’I pray that you……may have the power, together with all the saints, to grasp how wide and long and high and deep is the love of Christ’. (Ephesians 3:18)

CHILD PROTECTION POLICY

Adopted by

Countess Anne School: A Church Of England Academy

Author (of this model policy): Child Protection School Liaison Service, Quality Assurance Improvement and Practice, Children’s Services, Hertfordshire County Council

Issue Date September 2023

Reference CSF0034 version 9

Review Date (CPSLO Service) Upon receipt of the DfE publishing Keeping Children Safe in Education 2024 – model policy being available for schools to adapt from end of the July 2024, date TBC

Countess Anne School’s Child Protection Policy is in line with the quality and standards expected from Hertfordshire Safeguarding Children Partnership (HSCP) and will be monitored by the Governing Body. This policy will also be reviewed annually or when new legislation requires changes, whichever is the soonest. This policy is approved by the Governing Body.

Signature ………DRLodge………………  Date Agreed: 02/10/2023

Headteacher

Signature ……MGifkins…………….……. Date Agreed: 02/10/2023

Chair of Governors 

Signature …SRockhill……….……………Date Agreed: 02/10/2023

Safeguarding Link Governor         

Review Date: 16/09/2024

Date of Last Review: 02/10/2023

1. Safeguarding Policy Statement 4
2. Important safeguarding Contacts 4
3. Legislation and Guidance_ 5
4. Definitions: Safeguarding and Child Protection_ 7
5. Equality Statement, Children with Protected Characteristics 9
6. Roles and Responsibilities of All Staff and Leadership/ Management 11
7. Confidentiality and Sharing Information_ 16
8. Recognise and Respond to Abuse and Neglect 17
9. Online Safety and Filtering_ 28
10. Working with Parents and Carers 30
11. Managing Allegations About Staff, School’s Safeguarding Policies & Practice_ 31
12. Record Keeping_ 33
13. Safeguarding Training and Development 35
14. Quality Assurance, Improvement and Practice_ 37
15. Additional Associated Safeguarding Policies and Procedures 37

Appendix 1: Declaration for whole school staff 39

Appendix 2: Declaration for Governing Body_ 40

Appendix 3: Safeguarding Issues and Specific Forms of Abuse_ 41

A whole-school, child-centred approach is fundamental to all aspects of everyday life at Countess Anne School. In practice this means keeping the child at the centre of decision making in our partnership working with children and their families. As stated in Children Acts 1989 and 2004, the welfare of children is paramount and that they are best looked after within their families, with their parents playing a full part in their lives, unless compulsory intervention in family life is necessary.

We hope that parents and carers appreciate our statutory duty to offer early help support and, depending on the gravity of the situation, protect children in need and who have suffered or otherwise likely to suffer significant harm. The core objective of early help support is to prevent any child from being harmed or placed at risk of harm and therefore halt any escalation where possible.

At Countess Anne School we strive to create a culture which enables children to express their wishes, feelings, and talk about anything that is of importance to them. We believe that every child deserves to receive an education within an environment that feels safe to learn and develop. We want our pupils, staff, parents and carers to have confidence and trust in our goals and know that collaborative working is fundamental to create and maintain a child-centred approach to safeguarding.

This policy outlines the commitment to our legal duties to safeguard children, the responsibilities for all of our staff and the specific roles and responsibilities for our key Designated Safeguarding Leads and Governance.

School’s In-House Contacts

Non School Contacts

This policy is based on the Department for Education’s (DfE’s) statutory guidance Keeping Children Safe in Education (2023) and Working Together to Safeguard Children (2018), and the Governance Handbook. We comply with this guidance and the arrangements agreed and published by our 3 local safeguarding partners (see section 4 definitions).

This policy is also based on the following legislation:

• Part 3 of the schedule to the Education (Independent School Standards) Regulations 2014, which places a duty on academies and independent schools to safeguard and promote the welfare of pupils at the school.
• The Children Act 1989 (and 2004 amendment), which provides a framework for the care and protection of children
• Section 5B(11) of the Female Genital Mutilation Act 2003, as inserted by section 74 of the Serious Crime Act 2015, which places a statutory duty on teachers to report to the police where they discover that female genital mutilation (FGM) appears to have been carried out on a girl under 18
• Statutory guidance on FGM, which sets out responsibilities with regards to safeguarding and supporting girls affected by FGM
• The Rehabilitation of Offenders Act 1974, which outlines when people with criminal convictions can work with children
• Schedule 4 of the Safeguarding Vulnerable Groups Act 2006, which defines what ‘regulated activity’ is in relation to children
• Statutory guidance on the Prevent duty, which explains schools’ duties under the Counter-Terrorism and Security Act 2015 with respect to protecting people from the risk of radicalisation and extremism
• The Human Rights Act 1998, which explains that being subjected to harassment, violence and/or abuse, including that of a sexual nature, may breach any or all of the rights which apply to individuals under the European Convention on Human Rights (ECHR)
• The Equality Act 2010, which makes it unlawful to discriminate against people regarding particular protected characteristics (including disability, sex, sexual orientation, gender reassignment and race). This means our governors and headteacher should carefully consider how they are supporting their pupils with regard to these characteristics. The Act allows our school to take positive action to deal with particular disadvantages affecting pupils (where we can show it’s proportionate). This includes making reasonable adjustments for disabled pupils. For example, it could include taking positive action to support girls where there’s evidence that they’re being disproportionately subjected to sexual violence or harassment
• The Public Sector Equality Duty (PSED), which explains that we must have due regard to eliminating unlawful discrimination, harassment and victimisation. The PSED helps us to focus on key issues of concern and how to improve pupil outcomes. Some pupils may be more at risk of harm from issues such as sexual violence; homophobic, biphobic or transphobic bullying; or racial discrimination
• What to do if you’re worried a child is being abused is guidance from the Department for Education and is designed for anyone who works with children and families. This is additional guidance that details signs of abuse and neglect to look out for and what action to take if professionals are concerned. The first point of reference for those working and volunteering in education settings should still be Keeping Children Safe in Education (2023) and the setting’s own Safeguarding and Child Protection policies and procedures.
• The Hertfordshire Safeguarding Children Partnership HSCP sets out for all agencies our Child Safeguarding Arrangements for Hertfordshire to work together to identify and respond to the needs of children, young people and families see HSCP Procedures Manual and also Continuum of Need for children and young people 2023 (hertfordshire.gov.uk) They have a strategic function rather than operational direct work with children. Their vision and values are committed to delivering multi-agency child safeguarding arrangements of the highest quality and advocate how all partners practice should continuously evolve to reflect the changing needs and circumstances of our community. This is in line with statutory guidance, Working Together to Safeguard Children 2018

The three local safeguarding partners jointly leading the Partnership are:

• Hertfordshire County Council: represented by the Director of Children’s Services.
• Hertfordshire Constabulary: represented by the Assistant Chief Constable for Local Policing.
• Hertfordshire and West Essex Integrated Care Board: represented by the Director of Nursing & Quality Hertfordshire & West Essex Integrated Care Board.

Escalation of Concerns and Professional Disagreements about Decisions, including Convening an ICPC 4.5.3 Escalation of Concerns and Professional Disagreements about Decisions, including Convening an ICPC (proceduresonline.com)

• The Childcare (Disqualification) and Childcare (Early Years Provision Free of Charge) (Extended Entitlement) (Amendment) Regulations 2018 (referred to in this policy as the “2018 Childcare Disqualification Regulations”) and Childcare Act 2006, which set out who is disqualified from working with children.
• This policy also meets requirements relating to safeguarding and welfare in the statutory framework for the Early Years Foundation Stage

This policy also complies with our funding agreement and articles of association.

Safeguarding as defined by The Children Act 1989, means

• to prevent harm to a child’s health and/or development
• to protect children from abuse and maltreatment
• to ensure children grow up with the provision of safe and effective care
• to take action to enable all children and young people to have the best outcomes.

All our staff at Countess Anne School are expected to be familiar with the wide range of policies and procedures we have to keep our children safe and promote their wellbeing at all times.

Child/ren: The legal definition of a child in the UK includes everyone under the age of 18.

Early Help: Families First is the term used in Hertfordshire for services that work together to support families who need extra help. These are also known as early help services. Early Help is part of all agencies’ ‘preventative’ safeguarding responsibilities, taking action as soon as possible to tackle difficulties for children and families before they escalate into something that is more difficult to overcome. Hertfordshire’s Early Help offer comprises:

• Hertfordshire Safeguarding Children’s Partnership’s threshold document known as the Continuum of Need that supports those working with Hertfordshire's children, young people and families. It is a tool to help identify a ‘Level of Need’ and the service responses that can be expected. A tool to enable all partners to work together transparently as colleagues. It places the child, young person and family at the centre to find solutions early to prevent difficulties escalating.

• The Continuum of Need model represents a spectrum of needs, visualised through a windscreen. This illustrates how we respond to the needs of children and their families across the four levels of need: Universal, Additional, Intensive and Specialist (Child Protection or Child in Need)

• The purpose is that services work collaboratively and openly with families for interventions and referrals in most instances.

• Early Help is Hertfordshire’s local offer and relies on children and families sharing concerns identified and the willingness to engage; this means that full consent from children and families is required.

Families First Assessment (FFA) is Hertfordshire’s Early Help assessment tool and is used to identify needs and organise the right services to support a family. With consent, DSLs, along with other professionals, are able to initiate and lead on these. Further information can be found on the Families First Portal.

Child in Need is defined under the Children Act 1989 as a child who is unlikely to achieve or maintain a reasonable level of health or development, or whose health and development is likely to be significantly or further impaired, without the provision of services; or a child who is disabled. Children in Need may be assessed under section 17 of the Children Act 1989 by a social worker. Agencies have a duty to cooperate with Children’s Services, and parental consent is required.

Child Protection under section 47 of the Children Act 1989, places a duty on the Local Authority to make enquiries and decide whether to take any action to safeguard or promote the child’s welfare when there is reasonable cause to suspect that a child is suffering or is likely to suffer significant harm. Such enquiries, supported by other organisations and agencies, as appropriate, should be initiated where there are concerns about all forms of abuse and neglect. This includes female genital mutilation (FGM) and other honour-based violence, and extra-familial threats including radicalisation and sexual or criminal exploitation. There may be a need for immediate protection whilst an assessment or enquiries are carried out. Parental consent is not required if this would place the child at further risk of harm.

Significant Harm is the threshold for a Child Protection response. If Children’s Services suspect a child has suffered or is likely to suffer significant harm, then they must by law carry out child protection enquiries. Harm is defined in the Children Act 1989 as the ill-treatment of a child or the impairment of their health or development. This can include harm caused by seeing someone else being mistreated, for example by witnessing domestic abuse. The phrase ‘significant harm’ was introduced by the Children Act 1989. The Act does not define ‘significant’. The question of whether or not harm is ‘significant’ relates to its impact on a child’s health or development.  

Children Looked After: A child is ‘looked after’ (in care) if they are in the care of the Local Authority for more than 24 hours. Children can be in care by agreement with parents or by order of a court. The placement providing the care can be a connected person to child or LA approved foster carer.

Abuse is all forms of maltreatment of a child and may involve inflicting harm or failing to act to prevent harm. Children 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.  Children maybe abused by an adult or adults or by another child or children.

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 1 defines neglect in more detail.

The three safeguarding partners locally known as Hertfordshire Safeguarding Children’s Partnership (HSCP) comprises of:  

• Hertfordshire County Council: represented by the Director of Children’s Services.
• Hertfordshire Constabulary: represented by the Assistant Chief Constable for Local Policing.
• Hertfordshire and West Essex Integrated Care Board: represented by the Director of Nursing & Quality Hertfordshire & West Essex Integrated Care Board.

Safeguarding Partners are identified in Keeping Children Safe in Education 2023 (and defined in the Children Act 2004, as amended by chapter 2 of the Children and Social Work Act 2017). These three partners have the strategic responsibility for setting out safeguarding procedures and arrangements for all organisations and agencies who have functions relating to children, and who are required to work together to safeguard and promote their welfare. These organisations and agencies are named in statutory guidance Working Together to Safeguard Children 2018.    

Victim is a widely understood and recognised term, but we understand that not everyone who has been subjected to abuse considers themselves a victim or would want to be described that way. When managing an incident, we will be prepared to use any term that the child involved feels most comfortable with.

Alleged perpetrator(s) and perpetrator(s) are widely used and recognised terms. However, we will think carefully about what terminology we use (especially in front of children) as, in some cases, abusive behaviour can be harmful to the perpetrator too. We will decide what is appropriate and which terms to use on a case-by-case basis.

The Gateway receives contacts from partner agencies and members of the public for support from Early Help and Children’s Social Care. Contacts are received via the Customer Service Centre. It provides a single response to all new contacts that require an initial multi-agency approach. Where there are current safeguarding concerns that require an immediate response, contacts bypass the Gateway and are transferred directly to the relevant social care team within Children’s Services.

Some children are at greater risk of harm, both online and offline, and additional barriers can exist for some children with respect to recognising or disclosing it. At Countess Anne School we are committed to anti-discriminatory practice and ensuring that all children are provided with the same protection regardless of any additional needs, barriers or protected characteristics they may have. As stated in the Equality Act, 2010, we recognise the protected characteristics that may be applicable to our pupils:

• Age
• Disability
• Gender reassignment
• Marriage and civil partnership
• Pregnancy and maternity
• Race
• Religion or belief
• Sex
• Sexual orientation.

All staff and volunteers understand the importance of recognising that a child may benefit from Early Help intervention, and it is integral to our whole school approach to look and listen out particularly for children: 

• Who have a special educational need and/or disabilities (SEND) or health conditions
• Are a young carer
• Who could experience discrimination due to their race, ethnicity, religion, gender

identification or sexuality

• Have English as an additional language
• Are known to be living in difficult situations – for example, temporary accommodation or where there are issues such as substance abuse or domestic violence
• Are at risk of FGM, sexual exploitation, forced marriage, or radicalisation
• Are asylum seekers
• Are at risk due to either their own or a family member’s mental health needs
• Are looked after or previously looked after (see Section 11)
• Are missing or absent from education for prolonged periods and/or repeat occasions
• Whose parent/ carer has expressed an intention to remove them from school to be provided with elective home education (EHE).

Children with Special Educational Needs and Disabilities (SEND)

We know who our pupils are with special educational needs, disabilities, or additional health needs and recognise that they may face additional barriers, that can include:

• Assumptions that indicators of possible abuse, such as behaviour, mood and injury, relate to the child’s impairment without further exploration
• Assumptions that children with SEND can be disproportionally 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 child)
• Disabled children 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 child’s understanding of abuse
• Lack of choice/ participation
• Isolation.

Children Looked After (CLA)

The most common reason for a child to become looked after is as a result of abuse and/or neglect. We therefore ensure that the appropriate arrangements are in place to support these children and keep them safe from further harm. This includes:   

• Appointment of a Designated Teacher (DT) for CLA (see Important Contacts in Part 2)
• Appropriate staff made aware of a child’s looked after status
• Ensure that necessary staff have the skills, knowledge and understanding of the child’s needs
• Ensure the child’s record contains a clear understanding of their legal status and care arrangements, including the levels of authority delegated to their carer and contact arrangements with birth parents or those with parental responsibility
• Keep contact details of the child’s social worker, carer(s) and name and contact details of the virtual school head for DT to liaise with.

Children with a Social Worker (CWASW)

Since 2021 the role of virtual school heads has included a non-statutory responsibility for the strategic oversight of the educational attendance, attainment, and progress of children with a social worker. In offering advice and information to workforces that have relationships with children with social workers, virtual school heads identify and engage with all key professionals in Hertfordshire and beyond, helping them to understand the role they have in improving outcomes for CWASW e.g. DSL and deputies, social workers, headteachers, governors, special educational needs co-ordinators, mental health leads, other Local Authority partners, including Designated Social Care Officers for SEND.

Countess Anne School ensures that our Designated Teacher has the appropriate training, so they are able to take the leadership of this crucial area of our safeguarding arrangements which includes:

• Working closely with virtual school heads to ensure that funding is best used to support the child’s educational achievement and development needs that are identified in their personal education plans.
• Collaborating with the virtual school heads to also promote the educational achievement of previously looked after children.

Safeguarding and child protection is everyone’s responsibility. This policy applies to all staff, volunteers and governors at Countess Anne School and is consistent with national duties outlined in Keeping Children Safe in Education 2023 and local expectations expected within Hertfordshire Safeguarding Children Partnership Procedures Manual. Our Child Protection (CP) policy and procedures also apply to extended school and off-site activities.

Countess Anne School plays a crucial role in preventative education. This is in the context of a whole-school approach to preparing pupils for life in modern Britain, and a culture of zero tolerance of sexism, misogyny/ misandry, homophobia, biphobia, transphobia and sexual violence/ harassment. This will be underpinned by our:

• Behaviour Policy
• Pastoral support system
• Planned programme of relationships, sex and health education (RSHE), which is inclusive and delivered regularly, tackling issues such as:

• Healthy and respectful relationships
• Boundaries and consent
• Stereotyping, prejudice, and equality
• Body confidence and self-esteem
• How to recognise an abusive relationship (including coercive and controlling behaviour)
• The concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, so-called honour-based violence such as forced marriage and FGM and how to access support
• What constitutes sexual harassment and sexual violence and why they’re always unacceptable.

Role and Responsibility of all staff, volunteers, supply staff and contractors

Translated versions of Part One Keeping Children Safe in Education can be found at Keeping Children Safe in Education Part 1 Translations | LGFL. This is accessible for all staff, volunteers, parents and carers whose first language may not be English, should they wish to use this.

All staff will be required to:

• Read Part One of Keeping Children Safe in Education (KCSIE) and Annex B of the Department for Education’s statutory safeguarding guidance, Keeping Children Safe in Education, and review this guidance at least annually.
• Sign a declaration at the beginning of each academic year to say that they have reviewed the above guidance and understand their role.
• Reinforce the importance of online safety when communicating with parents and carers. This includes making parents and carers aware of what we ask children to do online (e.g. sites they need to visit or who they’ll be interacting with online)
• Provide a safe space for pupils who are LGBTQ+ to speak out and share their concerns.

All staff will be aware of:

• Our school’s safeguarding arrangements and systems are explained to staff as part of their induction and thereafter reviewed with staff at least annually. All new staff/ volunteers are given copies of our school’s CP policy and Part One KCSiE (or Annex A, if non-teaching staff) essentially these are the key guidance provided:
• Child Protection Policy
• Staff Behaviour Policy/ code of conduct
• The role and identity of the Designated Safeguarding Lead (DSL) and deputies
• The Behaviour Policy
• Applicable roles and responsibilities for filtering and monitoring:
• ü The Headteacher, David Lodge, in liaison with the school’s Finance Secretary, Sofia Kapourani, is responsible for the procurement of a broadband service to the school. The school is contracted to HFL to provide its broadband services. HFL partner with RM and the filtering platform they use is RM SafetyNet.
• ü It is the role of the Deputy Designated Lead Rebecca Lawlor in liaison with the school’s I.T Support to ensure that processes are in place for the following:
• v Checking the filtering is in place and working
• v That appropriate access is available for required staff – e.g. IT support and DSL
• v That appropriate Web Factors are installed for both pupils and staff; the school uses WF1 for teacher laptops and WF3 for pupils.
• v That the DSL i/c filtering and monitoring is able to log on to SafetyNet on a weekly basis.
• v That all staff and pupils know the procedures for reporting inappropriate content or restrictions to the Deputy DSL. See appendix 4 for proforma that staff should use when reporting to the Deputy DSL.

• Safeguarding response to children who are absent from education, particularly on repeat occasions and/or prolonged periods
• KCSiE advises school staff who work directly with children should read Annex B, this contains important additional information about specific forms of abuse and safeguarding issues. Staff should follow this Child Protection Policy and speak to the DSL (or a deputy)
• It is crucial that all staff look out for children who may benefit from Early Help along with children in Specific Circumstances (Annex B KCSiE 2023), the Early Help assessment process ‘Families First Assessment’ and their role in it, including identifying emerging problems, liaising with the DSL, and sharing information with other professionals to support early identification and assessment
• The process for making referrals to the Local Authority Children’s Social Care and for statutory assessments that may follow a referral, including the role they might be expected to play
• What to do if they identify a safeguarding issue or a child tells them they are being abused or neglected, including specific issues such as FGM, and how to maintain an appropriate level of confidentiality while liaising with relevant professionals
• The signs of different types of abuse and neglect, as well as specific safeguarding issues, such as child-on-child abuse, child sexual exploitation (CSE), child criminal exploitation (CCE), indicators of being at risk from or involved with serious violent crime, FGM, radicalisation and serious violence (including that linked to county lines) See Annex B Keeping Children Safe in Education 2023
• The importance of reassuring victims that they are being taken seriously and that they will be supported and kept safe
• The fact that children can be at risk of harm inside and outside of their home, at school and online (this is referred to as extra familial harm or contextual safeguarding)
• The fact that children who are (or who are perceived to be) lesbian, gay, bi or trans (LGBTQ+) can be targeted by other children
• What to look for to identify children who need help or protection.

Role and Responsibilities of the Designated Safeguarding Lead (DSL)

The DSL is a member of the senior leadership team.

• The DSL takes lead responsibility for our school’s child protection and wider safeguarding arrangements. This includes online safety and understanding our filtering and monitoring processes on school devices and school networks to keep pupils safe online.
• During term time, the DSL will be available during school hours for staff to discuss any safeguarding concerns.
• In the event that non-urgent matters arise out of school hours, our DSL, David Lodge, can be contacted, if necessary via head@countessanne.herts.sch.uk.
• When the DSL is absent, please contact school’s Deputy DSL(s): Emma Byrne EByrne@countessanne.herts.sch.uk or Rebecca Lawlor senco@countessanne.herts.sch.uk.
• If the school’s DSL and deputies are not available or cannot be reached:

Children’s Services includes SOOHS (Out of Hours Service-Children’s Services) – 0300 123 4043

The DSL will be given the time, funding, training, resources and support to:

• Provide advice and support to other staff on child welfare and child protection matters
• Take part in strategy discussions and inter-agency meetings and/or support other staff to do so
• Contribute to the assessment of children
• Refer suspected cases, as appropriate, to the relevant body (Local Authority Children’s Social Care, Channel Programme, Disclosure and Barring Service, and/or Police), and support staff who make such referrals directly
• Have a good understanding of harmful sexual behaviour
• Have a good understanding of the filtering and monitoring systems and processes in place at our school.

The DSL will also:

• Keep the Headteacher informed of any issues
• Liaise with Local Authority case managers and designated officers for child protection concerns as appropriate
• Discuss the local response to sexual violence and sexual harassment with Police and Local Authority Children’s Social Care colleagues to prepare the school’s policies
• Be confident that they know what local specialist support is available to support all children involved (including victims and alleged perpetrators) in sexual violence and sexual harassment, and be confident as to how to access this support
• Be aware that children must have an ‘appropriate adult’ to support and help them in the case of a Police investigation or search
• The full responsibilities of the DSL and deputy(s) are set out in their job description. See KCSiE, Annex C

Role and Responsibilities of the Governing Body:

Our Governing body have a strategic role within our leadership and management team and must ensure that all staff comply with legislation and local guidance at all times.

The Governing Body will:

• Facilitate a whole-school approach to safeguarding, ensuring that safeguarding and child protection are at the forefront of, and underpin, all relevant aspects of process and policy development
• Evaluate and approve this policy at each review, ensuring it complies with the law, and hold the Headteacher to account for its implementation
• Be aware of its obligations under the Human Rights Act 1998, the Equality Act 2010 (including the Public Sector Equality Duty), and our school’s local multi-agency safeguarding arrangements
• Appoint a link governor to monitor the effectiveness of this policy in conjunction with the full governing body. This is always a different person from the DSL
• Ensure all staff undergo safeguarding and child protection training, including online safety, and that such training is regularly updated and is in line with advice from the safeguarding partners
• Ensure that all governors/ trustees:
• All governors will read Keeping Children Safe in Education in its entirety, and review compliance of this task at least annually.
• Sign a declaration at the beginning of each academic year to say that they have reviewed the above guidance (bottom of this policy)
• Ensure that the school has appropriate filtering and monitoring systems in place and review their effectiveness. This includes:
• Making sure that the leadership team and staff are aware of the provisions in place, and that they understand their expectations, roles and responsibilities around filtering and monitoring as part of safeguarding training
• Reviewing the DfE’s filtering and monitoring standards, and discussing with IT staff and service providers what needs to be done to support the school in meeting these standards.

The Governing Body will make sure:

• The DSL has the appropriate status and authority to carry out their job, including additional time, funding, training, resources and support
• Online safety is a running and interrelated theme within the whole-school approach to safeguarding and related policies
• The DSL has lead authority for safeguarding, including online safety and understanding the filtering and monitoring systems and processes in place
• The school has procedures to manage any safeguarding concerns (no matter how small) or allegations that do not meet the harm threshold (low-level concerns) about staff members (including supply staff, volunteers and contractors). Section 11 of this policy covers this procedure
• That this policy reflects those children with SEND, or certain medical or physical health conditions, can face additional barriers to any abuse or neglect being recognised
• Where another body is providing services or activities (regardless of whether or not the children who attend these services/ activities are children on the school roll):
  • Seek assurance that the other body has appropriate safeguarding and child protection policies/ procedures in place, and inspect them if needed
  • Make sure there are arrangements for the body to liaise with the school about safeguarding arrangements, where appropriate
  • Make sure that safeguarding requirements are a condition of using the school premises, and that any agreement to use the premises would be terminated if the other body fails to comply.

See Keeping Children safe during community activities, after-school club and tuition: Non statutory guidance for providers running out of school settings

• The Chair of Governors will act as the ‘case manager’ in the event that an allegation of abuse is made against the headteacher, where appropriate (see Section 11 managing concerns and allegations).
• Section 14 (Training) of this policy has information on how governors are supported to fulfil their role, also see Part two KCSiE 2023.

Role and Responsibilities of the Headteacher

The Headteacher is responsible for the implementation of this policy, including:

• Ensuring that staff (including temporary staff) and volunteers:
• Are informed of our systems which support safeguarding, including this policy, as part of their induction
• Understand and follow the procedures included in this policy, particularly those concerning referrals of cases of suspected abuse and neglect
• Communicating this policy to parents/ carers when their child joins the school and via the school website
• Ensuring that the DSL has appropriate time, funding, training and resources, and that there is always adequate cover if the DSL is absent
• Acting as the ‘case manager’ in the event of an allegation of abuse made against another member of staff or volunteer, where appropriate
• Making decisions regarding all low-level concerns, though they may wish to collaborate with the DSL on this
• Ensuring the relevant staffing ratios are met, where applicable
• Making sure each child in the Early Years Foundation Stage is assigned a key person
• Overseeing the safe use of technology, mobile phones and cameras in Early Years settings

Role and Responsibilities of Virtual School Heads

Virtual School Heads:

• Virtual School Heads have a non-statutory responsibility for the strategic oversight of the educational attendance, attainment, and progress of pupils with a social worker
• They should also identify and engage with key professionals, e.g. DSLs, special educational needs co-ordinators (SENCOs), social workers, mental health leads and others.

The Data Protection Act (DPA) 2018 does not prevent or limit the sharing of information for the purposes of keeping children safe. Countess Anne School recognises that timely information sharing is essential for effective safeguarding. Fears about sharing information must not be allowed to stand in the way of the need to promote the welfare, and protect the safety, of children. Staff should never promise a child that they will not tell anyone about a safeguarding disclosure, as this may not be in the child’s best interests.

The following principles apply to Countess Anne confidentiality agreement:

• Timely information sharing is essential to effective safeguarding.
• The Data Protection Act (DPA) 2018 does not prevent, or limit, the sharing of information for the purposes of keeping children safe.
• If staff need to share ‘special category personal data’, the DPA 2018 contains ‘safeguarding of children and individuals at risk’ as a processing condition that allows practitioners to share information without consent if: it is not possible to gain consent; it cannot be reasonably expected that a practitioner gains consent; or if to gain consent would place a child at risk.
• Staff should never promise a child that they will not tell anyone about a report of abuse, as this may not be in the child’s best interests.
• If a victim asks the school not to tell anyone about the sexual violence or sexual harassment:
  • Even if a victim doesn’t consent to sharing information, staff may still lawfully share it if there is another legal basis under the Data Protection Act that applies.
  • The DSL will have to balance the victim’s wishes against their duty to protect the victim and other children.
  • The DSL should consider the following points:
    • Parents or carers should normally be informed (unless this would put the victim at greater risk).
    • The basic safeguarding principle is: if a child is at risk of harm, is in immediate danger, or has been harmed, a referral should be made to Local Authority Children’s Social Care where the child resides.
    • Rape, assault by penetration and sexual assault are crimes. Where a report of rape, assault by penetration or sexual assault is made, this should be referred to the Police. While the age of criminal responsibility is 10, if the alleged perpetrator is under 10, the starting principle of referring to the Police remains.
  • Regarding anonymity, all staff will:
    • Be aware of anonymity, witness support and the criminal process in general where an allegation of sexual violence or sexual harassment is progressing through the criminal justice system.
    • Do all they reasonably can to protect the anonymity of any children involved in any report of sexual violence or sexual harassment, for example, carefully considering which staff should know about the report, and any support for children involved.
    • Consider the potential impact of social media in facilitating the spreading of rumours and exposing victims’ identities.
  • The government’s information sharing advice for safeguarding practitioners includes 7 ‘golden rules’ for sharing information, and will support staff who have to make decisions about sharing information.

 If staff are in any doubt about sharing information, they should speak to the DSL (or deputy).

In this section, any reference to the DSL will mean both lead and all deputy safeguarding leads.

Recognising Abuse and Neglect

All our staff are aware of the indicators of abuse and neglect outlined below. They understand that children can be at risk of harm inside and outside of our school, inside and outside of their homes, wholly online or via the use of technology offline. They are also aware that harm to a child can be caused by an adult or adults or by another child or children. We encourage our staff to be professionally curious and mindful of what to look out for as this is vital for the early identification of abuse and neglect so that we are able to identify children who may be in need of help or protection at the earliest opportunity.

Physical Abuse

Emotional Abuse

Sexual Abuse

Neglect

Children and young people can be influenced by a whole range of environments and people outside of their family. For example, in school or college, in the local community, in their peer groups or online. Children and young people may encounter risk in any of these environments. Sometimes the different contexts are inter-related and can mean that children and young people may encounter multiple risks. Some of these risks, along with other further specific forms of abuse are discussed in more detail in Annex B of KCSiE 2023. These include:  

• Child abduction
• Child Sexual Exploitation (CSE)
• Child Criminal Exploitation (CCE)
• County Lines
• Children and the Court system
• Children missing from education
• Children with family members in prison
• Cybercrime
• Domestic abuse
• Homelessness
• Mental health
• Modern Slavery and the National Referral Mechanism
• Preventing radicalization
• The Prevent Duty
• Channel
• Sexual violence and Sexual harassment between children in schools
• Serious Violence
• FGM and the mandatory reporting duty for teachers
• Forced marriage

Responding to Abuse and Neglect

All staff, volunteers, and governors must follow the procedures set out below in the event of a safeguarding concern that meets threshold for referral to Children’s Social Care. For early help intervention (non-CP) see the continuum of need and the Families First Portal

If a child is suffering or likely to suffer harm, or in immediate danger

DSLs will make referrals in the following way:  

• 1) If the child is at immediate risk of significant harm or likelihood of significant harm they will call Children’s Services 0300 123 4043 and / or police 999 and then complete the request for support form specifying their child protection concerns
• 2) Alternatively, if not an immediate risk but the child is considered to be suffering or at risk of suffering significant harm they will complete the request for support form, specifying their child protection concerns.. Anyone can make a referral to Police and/or Children’s Services therefore, we expect all staff and volunteers in our school community to act immediately and not delay if they consider a child to be in immediate danger using the pathways below.

For non-DSLs to make a referral to Children’s Social Care:

Call 0300 123 4043 followed by a request for support form. The staff member must inform the DSL as soon as possible.

To contact the Police:

Call Police on 999 if urgent, if not urgent call 101. 

If a child resides in a neighbouring Local Authority (out of Hertfordshire County) the GOV.UK webpage for reporting child abuse to your local council: Report child abuse to a local council - GOV.UK (www.gov.uk) is accessible to assist staff.

Concerns about a child (not considered to be suffering harm, at risk of suffering harm or in immediate danger)

As per KCSiE (2023), staff “should be mindful that early information sharing is vital for the effective identification, assessment and allocation of appropriate service provision” (support). Where staff have a concern for a child which does not indicate that they are suffering or likely to suffer immediate harm or in immediate danger they should follow the setting’s internal processes for submitting a Record of Concern. The step-by-step process of doing so is as follows:

• 1) Access Blank Record of concern form via staff drive – Record of Concern Form file

Or Access Blank Appendix 4 Reporting of access to inappropriate content or restrictions to teaching content via staff drive – Record of Concern Form file

• 2) Complete form – asking school office if unsure of pupil details
• 3) Save form as a protected document
• 4) Email or give by hand form to DSL and send password separately
• 5) Ask DSL for feedback if you haven’t received any with 24 hours

Upon receipt of the Record of Concern, the DSL (or deputy DSL) should consult Hertfordshire’s Continuum of Need or, if needed, seek further consultation to consider an appropriate level of response to take. The DSL (or deputy) should acknowledge the concern and feedback wherever appropriate. Staff must not assume that action has been taken unless they have received feedback from the DSL (or deputy DSL) who responded.

If a child makes a disclosure to a member of staff or volunteer

All staff are aware they should be prepared, when possible, as children can disclose spontaneously.

We consider the term ‘the child’s voice’ to represent not only what children say directly, but rather the many ways that children communicate with us, including both verbal and non-verbal communication. The child’s lived experience means seeing and understanding their experiences from their point of view, our staff understand that it is very important to always record exactly what a child has said rather than interpret this from an adult/ their own perspective. Countess Anne School is situated within Hertfordshire County which has a rich and diverse population, we cannot and do not assume that all children and their families will have English as their first language nor may a child with SEND have speech or language ability to convey verbally any difficulties they may experience without aids and methods to facilitate their voice. Therefore, our staff give careful consideration to knowing that a child may:

• Not feel ready or know how to tell someone that they are being abused, exploited or neglected
• Not recognise their experiences as harmful
• Feel embarrassed, humiliated, or threatened. This could be due to their vulnerability, disability, sexual orientation and/or language barriers.

All staff at Countess Anne School must ensure that no child is ever made to feel that they are ‘any trouble’ if they need time and space to share their worries with staff.  

Countess Anne School culture of safeguarding endorses the following principles of meaningful engagement with children to include:

Listen

• Be patient – a child may be finding it hard to find the words to express themselves. Let them tell their story in their own words
• Do not interrogate – you may ‘taint’ evidence by asking leading questions or suggesting what may have happened. Maintain your professional curiosity, ask open-ended prompts.

Reassure

• Reassure the child they are not in trouble and that they have done the right thing in telling you
• Do not tell the child they should have told you sooner
• Reassure the child that it is not their fault – victims can often be blamed by their abusers.
• Do not promise confidentiality – if the child asks you to keep it a secret, explain who you need to tell to keep them safe, if appropriate
• Explain to the child that you will have to share the information and explain what may happen next.

Stay Calm

• Try not to panic, be aware of your own reactions and feelings, avoid showing shock, anger, or disgust
• Do not insult the alleged abuser, however frustrated you may privately feel, children can be very protective of people they care about, even if that person is abusing them.

Report

• Write up your conversation as soon as possible in the child’s own words. Stick to the facts, and do not put your own judgement on it
• Sign and date the write-up (see Record of Concern procedure) and pass it on to the DSL Alternatively, if appropriate make a referral to Children’s Social Care and/or the Police directly (see section 8). Prioritise this above all other work.
• Inform the DSL of your actions as soon as possible.
• Do not disclose any information to anyone aside from those within your DSL team, unless you are told to do so by a relevant agency involved in the safeguarding process.

Reporting systems for children

Countess Anne School is committed to ensuring that all children feel safe and comfortable to share and report any concerns and/or allegations about their life at home, in the community, online or regarding a member of staff or other children in the school. As outlined above, all our staff are clear on the importance of listening and supporting children when making disclosures, and the need to reassure them.

Where there is a safeguarding concern, we will take the child’s wishes and feelings into account when assessing information, considering necessary actions and any subsequent implementation of advice or support.

To achieve this, we have:

• Clear systems in place for children to report abuse, knowing they will be listened to and supported
• Accessible reporting systems which are well promoted and understood by the children so they can easily report concerns via this pathway should they wish
• A clear culture and ethos in our school that promotes taking concerns seriously, and offers children opportunities to safely express their views and any worries they may have.
• ü Particular arrangements for our setting:
• ü Class behaviour expectations based upon a bible parable displayed in each classroom
• ü ‘Speak out‘ poster in each class – reminding children to report abuse to a trusted adult
• ü A4 Child Friendly Policy in place and gone through with pupils – details which adults in the school have specific child protection responsibilities
• ü Anti-Bullying week covered each year – with in which children are aske dot identify a trusted adult
• ü E-safety covered at the beginning of each term and screen savers provides reminders of how to be e-safe.
• ü School Values consistently taught through collective worship and referred to by all staff as a reference point when challenging / encouraging behaviour
• ü Pop – Up mental well-being support groups are facilitated by our SENCo
• ü School based art therapist provides in depth support to vulnerable pupils

Concerns that Female Genital Mutilation (FGM) has taken place or a child is at risk of FGM

Keeping Children Safe in Education (2023) explains that FGM includes ‘all procedures involving partial or total removal of the external female genitalia, or other injury to the female genital organs.’

FGM is illegal in the UK and is considered as a form of child abuse that has significantly harmful and long-lasting consequences. It can also be referred to as ‘female genital cutting’, ‘circumcision’ or ‘initiation’.

Any teacher who either:

• is informed by a girl under 18 that an act of FGM has been carried out on her;
• or observes physical signs which appear to show that an act of FGM has been carried out on a girl under 18 (and they have no reason to believe that the act was necessary for the girl’s physical or mental health or for purposes connected with labour or birth)

must immediately report this to the Police, personally on 999. This is a mandatory, statutory duty and teachers will face disciplinary sanctions for failing to meet it. In addition, staff should also discuss the concerns with the DSL to report to Children’s Services, as appropriate.

The duty for teachers above does not apply in cases where a pupil is at risk of FGM or FGM is suspected but is not known to have been carried out. In these circumstances, the teacher must report to the DSL and follow local safeguarding procedures to be taken.

Any other member of staff who discovers that FGM has been carried out on a child under 18 must report this to the DSL immediately to ensure local safeguarding procedures are followed.

If a member of staff who is not a teacher, suspects a child is at risk or suspects that FGM has been carried out, they should report to the DSL and follow local safeguarding procedures.

Please see 5.1.17 of the HSCP Procedures Manual for further information about

Concerns about extremism

The Prevent duty is concerned with all forms of terrorism and extremism.  It also includes some forms of nonviolent extremism (far right and extreme far right groups, religious extremist groups, environmental and animal rights extremism, unclear ideology).

Unless your concerns indicate that the child is at immediate risk of harm or danger, report your concerns to the DSL. In rare circumstances where the DSL may not be available, staff should speak with a member of the senior leadership team and/or seek advice from Children’s Services, if appropriate. Staff must inform the DSL of their actions as soon as possible.

Where there is a concern, the DSL will consider the level of risk and decide which agency to make a referral to. This can include seeking advice from Hertfordshire County Council’s Prevent Programme Manager, a referral to Children’s Services 0300 123 4043 or Channel, the government’s programme for identifying and supporting individuals at risk of being drawn into terrorism.

The DfE also has a dedicated telephone helpline, 020 7340 7264, which all staff and governors can call to raise concerns about extremism for a pupil. In non-emergency situations DSLs can also email counter.extremism@education.gov.uk. In an emergency, call 999 or the confidential anti-terrorist hotline on 0800 789 321.

Concerns about mental health

Mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation. Poor or deteriorating mental health can also be a safeguarding concern in its own right. Our staff know to be alert to behavioural signs that suggest a child may be experiencing a mental health problem or be at risk of developing one. 

If a staff member has a concern about a child’s mental health which they consider to also be a safeguarding concern, they must consider if the child is at risk of immediate harm; and if so, should follow steps in in section 8.

If you have a mental health concern about a child that is not also a safeguarding concern, speak to the DSL and Mental Health Lead to agree a course of action.  

The Single Point of Access (SPA) Mental Health phoneline is available 24/7 on 0800 6444 101 and can be used when there is an urgent or ‘crisis’ concern as well as for moderate and non-urgent concerns. Further information and resources can be found on The Grid.

Concerns about child-on-child abuse

At Countess Anne School, we know that children can abuse other children. No abuse at Countess Anne School will ever be tolerated or passed off as “banter”, “just having a laugh” or “part of growing up”. We are committed to upholding a culture that prevents unacceptable behaviours and an unsafe environment for pupils. All child-on-child abuse is unacceptable and will be taken seriously.

In most circumstances, incidences of pupils hurting other pupils will be dealt with under our School’s Behaviour Policy but this Child Protection Policy will apply to any allegations that raise safeguarding concerns where the alleged behaviour:

• Is serious, and potentially a criminal offence
• Could put pupils in the school at risk
• Is violent
• Involves pupils being forced to use drugs or alcohol
• Involves sexual exploitation, sexual abuse or sexual harassment, such as indecent exposure, sexual assault, upskirting or sexually inappropriate pictures or videos (including the sharing of nudes and semi-nudes).

If a pupil makes an allegation of abuse against another pupil:

• Staff must record the allegation and report to the DSL. Staff should not investigate the matter
• The DSL will assess and if consider the relevant next steps which may include, making a referral to Children’s Services as well as the Police if the allegation involves a potential criminal offence or the Child and Adolescent Mental Health Service (CAMHS), if appropriate
• The DSL will consider whether a risk assessment or a safety and support plan would be beneficial for all children involved (including the victim(s), the child(ren) against whom the allegation has been made and any others affected, with a named person they can talk to if needed. This should include consideration of all aspects and areas of the school environment and beyond for example off-site activities and school transport
• The DSL will be committed to engaging the child and their parents/ carers to gain their views and contributions and liaise with other agencies to assess any identified risks, unmet needs and relevant measures or support required.

If the incident is a criminal offence and there are delays in the criminal process, the DSL will work closely with the Police (and other agencies as required) while protecting children and/or taking any disciplinary measures against the alleged perpetrator.

Please see Appendix 3 of this policy and Part Five of Keeping Children Safe in Education, 2023.

Creating a supportive environment in school and minimising the risk of child-on-child abuse

We recognise the importance of taking proactive action to minimise the risk of child-on-child abuse, and of creating a supportive environment where victims feel confident in reporting incidents.

To achieve this, we expect all staff to:

• Challenge any form of derogatory or sexualised language or inappropriate behaviour between peers, including requesting or sending sexual images
• Be vigilant to issues that particularly affect different genders, for example, sexualised or aggressive touching or grabbing towards female pupils, and initiation or hazing type violence with respect to boys
• Ensure our curriculum helps to educate pupils about appropriate behaviour and consent
• Ensure pupils are able to easily and confidently report abuse using our reporting systems
• Ensure staff reassure victims that they are being taken seriously
• Be alert to reports of sexual violence and/or harassment that may point to environmental or systemic problems that could be addressed by updating policies, processes and the curriculum, or could reflect wider issues in the local area that should be shared with safeguarding partners
• Support children who have witnessed sexual violence, especially rape or assault by penetration. We will do all we can to make sure the victim, alleged perpetrator(s) and any witnesses are not bullied or harassed
• Consider intra-familial harms and any necessary support for siblings following a report of sexual violence and/or harassment.
• Ensure staff are trained to understand:
  • How to recognise the indicators and signs of child-on-child abuse, and know how to identify it and respond to reports
  • That even if there are no reports of child-on-child abuse in school, it does not mean it is not happening – staff should maintain an attitude of “it could happen here”
  • That if they have any concerns about a child’s welfare, they should act on them immediately rather than wait to be told, and that victims may not always make a direct report. For example:
  • Children can show signs or act in ways they hope adults will notice and react to
  • A child’s friend may report this directly to a staff member or make comments (if they do, staff should be professionally curious)
  • A member of staff may overhear a conversation
  • A child’s behaviour might indicate that something is wrong
  • That certain children may face additional barriers to telling someone because of their vulnerability, disability, gender, ethnicity and/or sexual orientation. That a pupil harming a peer could be a sign that the child is being abused themselves, and that this would fall under the scope of this policy. The important role they have to play in preventing child-on-child abuse and responding where they believe a child may be at risk from it. That they should speak to the DSL if they have any concerns. That social media is likely to play a role in the fall-out from any incident or alleged incident, including the potential contact between the victim, alleged perpetrator(s) and friends from either side.

The DSL will take the lead role in managing any proposed risk by the alleged perpetrator(s) and will provide support at the same time, it is not our intention to villainise children, but it is everyone’s responsibility to uphold the Behaviour Policy and standards within the school to maintain a safe environment.  Such assessments or plans will be robust but sensitive to the individual needs of the children to ensure any identified risk is managed as effectively as possible whilst also supporting them to continue accessing a satisfactory level of education.

Risk management strategies can be put in place while other investigations are going on, e.g. by the Police. Although another agency such as the Police or Children’s Services is or has investigated an incident, it is our duty here at Countess Anne School to ensure we identify and implement our own assessment and management of the concerns, informed by the needs of our school and the children we care for and the advice and outcomes of those agency’s actions.  This is to ensure that all children and staff are supported and always protected. We will consider these matters on a case-by-case basis, considering whether:

• Taking action would prejudice an investigation and/or subsequent prosecution – we will liaise with the Police and/or Children’s Services to determine this
• There are circumstances that make it unreasonable or inappropriate for us to reach our own view about what happened while an independent investigation is ongoing.

We recognise the importance of safeguarding children from potentially harmful and inappropriate online material, and we understand that technology is a significant component in many safeguarding and wellbeing issues. 

To address this, our school aims to:

• Have robust processes (including filtering and monitoring systems) in place to ensure the online safety of pupils, staff, volunteers and governors
• Protect and educate the whole school community in its safe and responsible use of technology, including mobile and smart technology (which we refer to as ‘mobile phones’)
• Set clear guidelines for the use of mobile phones for the whole school community
• Establish clear mechanisms to identify, intervene in and escalate any incidents or concerns, where appropriate.

Our approach to online safety is based on addressing the following 4 categories of risk as identified in Keeping Children Safe in Education 2023:

Content – being exposed to illegal, inappropriate or harmful content, such as pornography, fake news, racism, misogyny, self-harm, suicide, antisemitism, radicalisation and extremism

Contact – being subjected to harmful online interaction with other users, such as pressure from another child(ren), commercial advertising and adults posing as children or young adults with the intention to groom or exploit them for sexual, criminal, financial or other purposes

Conduct – personal online behaviour that increases the likelihood of, or causes harm, such as making, sending and receiving explicit images (e.g. consensual and non-consensual sharing of nudes and semi-nudes and/or pornography), sharing other explicit images and online bullying; and

Commerce – risks such as online gambling, inappropriate advertising, phishing and/or financial scams.

To meet our aims and address the risks above, we will educate pupils about online safety as part of our curriculum. For example:

• The safe use of social media, the internet and technology
• Keeping personal information private
• How to recognise unacceptable behaviour online
• How to report any incidents of cyber-bullying, ensuring pupils are encouraged to do so, including where they’re a witness rather than a victim

We will also:

• Train staff, as part of their induction, on safe internet use and online safeguarding issues including cyber-bullying, the risks of online radicalisation, and the expectations, roles and responsibilities around filtering and monitoring. All staff members will receive refresher training as required at least once each academic year
• Educate parents/ carers about online safety via our website, communications sent directly to them and during parents’ evenings. We will also share clear procedures with them so they know how to raise concerns about online safety
• Make sure staff are aware of any restrictions placed on them with regards to the use of their mobile phone and cameras, for example that:
• Staff are allowed to bring their personal phones to school for their own use, but will limit such use to non-contact time when pupils are not present
• Staff will not take pictures or recordings of pupils on their personal phones or cameras.
• Make all pupils, parents/ carers, staff, volunteers and governors aware that they are expected to sign an agreement regarding the acceptable use of the internet in school, use of the school’s ICT systems and use of their mobile and smart technology
• Explain the sanctions we will use if a pupil is in breach of our policies on the acceptable use of the internet and mobile phones
• Make sure all staff, pupils and parents/ carers are aware that staff have the power to search pupils’ phones, as set out in the DfE’s guidance on searching, screening and confiscation
• Put in place robust filtering and monitoring systems to limit children’s exposure to the 4 key categories of risk (described above) from the school’s IT systems.
• Applicable roles and responsibilities for filtering and monitoring:
• ü The Headteacher, David Lodge, in liaison with the school’s Finance Secretary, Sofia Kapourani, is responsible for the procurement of a broadband service to the school. The school is contracted to HFL to provide its broadband services. HFL partner with RM and the filtering platform they use is RM SafetyNet.
• ü The Lead Designated Teacher David Lodge will log onto RM SafetyNet on a daily basis until the school has moved to User-based filtering. Once this has happened the responsibility of weekly monitoring will pass to the Deputy Designated lead Rebecca Lawlor.
• ü It is the role of the Deputy Designated Lead Rebecca Lawlor in liaison with the school’s I.T Support to ensure that processes are in place for the following:
• v Checking the filtering is in place and working. This should be completed annually (January of each year) with the support of schools IT support and should be checked logging in as a pupil and separately as a member of staff. The two URLs to test the filtering are:
• ü http://testfiltering.com/ 
• ü http://www.sntest.co.uk/rmsafetynet-adaptive-contentfiltering.htm. 
• v That appropriate access is available for required staff – e.g. IT support and DSL
• v That appropriate Web Factors are installed for both pupils and staff; the school uses WF1 for teacher laptops and WF3 for pupils.
• v That the DSL i/c filtering and monitoring is able to log on to SafetyNet on a weekly basis.
• v That all staff and pupils know the procedures for reporting inappropriate content or restrictions to the Deputy DSL. See appendix 4 for proforma that staff should use when reporting to the Deputy DSL.
• Carry out an annual review of our approach to online safety, supported by an annual risk assessment that considers and reflects the risks faced by our school community
• Provide regular safeguarding and children protection updates including online safety to all staff, at least annually, in order to continue to provide them with the relevant skills and knowledge to safeguard effectively
• Review the child protection and safeguarding policy, including online safety, annually and ensure the procedures and implementation are updated and reviewed regularly.

This section summarises our approach to online safety and mobile phone use. For full details about our school’s policies in these areas, please refer to our online safety policy and mobile phone policies which can be found on our website.

At Countess Anne School where appropriate, we will discuss concerns about a child with their parents or carers. We know parents and carers know their child best and we will always value that often, when concerns emerge, these can easily be resolved with the support of school and parents/ carers working together. To retain confidentiality within the school community other staff will only talk to parents or carers about any such concerns following consultation with the DSL.

Although we will always want to be open and transparent with our parents and carers, there may be circumstances where the safety of a child overrides their liberty and rights for this to happen immediately as consent may not be appropriate/ required. For a small number of children, seeking parental consent would not be appropriate if:

• The child would be placed at increased risk of significant harm through the action of gaining this consent
• There would be an impact on a criminal investigation
• A delay in making the referral would impact on the immediate safety of the child.

If we believe that notifying the parents or carers would increase the risk to the child, we will discuss this with the Local Authority Children’s Social Care team to seek advice when it would be the right time to share information, so that we do not interrupt planned inquiries by Children’s Services or the Police. 

In the case of allegations of abuse made against other children, we will normally notify the parents or carers of all the children involved. We will think carefully about what information we provide about other children involved, and when. We will work with the Police and/or Local Authority Children’s Social Care to make sure our approach to information sharing is consistent.

The DSL will, along with other agencies if there is third party involvement (this will be decided on a case-by-case basis):

• Meet with the victim’s parents or carers, with the victim, to discuss what is being put in place to safeguard them, and understand their wishes in terms of what support they may need and how the report will be progressed
• Meet with the alleged perpetrator’s parents or carers to discuss support for them, and what is being put in place that will impact them, e.g. moving them out of classes with the victim, and the reason(s) for any decision(s).

Concerns that DO meet the harm threshold and require a referral to the Local Authority Designated Officer (LADO)

Countess Anne School is required to comply with the procedures set out in Hertfordshire Safeguarding Partnership procedures manual section 5.1.5. 5.1.5 Managing Allegations Against Adults Who Work With Children and Young People (proceduresonline.com) when there are concerns or allegations about staff.

The procedures apply whenever there are suspicions or allegations that a person who works with children in a paid or unpaid capacity (including but not limited to permanent, temporary or agency staff member, contract worker, consultant, volunteer) has in any activity connected with their role:

• Behaved in a way that has, or may have harmed a child; (Harm Threshold)
• Possibly committed a criminal offence against / related to a child; (Criminal Threshold)
• Behaved toward a child in a way that indicates he or she would pose a risk of harm; (Suitability Threshold) *
• Behaved or may have behaved in a way that indicates they may not be suitable to work with children. (Transferable Risk Threshold)*

Or

• It is discovered that an individual known to have been involved previously in child abuse, is or has been working with children.

* These categories can include behaviour that may have happened outside of an organisation that might make an individual unsuitable to work with children.

All staff and volunteers at Countess Anne School know that if they have concerns about a colleague/ member of staff, (including a supply teacher, volunteer or contractor), or an allegation is made about a member of staff (including a supply teacher, volunteer or contractor) posing a risk of harm to children, they should report it urgently as below. This includes individuals or organisations who have used school premises for running an activity for children, whether or not those children attend our setting.

Upon receipt of the information, the Headteacher/Chair of Governors will review whether the allegation/concern meets the LADO threshold giving consideration to our staff code of conduct, managing allegations policy and 5.1.5 HSCP procedures. If necessary, they will compete a LADO referral within one working day.

If after reviewing the guidance and procedures, the Headteacher/Chair of Governors considers that the matter does not meet the LADO threshold they may consider that it can be dealt with in line with the school’s complaints or Low Level Concerns policy.

Concerns that DO NOT meet the harm threshold - Low-Level Concerns (LLC)

As outlined in Part Four of Keeping Children Safe in Education the term ‘low-level’ concern is any concern, no matter how small, that an adult working in or on behalf of the school may have acted in a way that:

• Is inconsistent with the staff code of conduct, including inappropriate conduct outside of work, and
• Does not meet the LADO threshold or is otherwise not considered serious enough to consider a LADO referral.

Examples of such behaviour could include, but are not limited to:

• Being overly friendly with children
• Having favourites
• Taking photographs of children on their mobile phone
• Engaging with a child on a one-to-one basis in a secluded area or behind a closed door
• Humiliating pupils.

At Countess Anne School we have clear codes of conduct and processes in place to deal with any concerns or allegations which do not meet the LADO threshold. Such concerns may arise from suspicion, complaint, safeguarding concerns or allegation from another member of staff, disclosure made by a child, parent or another outside of the school or pre-employment vetting checks. If members of staff have concerns which do not meet LADO threshold then they should their concerns to the DSL. If they feel this is inapporiatrethey should refer to the school Whistle Blowing Policy - https://www.countessanneprimary.org.uk/Policies/Whistleblowing-Policy/

Keeping children safe during community activities, after-school clubs and tuition

As a provider Countess Anne School have a legal duty of care to try to ensure our environment is safe for children who visit in addition to those who already attend our setting.^.

We may receive an allegation or concern relating to an incident that happened when an individual or organisation were using our school premises for the purposes of running activities for children (for example community groups, sports associations, or service providers that run extra-curricular activities). As with any safeguarding allegation, Countess Anne School will follow our safeguarding policies and procedures, including informing the LADO where appropriate.

The governing body will ensure any organisation that hires the school premises is compliant with guidance set out in Keeping children safe during community activities, after-school clubs and tuition: non-statutory guidance for providers running out-of-school settings - GOV.UK (www.gov.uk). They will therefore seek assurance that the provider concerned has the appropriate safeguarding and child protection policies and procedures in place (including inspecting these as needed) and will ensure that there are arrangements in place for the provider to liaise with the school on these matters where appropriate.  This applies regardless of whether or not the children who attend any of these activities are children on the school roll or not. 

Other complaints

If any of our stakeholders are not satisfied with any aspects of how we manage and operate within our policy and procedures and also how we exercise our duty of care for children, please follow our school Complaints Procedures that you can find on our school website at:

 https://www.countessanneprimary.org.uk/Policies/Complaints-Policy/

Whistleblowing

At Countess Anne School we strive to create a culture of openness, trust and transparency to encourage all staff to confidentially share any concerns they have about poor or unsafe practice, concerns or allegations against staff or the school’s safeguarding practice and arrangements so they can be addressed appropriately.

Our Whistle Blowing Policy can be found at:

https://www.countessanneprimary.org.uk/Policies/Whistleblowing-Policy/

Whistleblowing directly to Children’s Social Care on 0300 123 4043 and/or the Police 999 or to the NSPCC Whistleblowing Helpline 0800 028 0285 help@nspcc.org.uk

Countess Anne School we will hold records confidentially, safely, securely and in line with our records retention schedule.

All safeguarding concerns, discussions, decisions made and the reasons for those decisions, must be recorded in writing. If you are in any doubt about whether to record something, discuss it with the DSL.

Records will include:

• A clear and comprehensive summary of the concern
• Details of how the concern was followed up and resolved
• A note of any action taken, decisions reached, and the outcome.

Concerns and referrals will be kept in a separate child protection file for each child (either paper recorded or electronically).

Any non-confidential records will be readily accessible and available. Confidential information and records will be held securely and only available to those who have a right or professional need to know/ access them.

Safeguarding records relating to an individual child will be retained for the student until they reach their 25^th birthday or 31^st birthday if there is an EHCP in place (Information Records Management Society 2022). IRMS Schools Toolkit - Information and Records Management Society

Safeguarding records which contain information about allegations of sexual abuse were being retained for the Independent Inquiry into Child Sexual Abuse (IICSA).  This has now concluded and the Home Office sent a letter to schools advising that files no longer needed to be kept indefinitely.  However, the recommendations from the inquiry have stated:

Recommendation 17: Access to records The UK government should direct the Information Commissioner’s Office to introduce a code of practice on keeping and accessing records which relate to child sexual abuse. The code should require records about child sexual abuse and allegations of child sexual abuse to be kept for 75 years, with appropriate review periods.

The school will follow the recommendation 17.

Receiving in and transferring pupil records to other education provision

If a child for whom the school has, or has had, safeguarding concerns moves to another school, the DSL will ensure that their safeguarding information file is forwarded as soon as possible, securely, and separately from the main pupil file.

To allow the new school/ college to have support in place when the child arrives, this should be within:

• 5 days for an in-year transfer, or
• the first 5 days of the start of a new term.

In addition, if the concerns are significant or complex, and/or social services are involved, the DSL will speak to the DSL of the receiving school and provide information to enable them to have time to make any necessary preparations to ensure the wellbeing and safety of the child.

Retention, archiving and destruction of records

For records that are not transferred to another school, for example the child leaves the country or is going to be home educated, we have:

• A clear retention policy
• Secure and appropriate system to archive with restricted access
• We have a written assurance from our providers of our electronic recording systems that all records are maintained securely which includes any archived records.

Storage, retention, and destruction of our child protection files is also made clear in our data management policy.

To fulfil our aim of continuous improvement in order to safeguard our pupils, we ensure that learning and development starts at induction. All staff, supply contractors, leadership and management, and governing body/ trustee board, undertake the minimum safeguarding training. We want reassurance for our children and families that all staff are aware of systems within our school, and have the skills and knowledge to follow our schools procedures.

Induction

• Child Protection Policy - which should amongst other things include the policy and procedures to deal with child-on-child abuse
• Behaviour Policy - which should include measures to prevent bullying, including cyberbullying, prejudice-based and discriminatory bullying
• Staff Behaviour Policy (sometimes called a code of conduct) - which should amongst other things include low-level concerns, allegations against staff and whistleblowing
• Safeguarding response to children who are absent from education, particularly on repeat occasions and/or prolonged periods and
• Role of the designated safeguarding lead (including the identity of the designated safeguarding lead and any deputies)
• Copies of/ given links to Part One KCSiE (What school and college staff should know and do) or Annex A, (condensed version for volunteers and non-teaching staff if appropriate).

Safeguarding children training for all staff and senior leadership

This training will be regularly updated and will:

• Be integrated, aligned and considered as part of the whole-school safeguarding approach and wider staff training, and curriculum planning
• Be in line with the quality and standards expected from our 3 safeguarding partners (Hertfordshire Safeguarding Children Partnership)
• Include online safety, including an understanding of the expectations, roles and responsibilities for staff around filtering and monitoring
• Have regard to the Teachers’ Standards (and TA regulations) and code of conduct to support the expectation that all teachers and those that work with children in regulated activity can confidently:
• o Manage our pupils’ behaviour effectively to ensure a positive and safe environment
• o Have a clear understanding of the needs of all pupils, especially pupils with protected characters and those that are on any type of plan to support their needs.

In addition, all staff will have training that raises awareness of children susceptible to extra familial harm such as radicalisation which our school adopts the government’s anti-radicalisation strategy, and Prevent duty to enable us to identify children at risk of being drawn into terrorism and to challenge extremist ideas.

Our school’s current safeguarding training schedule is as follows:

All staff, including DSL/ deputy(s) and whole school staff must attend safeguarding children training every 3 years

• Our school’s DSL will also provide an annual update to all staff, which includes online safety
• Throughout a given academic year, our school’s DSL provides for all staff relevant updates as changes occur to keep abreast of our whole school approach and thus supporting staff to fulfil their role as set out in Part One of KCSiE (for example, through emails, e-bulletins and staff meetings).
• Contractors who are provided through a private finance initiative (PFI) or similar contract will also receive safeguarding training, and if not undertaken at our school we will ensure through their employer that they have the skills and knowledge to blend in with our school’s policies and procedures.
• We value our school’s volunteer’s cohort; they play a very important part in our school to work alongside staff to support and protect our pupils. We anticipate that all volunteers share our whole school approach and are willing to receive appropriate training and support from our staff.

DSL and Deputy(s)

• The DSL and deputies will undertake child protection and safeguarding training at least every 2 years
• In addition, they will update their knowledge and skills at regular intervals and at least annually (for example, through e-bulletins, meeting other DSLs, or taking time to read and digest safeguarding developments)
• They will also undertake Prevent awareness
• It is desired that our DSL and deputies when capacity permits, undertakes multi-agency training, this provides opportunities to develop further their knowledge and skills to work with a wide range of safeguarding themes that our children and families can be affected by locally. The three safeguarding partners, HSCP provides a local offer of such training on their website. HSAB and HSCP training and resources | Hertfordshire County Council

Governors

All governors receive training about safeguarding and child protection (including online safety) at induction, which is regularly updated. This is to make sure that they:

• Have the knowledge and information needed to perform their functions and understand their responsibilities, such as providing strategic challenge
• Can be assured that safeguarding policies and procedures are effective and support the school to deliver a robust whole-school approach to safeguarding
• As the Chair of Governors may be required to act as the ‘case manager’ in the event that an allegation of abuse is made against the Headteacher, they receive training in Managing Concerns and Allegations for this purpose.

Headteachers, Principals and Proprietors

As Headteachers, Principals and Proprietors are ultimately responsible for safeguarding children from adults who work or volunteer with children and are either unsuitable or pose a risk to children, therefore it is highly recommended that Managing Concerns and Allegations training is undertaken in order to maintain an ongoing vigilance of safe practice and culture within the school.

Safe Recruitment – interview panels

At least 1 person conducting any interview for any post at the school will have undertaken safer recruitment training. This will cover, as a minimum, the contents of Keeping Children Safe in Education, and will be in line with local safeguarding procedures.

More information can be found in our Safer Recruitment Policy.

Countess Anne School endeavours at all times to provide an education and learning where children feel safe and are kept safe by all staff. One way we review and monitor our practice is through auditing: it is important that we are aware of the level of our school’s compliance to key guidance such as KSCiE. We want to be open, transparent and reassure all our stakeholders, including regulators, what we are proud of and what we need to strengthen to meet our own ambitions for standards. It is therefore standard practice that we factor in on-going auditing schedule objectivity and scrutiny by our Governing Body/ Board and all Senior Leadership, children, students and their parents and carers.

We also commission other scrutineers to help us seek reassurance of our practice e.g.  Herts for Learning Education, School Effective Advisors and the Local Authority Child Protection School Liaison Service who act as the interface between education and Hertfordshire Social Care and provide support and advice when required.   

This policy will be reviewed annually by David Lodge, Headteacher, Lead DSL. At every review, it will be approved by our full Governing Board/ Board of Trustees.

See below additional associated safeguarding polices for Countess Anne School

Staff behaviour/ code of conduct:

Children’s behaviour/ code of conduct:  https://www.countessanneprimary.org.uk/Policies/Behaviour-and-Discipline-Policy/

Complaints https://www.countessanneprimary.org.uk/Policies/Complaints-Policy/

Health and safety: https://www.countessanneprimary.org.uk/Policies/Health-and-Safety-Policy/

Attendance https://www.countessanneprimary.org.uk/Policies/Attendance-Policy/

Mobile phone use:

Equality and inclusion https://www.countessanneprimary.org.uk/Policies/Equal-Opportunities-Policy/

Relationships and sex education: https://www.countessanneprimary.org.uk/R-S-E-Policy/

First aid:

Curriculum https://www.countessanneprimary.org.uk/Curriculum/Curriculum-Statement/

Designated teacher for looked-after and previously looked-after children

Privacy notices: https://www.countessanneprimary.org.uk/Policies/Privacy-Notice/

Staff disciplinary procedures, which will be used if staff breach this code of conduct. It also sets out examples of what we will deem as misconduct and gross misconduct.

Staff grievance procedures:

Gifts and hospitality: https://www.countessanneprimary.org.uk/Policies/Gifts-and-Hospitality-Policy/

Online safety: https://www.countessanneprimary.org.uk/Policies/E-Safety-Policy/

Whistleblowing https://www.countessanneprimary.org.uk/Policies/Whistleblowing-Policy/

Email and home/ school communications:

Teachers’standardsoverview: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665522/Teachers_standard_information.pdf

Teaching assistant regulations https://www.skillsforschools.org.uk/resources-research/professional-standards-for-school-roles/professional-standards-for-teaching-assistants/#:~:text=Teaching%20assistants%20should%20uphold%20public,as%20professional%20members%20of%20staff.

 Declaration for whole school staff to verify they have read and understood the school’s Child Protection Policy and other key guidance

School/ College name: Countess Anne School

Academic Year: September 2023 / 2024

Return declaration to: David Lodge by:  Date Click or tap to enter a date.

Please agree a time and date with your school’s DSL/ DDSL, to read the following Child Protection Policy and associated parts of statutory guidance Keeping Children Safe in Education DfE 2023. Please thereafter verify that you have understand your role and responsibilities in relation to these.  

Declaration: 

I                       have read my school’s Child Protection Policy and the associated guidance as above and agree that I understand my role and responsibilities in relation to safeguarding children and promoting their welfare at Countess Anne School.

Signed

………………………………and returned to DSL on Click or tap to enter a date.

Declaration for Governing Body to verify they have read the school’s Child Protection Policy and KCSiE 2023

School/College name: Countess Anne School

Academic Year: September 2023/ 2024

Return declaration to: Murray Gifkins by:  Date Click or tap to enter a date.

Please agree a time and date with your Chair of Governor/ Link Governor for safeguarding, to read the statutory guidance and Policy set out in table below.   

Declaration: 

I have read my school’s Child Protection Policy and the associated guidance as above and agree that I understand my role and responsibilities as a Governor in relation to safeguarding children and promoting their welfare at Countess Anne School and my role on the GB .

Signed ………………………………… and returned to Chair of Governors/ Link

Governor for safeguarding on Click or tap to enter a date.

Children occupy all types of places and spaces when socialising, either directly with other or online. Some of these contextual environments away from their home can present additional risks of harm and exploitation that could impact on their welfare and wellbeing. Preventative safeguarding is about having arrangements in place so that whole school staff are made aware of these and know the signs that a child is suspectable or already being impacted on.  The aim of your school safeguarding arrangements is to identify those children so that early help support for the child and, where applicable, their family can be offered early help support.   

All staff play an important part in your whole school approach to report any concern to your school’s DSL or deputies without delay.  

Appendix 4:

Reporting of access to inappropriate content or restrictions to teaching materials: