0 Security …………………………………………………………………………………………………………………………………………… 36
38.0 Procedure in case of a compulsory lockdown …………………………………………………………………………………. 36
39.0 Local, regional and national support services …………………………………………………………………………………… 36
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Child Protection & Safeguarding Policy
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41.0 Appendix A ………………………………………………………………………………………………………………………………………..
38
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Child Protection & Safeguarding Policy
Version 1.1/February 2021
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GVIC is committed to providing the very best education in a safe and supportive learning environment both at school
and home.
When concerns are raised, they will be dealt with promptly through procedures which are transparent and avoid
prejudice.
The following policy explains what process and procedures are in place to raise concern or make a complaint
regarding the safeguarding and protection of a student/s at GVIC.
Related processes
In some specific situations an alternative Policy will need to be followed to deal with the concern appropriately.
This is usually because a statutory process must be followed to meet our legal duty. The following list details some
specific situations where this applies:
Subject of concern Appropriate Policy Available from
Staff grievance, capability GVIC Schools have network- Internal policies (available for staff
or disciplinary wide policies for grievance, on the GVIC Intranet)
capability and disciplinary
Anonymous complaints Whistleblowing Policy schoolboard@gvic.nsw.edu.au
Internal policies (available for staff
on the GVIC Intranet)
Subject Access (Data Privacy Policy schoolboard@gvic.nsw.edu.au
Protection)
Complaints against other Complaints, Compliments & schoolboard@gvic.nsw.edu.au
parents or student Suggestions Policy Internal policies (available for staff
on the GVIC Intranet)
Wellbeing Wellbeing Policy School’s website
www.gvic.nsw.edu.au
Please note:
Where a complaint concerns a third party used by GVIC please contact the third party directly.
Where a complaint concerns a student’s statutory assessment of Special Educational Needs please
contact the Liverpool City Council directly at lcc@liverpool.nsw.gov.au
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Child Protection & Safeguarding Policy
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Principal – Safeguarding & Child Protection Lead
Jay Halai
In the event of Jay Halai (0419 282 986 or (02) 8783 9188) being offsite the following staff are Designated
Safeguarding & Child Protection Leads (DSL) in order:
1. Samina Ali – 0418 865 126
2. Saireen Hussain – 0418 731 022
3. Davindar Singh – 0418 644 165
Designated Lead for Data Protection Lead Learning Enrichment Welfare Lead
online safety
Issam Ibrahim Jay Halai Ahmed Ismail
Nabiha Jamil
Jessica Whiteoak
Lead First Aider Chair of School Board
Safa Najem Mohammed Yakub
Salma Shareen
School Local Council Local Council Safeguarding Schools Police
Officer /Liaison Officer
Liverpool Nicky Walsh Snr Constable Racheal Kennedy
Snr Constable Mary Watson
1. Introduction & Ethos
Green Valley Islamic College (GVIC) is a community and all those directly connected (staff, school board
members, parents, families and students) have an essential role to play in making it safe and secure.
GVIC recognises our moral and statutory responsibility to safeguard and promote the welfare of all
children with their best interests at the core of our work.
At GVIC we are committed to safeguarding children and young people and we expect everyone who
works in our school to share this commitment.
GVIC recognises the importance of providing an ethos and environment within school that will help
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them; and enable them to feel confident that they will be listened to. Adults in our school take all
welfare concerns seriously and are alert to the signs of abuse and neglect; and follow our procedures
to ensure that children receive effective support, protection and justice.
Our school’s core safeguarding principles are:
that school is an important part of the wider safeguarding system for children.
It is a whole school responsibility to safeguard and promote the welfare of children as its
paramount concern.
all children (defined as those up to the age of 18) regardless of age, gender, ability,
culture, race, language, religion or sexual identity, have equal rights toprotection.
all children have a right to be heard and to have their wishes and feelings considered.
all staff understand safe professional practice (including role requirements) and adhere to our
code of conduct and other associated policies.
all staff have a responsibility to recognise vulnerability in children and act on any
concern in accordance with this guidance.
There are four main elements to our safeguarding Policy:
Prevention (e.g. positive, supportive, safe school culture, curriculum and pastoral
opportunities for children, safer recruitment procedures);
Protection(by following the agreed procedures, ensuring all staff are trained and
supported to respond appropriately and sensitively to safeguarding concerns);
Support (for all students, parents and staff, and where appropriate specific
intervention is required for those who may be at risk of harm);
Working with parents and other agencies (to ensure appropriate communications and actions
are undertaken).
This Safeguarding Policy requires that
staff must read the Safeguarding and Child Protection Policy and as a minimum at least Part 1 of
Child Protection Australia 2018-19.
all staff members, school board members and school visitors (including parents of students) must
sign in via the LoopLearn kiosks located in the front office (March 4, 2021 onwards).
colour-code lanyards with photographed ID (full name and title/role) will be worn based on the level
of background checks carried out: Green (WWCC), Blue (WWCC & National Police Check), Yellow
(WWCC & National Police Check is Pending), Red (No checks at all, must be accompanied by staff
member with Green or Blue lanyard). The reverse side of the ID card has Child Protection guidelines
(in brief) and the phone number/s of the child protection leader/s in the school. The school Principal
is the main Child Protection & Safeguarding point of contact. The numbers beside each Child
Protection & Safeguarding officer indicate the order of contact in the absence of the Principal.
all staff members and school board members must receive regular refresher training, at least
annually, to keep up to date with any relevant safeguarding and child protection developments.
all staff are required to complete the GVIC Safeguarding & Child Protection Assessment MS Word
Form to assist further to understand and discharge their roles and responsibilities.
staff are required to read the Covid-19 addendum to this Policy and related guidance and risk
assessments.
all staff will read and sign to indicate their understanding of the GVIC IT Acceptable Use Agreement
all staff members are to be informed of how to access the school’s Safeguarding and Child
Protection Policy and procedures (Appendix A of the Safeguarding and Child Protection Policy).
The school’s Behaviour Policy should also be made available to staff. Staff should also be advised
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approach to partnerships (Gomez Bonnet, Thomas, 2015).
2. Scope
This Policy applies to all teaching, non-teaching, support, supply, contract staff and third-party
contractors (whose employees or sub-contractors have access to school premises), school board
members and volunteers working in or on behalf of the school. All references in this document to ‘staff’
or ‘members of staff’ or ‘adult’ should be interpreted as relating to all those specified above. Staff also
includes those individuals who educate students off-site and when individuals undertake an educational
visit with students, unless otherwise stated.
Rather than duplicating all content from Child Protection Australia 2018-19 in this Policy, it should be
understood that the school will always refer to Child Protection Australia 2018-19 as the benchmark for
all safeguarding practices and decision-making.
3. Context
This Policy has been developed in accordance with the principles established by The Care & Protection Act
1998 (current version 27 October 2020).
4. Definition of Safeguarding
“Safeguarding is not just about protecting children from deliberate harm. It includes a wide range of
issues relating to pupil’s welfare, health and safety.” (Ofsted, September 2019) (pupils are students)
4.1 Safeguarding and promoting the welfare of children:
Protecting children from maltreatment;
Preventing impairment of children’s mental or physical health or development;
Ensuring that children grow up in circumstances consistent with the provision of safe and effective
care;
Acting to enable all children to achieve the best outcomes.
Child protection is an aspect of safeguarding but is focused on how we respond to prevent children
suffering, or being likely to suffer, significant harm.
Abuse is a form of maltreatment of a child and may involve inflicting harm or failing to act to prevent
harm. See Appendix A of this Policy for the different types of abuse.
Neglect is a form of abuse and is the persistent failure to meet a child’s basic physical and/or
psychological needs, likely to result in the serious impairment of the child’s health or development.
Appendix A defines neglect in more detail.
Children
A child as defined by the Children and Young Persons (Care and Protection) Act 1998 (NSW)(s3) is: a
person under the age of 16 years. The law nevertheless also considers individuals aged 17-18 as children
as well. This is outlined within the confines of the Children (Criminal Proceedings) Act 1987 (NSW)(s3)
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Safeguarding
Safeguarding covers more than just child protection and schools are charged with ensuring that the
child is looked at holistically and at the center of decision-making within each area below (but not
limited to):
Anti-bullying policies
Child Protection
Early Help
Staff Conduct & Safer work practice
Curriculum
Attendance, Exclusions, Transitioning schools
Health and Safety
Behavior Management
Governance
Special Educational Needs & Inclusion
Training
Whistleblowing
A listening School/Service
Specific forms of abuse and safeguarding issues
Complaints, Feedback & Continuous Improvement
Managing allegations against staff
The School Environment including Building & Security
Safer recruitment and selection
Online safety
The school further acknowledges that this policy will also incorporate a range of specific forms of abuse
and safeguarding issues including (but not limited to):
Bullying including cyberbullying
Children and the Court system
Children with family members in prison
Child missing education
Child missing from home or care
Child sexual exploitation (CSE)
Domestic violence
Drugs
Fabricated or induced illness
Faith based abuse
Female Genital Mutilation (FGM)
Forced Marriage
Gangs and youth violence
Gender based violence / violence against women and girls (VAWG)
Hate
Homelessness
Mental health
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Private fostering
Preventing radicalisation
Protecting children from radicalisation
Relationship abuse
Sexual violence and sexual harassment between children in schools and colleges
Sexting
Serious violence
Trafficking and modern slavery
Up skirting
Every member of staff at GVIC recognises that children experiencing specific forms of abuse and the safeguarding
issues identified above are no different to safeguarding against any other vulnerability or concern and will be
approached and responded to in the same way as protecting children from any other risks.
Child Protection (Working With Children) Act 2012 (NSW)
As such, Green Valley Islamic College seeks to posit a safe working environment for all its pupils. In accordance with the
Child Protection (Working With Children) Act 2012 (NSW), the College carries out extensive background checks on all
prospective employees. Ultimately, the paramount consideration in all risk assessments pertains to the best interests of
the child and, in accordance with the Act, the College seeks to ensure all mandatory checks as per Division 2 of the
respective legislation are satisfied and all assessment requirements are similarly met. In accordance with the Act, the
College stipulates 2 primary objectives in meeting its obligations;
not permitting certain persons to engage in child related work
requiring all individuals engaging in child related work to have a valid and certified WWCC.
Children’s Guardian Act 2019 (NSW)
The College also seeks to meet its obligations under the Children’s Guardian Act 2019 (NSW). As per the confines of its
safeguarding policies and procedures, GVIC seeks to provide numerous avenues for reporting allegations of misconduct
by its employees. In meeting its obligations under the Act, the College takes all reports of misconduct by its employees
seriously and conducts investigations into these matters accordingly, whilst maintaining adequate reporting procedures,
retaining the best interests of the child at mind and similarly maintaining the strictest of confidentiality. The College is
also compliant in its obligations to provide open and honest communication streams with statutory bodies in attempting
to deal with reportable conduct and reportable convictions as per the Act.
In accordance with the legislation, GVIC reports all allegations of reportable conduct to the NSW Children’s Guardian and
similarly notifies the NSW Children’s Guardian of the outcome of alleged reportable conduct of its employees.
Accordingly, the NSW Children’s Guardian must:
keep under scrutiny the systems for preventing reportable conduct by employees of GVIC and the handling of, or
response to;
reportable allegations (including allegations which are exempt from notification) or convictions;
must receive and assess notifications from GVIC concerning reportable conduct or reportable convictions;
is required to oversee or monitor the conduct of investigations by GVIC into allegations of reportable conduct
or reportable convictions;
must determine whether an investigation that has been monitored has been conducted properly, and
whether appropriate action has been taken as a result of the investigation;
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considered to be a reportable conviction against an employee of GVIC, or the handling of or response to
such a matter (e.g. arising out of a report, complaint or notification) if the Children’s Guardian reasonably
believes it is in the public interest to do so; and;
may undertake their own investigations of matters involving an employee of GVIC where the Children’s
Guardian considers it appropriate to do so, including where there is evidence of systemic failure or serious
conflict of interests.
Head of Relevant Entity
The Head of Relevant Entity at GVIC is the Principal of the College, Mr. Jay Halai. As per the confines of the Children’s
Guardian Act 2019, the College Principal, as the Head of Relevant Entity is required to;
investigate, or arrange for an investigator to investigate, the reportable allegation, or
determine whether the conviction considered to be a reportable conviction is a reportable conviction.
prepare a report for the Children’s Guardian.
provide to the Children’s Guardian within 30 days after the head of the entity receiving the report of the
reportable allegation or conviction considered to be a reportable conviction
make a finding of reportable conduct if it is satisfied that the case against the employee the subject of the
reportable allegation has been proved against the employee on the balance of probabilities.
The Head of Relevant Entity will also remain transparent and available to the NSW Children’s Guardian as they
investigate. Consistent with the legislation, the Head of Relevant Entity also has systems in place to allow for;
preventing and detecting reportable conduct by an employee of the entity,
requiring an employee of the relevant entity to give a report, as soon as possible, in relation to a reportable
allegation or conviction considered to be a reportable conviction involving an employee of the entity,
a person, other than an employee of the relevant entity, to give a report to the head of the relevant entity about
a reportable allegation or conviction considered to be a reportable conviction involving an employee of the
relevant entity,
handling or responding to a reportable allegation or conviction considered to be a reportable conviction
involving an employee of the relevant entity, having regard to principles of procedural fairness,
receiving, handling and disclosing information relating to reportable allegations, convictions considered to be
reportable convictions and information relating to investigations and determinations,
identifying and dealing with matters relating to the prevention of reportable conduct by employees of the
relevant entity.
5. Related Safeguarding Policies
We are aware that safeguarding is fundamental to the welfare of all children in our care. This Policy
is therefore one of a series in the school’s integrated safeguarding portfolio and should be read in
conjunction with the policies as listed below (To be read and followed alongside this document):
Wellbeing
Online Safety and Social Media
Anti-Bullying
Data Protection and Information Sharing
IT Acceptable Use Agreement
Work, Health and Safety
Attendance
Risk Assessments (e.g., school trips, use of technology, Covid-19)
First Aid and Accidents
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supply teachers and volunteers
Code of Conduct for Staff
Whistleblowing
6. Equality Statement
Some children have an increased risk of abuse, and additional barriers can exist for some children with
respect to recognising it or disclosing it. We are committed to anti-discriminatory practice and
recognise children’s diverse circumstances. We ensure that all children have the same protection,
regardless of any barriers they may face. All staff are particularly alert to the potential need for early
help for a child who:
Has any special needs
Has experienced challenges during a global pandemic (e.g. Covid-19)
Is a young carer
Is showing signs of being drawn into antisocial or criminal behaviour, including gang
involvement and association with organised crime groups
Is at risk of modern slavery, trafficking or exploitation
Is showing signs of mental health problems and in some cases, indicators that a child has suffered or is
at risk of suffering abuse, neglect or exploitation.
May experience discrimination due to their race, ethnicity, religion, gender identification or sexuality
Have English as an additional language
Is frequently missing/goes missing from care or home
Is misusing drugs or alcohol
Is known to be living in difficult circumstances. For example, living in temporary accommodation
or where there are issues such as substance abuse, adult mental health problems or domestic
violence
Is at risk of FGM, sexual exploitation, forced marriage, or radicalisation
Is an asylum seeker
Is a looked after child, or has returned home to their family from care (a ‘care leaver’)
Is a privately fostered child
Has a parent sent to prison
7. Key Responsibilities
Everyone who comes into contact with children and their families has a role to play in safeguarding
children. Schools and off-site provisions form part of the wider safeguarding system for children.
7.1 The GVIC School Board
The GVIC School Board retains statutory responsibility for ensuring that all legal responsibilities in
connection with safeguarding are discharged.
7.2 GVIC’s Head of Safeguarding: Principal
The Principal, as Head of Safeguarding, holds responsibility for overseeing day-to-day safeguarding
matters within the network, and will ensure schools have appropriate safeguarding processes, practices
and relevant training to safeguard and promote the welfare of children.
The Head of Safeguarding will provide schools with high quality safeguarding support, advice and
guidance tailored to individual needs and requirements, ensuring schools meet their statutory
responsibility to keep children safe.
GVIC recognises that staff anxiety around child protection can undermine good practice and so the
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support staff with this process.
The Principal will ensure that the annual safeguarding Audit process is effectively carried out and
report any inadequacies to the School Board. This will also form part of the report to inform the
Governance Committee and School Board.
Principal
The Principal will ensure that the policies and procedures adopted by the GVIC Schools Board and
Liverpool City Council associated with protecting children are fully implemented, understood and
followed by all staff and adhered to at all times.
The Principal will ensure that the Executive Leadership Team as Designated Safeguarding Leads (DSL) are
properly supported in this role with adequate time, training and resources, and that there is always
adequate cover if the Principal or an ELT member is absent.
The Principal will ensure the school maintains up to date records of all safeguarding concerns, using
Sentral as their sole recording tool for concerns and first aid incidents.
The Principal will ensure the school maintains secure monitoring and filtering solutions for its school’s
devices that can alert the DSL as soon as a problem emerges.
The Principal will act as the ‘case manager’ in the event of an allegation of abuse made against another
member of staff, volunteer or casual teacher, where appropriate.
The Principal and the DSL are responsible to ensure that children are taught about safeguarding
including online safety, as part of providing a broad and balanced curriculum.
The Principal and DSL are responsible for communicating this Policy to parents when a child joins GVIC
and via the school website.
Designated Safeguarding Lead (DSL)
The school has appointed members of the Executive Leadership Team, as the Designated
Safeguarding Lead (DSL). The DSL has the overall responsibility for the day-to-day oversight of
safeguarding and child protection systems in school in the absence of the Principal.
The DSL will undergo appropriate and specific training to provide them with the knowledge and
skills required to carry out their role. The DSL’s training will be updated formally every year to keep
up with any developments relevant to their role.
Additionally, DSLs knowledge and skills will be updated regularly through a variety of other
methods, e.g., e-bulletins, briefings, organizing/participating in conferences, local meetings and
other identified training.
It is the role of the Principal/DSL to:
act as the central contact point for all staff to discuss any safeguarding concerns.
maintain a confidential electronic recording system for safeguarding and child protection
concerns. Sentral is GVIC’s mandatory system for safeguarding records.
liaise with the Principal in reporting serious safeguarding issues relating to children and in matters
relating to staff.
keep the Principal (if absent) informed of any serious safeguarding issues relating to children and
staff.
liaise with other agencies and professionals in line with Working Together to Safeguard Children.
ensure that locally established procedures are followed and make referrals to other agencies,
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ensure that child protection information is transferred to the pupil’s new school.
be aware of students who have a case worker.
help promote educational outcomes, academic progress by sharing the information about the
welfare, safeguarding and child protection issues that children, including children with a case
worker, are experiencing, or have experienced, with teachers and leadership staff.
Members of Staff
All members of staff have a responsibility to:
provide a safe environment in which children can learn
maintain an attitude of ‘it could happen here’where safeguarding is concerned and to always
act in the best interests of the child
ensure all children are able to develop appropriate strategies to recognise and respond to risk
and build resilience
all staff should be prepared to identify children who may benefit from early help
recognise and know what to do if they
o identify a safeguarding issue or;
o a child who may need extra help or;
o if a child tells them they are being abused/neglected, or;
o encounter a child who is suffering/is likely to suffer significant harm including specific
issues, such as CCE/County lines and to subsequently use the in-school referral process
recognise the signs of different types of abuse and neglect, as well as specific forms of abuse
and safeguarding issues such as child sexual exploitation, FGM and radicalisation.
provide the appropriate safeguarding response to students who go missing from education.
understand the early help process and their role within it, including identifying emerging
problems, liaising with the Principal/DSL, and sharing information with other professionals and
relevant agencies to support early identification and assessment.
take appropriate action to prevent safeguarding concerns escalating and work with other services
as needed to safeguard children’s wellbeing and maintain public trust in the teaching profession
as part of their professional duties.
Recognize that safeguarding incidents and/or behaviour can be associated with factors outside
the school and can occur between children outside of this environment. Contextual factors
including wider environmental issues that are present in a child’s life may be a threat to their
safety and/or welfare.
be aware of and take appropriate action to raise concerns regarding poor or unsafe practice
or potential failures in the school safeguarding regime (this may include accessing the school
Whistleblowing Policy and/or procedure for managing allegations against staff).
respond to and refer any concerns about children or other members of the community in
accordance with this Policy.
contribute towards, read and adhere to the school policies.
follow safer recruitment practices of staff involved in recruitment.
All members of staff at GVIC know what to do if a child tells them that he/she or another peer/sibling is being abused
or neglected. Members of staff know to maintain an appropriate level of confidentiality, whilst at the same time
liaising with relevant professionals such as the DSL and other agencies as appropriate. Members of staff know they
must never promise a child that they will not tell anyone about a concern or allegation as this may ultimately not be
in the best interests of the child.
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Child Protection & Safeguarding Policy
Version 1.1/February 2021
Owner: J Halai 14/36
Location: https://gvic.sharepoint.com/sites/QMS/default.aspx or Sentral Documents Module - Path:/school/Policy Space/The welfare and safety of children are the paramount responsibility of all staff in school and ANY concern
for a student’s welfare MUST always be reported to the Principal or Designated Safeguarding Lead.
Children and young people
Children and young people (students) have a responsibility to:
contribute to the development of school safeguarding policies
read and adhere to (at a level appropriate to their age and ability) theschools safeguarding policies
and procedures
seek help from a trusted adult if things go wrong, and support others that may be
experiencing safeguarding concerns
develop and take responsibility (at a level that is appropriate to their individual age, ability and
vulnerabilities) for keeping themselves and others safe, including online
follow the schools Behaviour Policy
Parents and Cares
Parents/carers have a responsibility to:
read the relevant school/policies and procedures, encouraging their children to adhere to them,
and adhering to them themselves where appropriate
discuss safeguarding issues with their child/ren, support the school in their
safeguarding approaches, and reinforce appropriate safe behaviours athome
identify changes in behaviour which could indicate that their child/ren is at risk of harm online
seek help and support from the school, or other appropriate agencies, if they or their
child/ren encounters any safeguarding concern
contribute to the development of the schools safeguarding policies
GVIC will undertake appropriate discussion with parents/carers prior to any proposed interagency
involvement unless the circumstances preclude this action. If we believe that notifying the parents
would increase the risk to the child, or exacerbate the situation, we will seek advice from the three
local safeguarding partners (Police, Department of Communities & Justice).
In the case of allegations of abuse made against other children, we will normally notify the parents of all
the children involved.
GVIC will always follow up with parents/carers when students are not at school. This means we need to
have at least two up to date contact numbers for parents/carers as well as another in case of
emergencies. Parents should remember to update the school as soon as possible if the numbers
change.
Parents can obtain a hard copy of the school Safeguarding and Child Protection Policy and other
related policies on request to the school and can view them via the school website.
8. Recognition & Types of Abuse and Neglect
All staff in school should be aware of the definitions, signs, and symptoms of abuse. There are
four categories of abuse:
Physical abuse
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Child Protection & Safeguarding Policy
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Emotional abuse
Neglect
All members of staff are aware that abuse, neglect and safeguarding issues are rarely
standalone events that can be covered by one definition or label; in most cases multiple issues
will overlap with one another.
Members of staff are aware that child welfare concerns may arise in many different contexts and
can vary greatly in terms of their nature and seriousness. For example, children may be abused in a
family, in an institutional or community setting, by those known to them or by a stranger. An adult
or adults, or another child or children may abuse them. Their peers, family members, or in some
cases, unidentifiable individuals, may abuse children via the internet. In the case of honour-based
abuse, including forced marriage and female genital mutilation, children may be taken out of the
country to be abused. An abused child may often experience more than one type of abuse, as well
as other difficulties in their lives.
Abuse and neglect can happen over a period of time but can also be a one-off event. This can have
major long-term impacts on all aspects of a child's health, development and well-being.
The warning signs and symptoms of child abuse and neglect can vary from child to child. Children
also develop and mature at different rates, so what appears to be worrying behaviour for a
younger child might be normal for an older child. Parental behaviours’ may also indicate child
abuse or neglect, so staff should also be alert to parent-child interactions or concerning parental
behaviour; this could include parents who are under the influence of drugs or alcohol or if there is
a sudden change in their mental health.
By understanding the warning signs, we can respond to problems as early as possible and
provide the right support and services for the child and their family. It is important to recognise
that a warning sign does not automatically mean a child is being abused.
Knowing where children are during school hours is an extremely important aspect of safeguarding.
Missing school can be an indicator of abuse/neglect and may raise concerns about other safeguarding
issues, including the criminal exploitation of children.
We monitor attendance carefully and address poor or irregular attendance without delay.
9. Safeguarding and Child Protection Procedures
What to do if a child is at risk of significant harm?
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Child Protection & Safeguarding Policy
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It may not always be appropriate to go through all three stages sequentially and if a child is in
immediate danger or is at risk of harm, a referral should be made immediately to children’s social
care and/or the police.
The role of the school in situations where there are child protection concerns is NOT to investigate
but to recognise and refer.
It is the responsibility of the DSL to receive and collate information regarding individual
children, to make immediate and on-going assessments of potential risk and to decide actions
necessary (with parents/carers in most cases). This includes the need to make referrals to
partner agencies and services.
To help with this decision, s/he may choose to consult with the Liverpool City Council Child
Protection Lead. Advice may also be sought from GVIC Head of Safeguarding (Principal).
Issues discussed during consultations may include the urgency and gravity of the concerns
for a child or young person and the extent to which parents/carers are made aware of these.
All members of staff are made aware of the help process and understand their role within it.
This includes identifying emerging problems, liaising with the designated safeguarding lead,
sharing information with other professionals to support early identification and assessment and,
in some cases, acting as the lead professional in undertaking an early help assessment.
9.1 When to call the police
The Principal or DSL follows the advice ‘When to call the police’, which covers incidents on school
premises where students have potentially committed a crime. It provides guidance on what schools
and colleges should bear in mind when considering contacting the police and aims to support
schools/colleges to make defensible decisions when considering whether to involve the police.
This advice covers the following situations:
Assault
Criminal damage
Cyber crime
Drugs
Harassment
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