Watford African Caribbean Association - Child Protection Policy.docx

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					Watford African Caribbean Association Executive committee
                                                         POLICY ON   CHILD PROTECTION




Child Protection

     For the protection of both leaders and young people, all leaders should ensure
      that they are not alone with a young person wherever possible.
     There should always be at least 2 teachers/leaders present with a group
     Workers should not meet a young person outside the programme without a
      parent or other leader being present
     Maintain links with social services and area child protection committee
    Anyone who has not had a criminal check should never be left in sole charge of
     young people.
     Checks should be carried out on volunteers and staff and those employed or
      volunteering for contractors who will have regular contact with children and
      young people.
     References should be obtained in writing when recruiting workers – it should be
      made clear they will be working with young people and their suitability for this
      work questioned
     When possible trustee members/leaders/Community Service Manager should
      take opportunities to observe those for whom they are responsible as they work
     Special attention should be paid, by workers, to any situation in which a young
      person is being highly favoured or harshly treated as this could be a sign of
      abuse
     Display child line no. somewhere
     Establish a system whereby young people may talk with an independent person
      if they feel they have been abused in any way – someone independent they can
      relate to – telephone contact?
     Ensure staff receives copy of child protection document.
     Give and keep records of training
     Confirm subcontractors who work with young people that they undertake to
      follow the Home Office code of practice ‘safe from harm’
     Employees and volunteers of the Supplementary School have a duty both to
      prevent abuse and to report any abuse discovered or suspected. The normal
      rule of client confidentiality cannot be observed when abuse is discovered or
      suspected. They need to follow procedures…(see full YMCA document)

Downtime
 Teachers/Supervisors must understand that their supervisory role continues until
  the end of classes or into the evening while on visits.
 Don’t allow too much unstructured free time – it can lead to problems

Remote supervisions (young people away from any direct supervision) should not
occur during Supplementary School hours.
Responsibilities of Young People

The group leader should make clear to young people that they must…
 Not take unnecessary risks
 Follow the instructions of the leader and other supervisors including those at the
   venue visited
 Dress and behave sensibly and responsibly
 Young people should also be involved in planning, implementing and evaluating
   their own curricular work and have opportunities to take different roles within an
   activity. This should include considering any health and safety issues
 Young people should be encouraged to take on challenges during adventurous
   activities but should not be coerced into activities of which they have a genuine
   fear
 Young people whose behaviour is such that the group leader is concerned for
   their safety, or for that of others should be withdrawn from the activity

Young people should be informed about and understand the aims and
objectives of the visit/activity

   The background information about the place visited
   How to avoid specific dangers and why they should follow rules
   Appropriate and inappropriate personal and social conduct including sexual
    activity
   Who is responsible for the group
   What to do if approached by someone from outside the group
   Rendezvous & emergency procedures
   To alert supervisor if someone is missing
   What to do if separated from the group
   For residential visits all group members should carry the address and telephone
    number of the accommodation in case an individual becomes separated


Enquiries should be made at an early stage about access facilities for wheelchairs
on transport and at residential centres

Young people with special educational needs

   Arrangements have been made for the medical needs and special educational
    needs of all the pupils
Any problems the young people may have should be taken account of at the
planning stage and when carrying out the risk assessment. Including the following
factors…
  is the young person capable of taking part in and benefiting from the activity
  can the activity be adapted to enable the young person to participate at a
    suitable level
  will additional/different resources be necessary
  is the young person able to understand and follow instructions
  will additional supervision be necessary
It may be helpful to the pupil if one of the supervisors already knows them well and
appreciates their needs fully
All teachers/supervisors must understand their roles and responsibilities at all times.
It may be helpful to put this in writing. In particular they should all be aware of any
young people who may require closer supervision, such as those with special needs
or those likely to cause trouble.

Adventure activities

Need to check whether the provider of activities legally requires a license (see
standards for adventure supplement, p 5, also the different levels of activity and
corresponding levels of qualifications on page 8-9) – then check if they have one
(needed for caving, climbing, trekking and water sports)

If proposing to use a non-licensable provider, the group leader should
 obtain assurances in writing from the provider that risks have been assessed and
    the staff are competent to instruct and lead pupils of the groups age range on the
    activity,
 the equipment is appropriate and its safe condition is checked before each use,
    operating procedures conform to the guidelines of the national governing body
    where it is appropriate,
 clear management of safety systems is in place,
 there is appropriate first aid provision
 There are emergency procedures.

The key facilitator and other leaders retain ultimate responsibility for pupils at all
times during adventure activities, even when the group is under instruction by a
member of the provider’s staff. The provider is responsible for the safe running of an
activity. Clear handover procedures should be in place. Everyone, including the
young people, must have an understanding of the roles and responsibilities of the
Supplementary school staff and the provider’s staff.

If Supplementary school staff or other scheme staff are running the adventure
activities it is also necessary to ensure that the leader is suitably qualified – holding
the necessary NGB award where it exists – as well as the same risk assessment and
health and safety issues. When a NGB award does not exist the leader may have
their competence ratified in-house by a suitably competent person, if their employer
considers that appropriate.

Residential visits
 The group should ideally have adjoining rooms with leaders quarters next to the
  young people – the leader should obtain a floor plan of the rooms reserved for
  the group’s use in advance                 11
 There must be at least one leader from each sex for mixed groups
 There must be separate male and female sleeping and bathroom facilities for
  pupils and adults
 The immediate accommodation area should be exclusively for the groups use
 Ensure there is appropriate and safe heating and ventilation
 Ensure that the whole group is aware of the layout of the accommodation, it is fire
    precautions/exits, its regulations and routine and that everyone can identify
    essential personnel.
   Security arrangements - ensure no unauthorised visitors get in
   Accommodation staff vetted as suitable for work with young people
   Drying facilities, storage space, adequate lighting
   Provision for young people with special needs or who are sick

Check that the building meets local fire regulations. After arrival at any
accommodation, it is advisable to carry out a fire drill as soon as possible.

Safety & Emergency Procedures

   Regular head count should take place – particularly before leaving a venue. The
    group leader should establish rendezvous points and tell pupils what to do if they
    become separated from the group.
   Exist an emergency contact for the duration of the visit for those on the
    residential or day activity
   Group leader, group supervisors etc. have copy of agreed emergency procedure
   Group leader, group supervisor and the YMCA has names of adults and young
    people travelling in the group – and the contact details of parents and teachers
    and other supervisor’s next of kin.
   All those involved in the trip, including supervisors, young people and their
    parents, should be informed of who will take charge in an emergency, the named
    back up cover and what they are expected to do in an emergency.

If there is an emergency…

   Assess the situation
   Ensure that all the group are safe and looked after
   Establish the name of the casualties and get immediate medical attention for
    them.
   Ensure everyone is aware of situation and following emergency procedures
   Ensure a leader accompanies casualties to hospital and the rest of the group are
    adequately supervised
   Notify the police if necessary
   Notify the Association/insurers/providers/parents (via Association)
   Ascertain phone no’s for future calls
   Write down ASAP all relevant facts and witness details, preserve evidence
   Complete an accident report form ASAP
   No one should speak to the media
   No one should discuss legal liabilities with other parties



Child Protection Continued
Recognising abuse

*   Types: Physical, sexual, emotional and neglect
Physical Abuse may involve hitting, shaking, throwing, poisoning, burning or
scalding, drowning, suffocating, or otherwise causing physical harm to a child.

Sexual Abuse involves forcing or enticing a child or young person to take part in
sexual activities, whether or not the child is aware of what is happening.

Emotional Abuse is the persistent emotional ill treatment of child such as to cause
severe and persistent adverse effects on the child’s emotional development.

Neglect 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.

Look out for:

*   Unexplained injuries
*   Overtly sexual behaviour, stomach pains, discomfort walking or sitting
*   Delayed physical or emotional development, sudden speech disorders
*   Compulsive nervous behaviour
*   Being constantly hungry, stealing food
*   Dressed inappropriately, untreated medical condition.

When you suspect abuse

It is everyone’s responsibility to be alert and to report signs of abuse

Dealing with Disclosure.

Disclosure should be made to the appropriate agencies such as Children, Schools
and Families, National Society For the protection of Children (NSPCC) or the Police.


Key Points

* Your responsibility is to report, not to investigate
When speaking to the young person
* Do not agree to keep the information secret
* Do not probe for more information than is offered
* Reassure them
* Make it clear you are taking them seriously

				
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