RAISING AWARENESS OF CHILD PROTECTION Schools WELCOME October 2011 Support Services • Axis 01743 357777 / 01952 278000 • General Practitioner • Samaritans 08457 909090 • Victim Support 01743 362812 • Faith Communities Pastoral Care services • 24 hour domestic violence helpline 0800 783 1359 • Telford Women’s Refuge Information Line 01952 381911 • Occupational Health Services • Stop it Now 0808 1000 900 • Childline 0800 1111 • NSPCC 0800 800 5000 2008 Peter Connolly 1984 Jasmine Beckford 2000 Lauren Wright 2008 Khyra Ishaq Abuse of Children 2002 Jessica 2009 Vanessa Chapman and Holly George 2000 Wells Victoria Climbie Victoria Climbié died in February 2000, aged 8 years Victoria was known to • three housing departments • four social services departments • two GPs • two hospitals • NSPCC-run family centre • two police child protection teams • a childminder • faith-based organisations CM 5730 (2003) The Victoria Climbié Inquiry. Report of an inquiry by Lord Laming. The Stationery Office, London. Every Child Matters Early Intervention • Information sharing and assessment • Common Assessment framework (CAF) • Team around the Child (TAC) • Child Index • eCAF • Sure Start Children Centres • Family Nurse Partnerships The Children Act 2004 • Children’s Commissioner • Director of Children's Services • Lead Council member • A framework for inspection • Duty to make arrangements to safeguard and promote the welfare of children • Local Safeguarding Children Board Safeguarding Children Board • Raise the awareness of the need to safeguard and promote the welfare of children. • Participate in the local planning and commissioning of children’s services with regard to safeguarding. • Coordinate, advise and audit the work of organisations on their safeguarding policies, training and practice. www.telfordsafeguardingboard.org.uk www.telford.gov.uk\esafety School policies and procedures Anti-bullying Child protection Safer recruitment Parent partnerships Codes of Staff ethics and Safeguarding training conduct Behaviour support E-safety Whistle blowing Pupil consultation Health and Safety Myths and Realities Quiz 1. Children are more likely to be abused by people they know than by strangers 2. Being bullied is a normal part of growing up, it forms your character 3. Sexual Abuse is only perpetrated by adult males 4. Disability increases a child’s vulnerability to being abused 5. Domestic Abuse happening in the home does not impact on children 6. Child Abuse is a social problem that exists in all ethnic, social, economic and religious groups 7. Trafficked children are children who are brought into this country from overseas for the purpose of prostitution 8. A Privately Fostered child is one who is Fostered through a private Fostering Agency Definition of Physical Abuse 2010 Physical abuse may involve; Burning or scalding Hitting Drowning Shaking Suffocating Throwing Otherwise causing Poisoning physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces illness in a child. Physical Abuse - Indicators Common sites for accidental Common sites for non accidental injuries injuries nose eyes, ears and mouth forehead skull and neck chin cheek, side of the face forearm, genitals elbows upper and inner arm bony spine chest and shoulders hip back, buttocks, thighs knees knees Signs of non accidental injuries may be bruising, grasp marks, linear marks, scalds or burns and other types of injuries i.e fractures, torn fraenulum. Definition of Neglect 2010 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. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: • provide adequate food, clothing and shelter (including exclusion from home or abandonment) • protect a child from physical and emotional harm or danger • ensure adequate supervision (including the use of inadequate care givers) • ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs. Definition of Sexual Abuse 2010 Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve • physical contact, including assault by penetration (for example, rape or oral sex) • non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. • non-contact activities such as involving children in • looking at, or in the production of, sexual images, • watching sexual activities, • encouraging children to behave in sexually inappropriate ways, • grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. Sexual exploitation of children and young people under 18 involves Those exploiting the child/young person have power over them by virtue of their age gender, intellect physical strength Economic other resources Violence, coercion and intimidation are common The sexual exploitation of children and young people is a form of child sexual abuse. How children & young people often get drawn in…. • The use of younger men, women, boys or girls to build initial relationships and introduce them to others in the perpetrator networks. • Groomed into ‘party’ lifestyles visiting houses/flats with numerous men and other young women. Here children and young people are introduced to alcohol and drugs and offered a space to ‘chill’. No single relationship is formed but a general network is created. • Perpetrators may target young people through their parents or carers, providing drugs, alcohol or money to the parents or carers. Often parents or carers approve of the perpetrator as a potential boyfriend or girlfriend as they are trusted and needed by the family. • Because of limited life choices, they may believe themselves to be acting voluntarily. Internet and mobile phones The risks to children and young people include: • increased exposure to sexually inappropriate content • access to sites which may promote harmful behaviours, such as promoting anorexia, demonstrating how to make weapons and explosives or explaining how to take one’s own life • being coerced, tricked or forced into sexual conversations, or sexual acts which are filmed and uploaded onto websites • meeting people who present a risk • cyber-bullying and harassment • inappropriate photographs taken on mobile phones and distributed freely Definition of Emotional Abuse 2010 Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children that they are • worthless • unloved, • inadequate, • valued only insofar as they meet the needs of another person It may include • not giving the child opportunities to express their views, • deliberately silencing them • ‘making fun’ of what they say or how they communicate. Definition of Emotional Abuse 2010 2 It may feature age or developmentally inappropriate expectations being imposed on children, including • interactions that are beyond the child’s developmental capability, • overprotection • limitation of exploration and learning, • preventing the child participating in normal social interaction. It may involve • seeing or hearing the ill-treatment of another. • serious bullying (including cyberbullying), • causing children frequently to feel frightened or in danger • the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone. What is abuse and neglect abuse and neglect are forms of maltreatment both can involve inflicting harm or failing to act to prevent harm children may be abused in a family, institutional or community setting they may be abused by someone they know or, more rarely, by a stranger they may be abused by one or more adults or children. Source: HM Government (2010): Working together to safeguard children. What you might notice • Bruises, bites, cuts and scratches • The child is in pain or discomfort • Changes in eating habits – always hungry/refusing to eat/stealing food • Irrational fears of certain people or situations • Sexualised behaviour inconsistent with age • Play, artwork or writing which arouses concern • Self-harm or risky behaviour • Bullying or being bullied • Unexplained changes in behaviour – becoming aggressive, devious, secretive, withdrawn, lethargic • Anxious behaviour – stammering, rocking, twisting the hair, etc Factors which may increase pupils’ vulnerability • Disability and special educational needs • Looked-after children/being in care • Parents who misuse drugs or alcohol • Domestic violence • Oppression or discrimination • Parental mental illness • Extreme religious or cultural practices • Chaotic, unsettled or transient lifestyles • Lack of parental control In what ways may abuse harm a child? Being healthy - abuse can have long Staying safe - term effects on physical abuse can result and mental health in an inability to form appropriate relationships Making a positive contribution - abuse can cause Child children Enjoying to feel unaccepted and achieving - for who they are abuse can result in reduced educational Economic achievement Doing nothing well being - is not an option abuse can have an adverse effect on employment prospects How worries about a child come to light • A child tells someone what is happening to them • You see signs of abuse or neglect • You see worrying changes in a child’s behaviour or moods or in a parent’s behaviour to a child • Someone else tells you about something they have seen or heard • An adult or child tells you that they have hurt a child • A parent or carer tells you that they are having problems in meeting their child’s needs If a pupil tells you they are worried about their safety Listen carefully, reassure them that they were right to tell you Don’t try to investigate or ask leading questions Explain that you must tell someone else who can help them Report your concerns to the Designated Person or a senior member of staff before you leave the school premises Record your information and hand it to the Designated Person or a senior member of staff You should record… • what is observed and heard and why this is a concern • who is present when the incident occurs • anything else that happens after you have spoken to the Designated Person How to respond to a concern about a child Behaviour, comment or report gives Never promise to keep a secret. rise to concern Do not ask leading questions. Listen, observe, record Report to the Designated Person Designated Person does not share your level of concern and Designated Person considers you remain concerned information with you, about a child OR previous records are checked Designated Person not available Concerns allayed. Consult with the No consultation made. Help Desk Complete records and continue to monitor Consultation Pathway Vulnerable Child Complex needs Child At Risk Safeguarding Team Early Help Desk Intervention Community 01952 385700 Services Social work team Disabled Children’s Team Did you know that you can share information without consent if: • you are acting in the best interests of the child • you have concerns about the child’s welfare, safety or feel they may be the victim of abuse Contacting the Help Desk by Phone • Ask Advice • Seek Consultation Child Protection Consultation Numbers: Telford & Wrekin 01952 385700 Out of hours T&W 01952 676500 Police 0300 333 3000 If you are concerned about a child living outside of the Telford & Wrekin area you should contact the local child protection service in that area. www.telfordsafeguardingboard.org,uk Statistics Number of children in 39,400 Authority 2011 Number of children with a 253 protection plan September 2011 Sexual Harm 10 Physical abuse 33 Neglect 125 Emotional harm 85 So remember • Protecting children is everybody’s responsibility • We can not assume that somebody else knows the information that you know and has shared it • Abuse continues for the child or for others, if it is not stopped • Abuse impacts all parts of a child’s life • You are there to refer NOT investigate • most children grow up without experiencing abuse.
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