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St Andrew's CE Primary School
Child Protection Policy 
Principles
1.0 This school takes seriously its responsibility to safeguard and promote the welfare of the children and young people in its care.
1.1 An agreed definition of safeguarding is: 'All agencies take all reasonable measures to ensure that the risks of harm to children's welfare are minimised. Where there are concerns, all agencies take action to address those concerns, working to agreed local policies and procedures in full partnership with other local agencies' - Joint Chief Inspectors' report 2002.
1.2 Safeguarding encompasses many aspects of school life, wherever a child's welfare might be compromised; child protection is one very important aspect of safeguarding.
1.3 Promoting welfare involves 'creating opportunities to enable children to have optimum life chances in adulthood' - Framework for the Assessment of Children in Need and their Families (Government guidance 2000)
1.4 The Governing Body will act in accordance with Section 175 of the
Education Act 2002 to safeguard and promote the welfare of pupils at this
school.
1.5 All children have the right to be safeguarded from harm or exploitation whatever their:
• race, religion, first language or ethnicity
• gender or sexuality
• age
• health or disability
• political or immigration status
1.6 This school follows the Inter-Agency Child Protection Procedures - December 2006, adopted by Dorset Local Authority (LA), referenced in the 'Yellow File' and updated regularly.
1.7 Staff, volunteers and governors in this school are committed to fostering an ethos which:
• encourages and supports parents/carers and works in partnership with them;
• listens to and values pupils;
• ensures all staff and volunteers are aware of signs and symptoms of abuse, know the correct procedure for referring concerns or allegations and receive appropriate training to enable them to carry out these requirements;
• maintains a safe school environment for all pupils;
• exercises their duty to work in partnership with other agencies and to share information with them in accordance with legislation (Children Act 2004)
1.8 We recognise that school staff and volunteers, because of their contact with and knowledge of the children or young people in their care, are well placed to identify abuse and offer support.
1.9 Our recruitment and selection procedure includes all checks on staff suitability to have contact with children (including Criminal Records Bureau enhanced checks) as recommended by the LA and in accordance with current legislation and guidance (Safeguarding Children and Safer Recruitment and Selection in Education Settings - DfES 2006). The same recruitment procedures will be adopted for individuals who volunteer in school on a regular basis.
1.10 Statements about or allegations of abuse or neglect made by children will always be taken seriously and acted upon promptly.
1.11 This school recognises it is an agent of referral and not of investigation; no action will be taken knowingly which might undermine a criminal Investigation. Investigating agencies are Children's Services Social Care and the Police.
Procedures for Referral / Principles for Intervention to Protect Children
2.0 All action is taken in line with the following guidance:
• Bournemouth, Dorset and Poole Inter-Agency Child Protection Procedures & Guidance
• DfES Guidance (2006) - Safeguarding Children and Safer Recruitment in Education
• Working Together to Safeguard Children 2006 - Guidance published by the Department of Health
• What to do if you're worried a child is being abused - Government Guidance - DfES 31553
2.1 Any member of staff, volunteer or visitor to this school who receives a disclosure of abuse or suspects that abuse may have occurred must report it immediately to the designated senior person for child protection or deputy Stephen Williams and/or Jackie Pitcher. The name of the designated senior person(s) for child protection should be clearly displayed in the entrance hall/foyer.
2.2 If appropriate, the designated senior person for child protection will inform the Child Care Assessment Team Duty Officer at the local (to the child's home address) office, unless the child about whom there are concerns already has an allocated social worker, in which case this person will be contacted without delay.
Local Office Contacts:
• Dorchester 01305 251414
• Bridport 01308 422234
• Sturminster Newton 01258 472652
• Weymouth 01305 760139
• Portland 01305 760139
• Purbeck 01929 553456
• Ferndown 01202 877445
• Christchurch 01202 474106
2.3 Telephone referrals to Children's Services Social Care local offices should be confirmed in writing within 48 hours, using the inter-agency referral form.
2.4 In general, school staff will discuss their concerns with parents/carers and advise them of any referrals to Children's Services Social Care, unless it is considered that to do so will place the child at risk of harm. Advice will be taken from the investigating agencies if there is any doubt.
2.5 The designated senior person for child protection will assist the investigating agencies to make enquiries into concerns of child welfare. This will include ensuring this school is represented at Child Protection Conferences and that information about the child is provided as required.
2.6 The designated senior person for child protection will be responsible for co-ordinating action and liaising with other agencies and support services over child protection and other safeguarding issues.
2.7 Confidentiality must be maintained and information relating to individual pupils/families shared with staff on a strictly need to know basis.
2.8 We understand that concerns about significant harm may arise about children who already have an allocated social worker and we will pass on such concerns without delay.
2.9 Every member of staff has an individual responsibility for child protection. Where there is concern about a child's welfare and the designated senior person is not available, or it is felt that he/she is not taking the concerns seriously, another person in the school management team should refer to the Children's Services Social Care local office.
Concerns About Staff Behaviour Towards Children
3.0 Local procedures plus the Government guidance 'Working Together to Safeguard Children, Appendix 5: Procedures for Managing Allegations against People who Work with Children' and DfES Guidance 'Safeguarding Children and Safer Recruitment in Education, Chapter 5: Dealing with Allegations of Abuse against Teachers and other Staff' will be followed.
3.1 All concerns/allegations about adults who work in our school will be taken seriously and will be dealt with by the Headteacher. S/he will contact the Officer for Child Protection (who is the LA Designated Officer (LADO) for schools) for consultation on 01305 225057. The LADO will record the consultation and will advise on the appropriate action that needs to be taken, which could include a referral to investigating agencies. (If the LADO is not available, there should be no delay in taking advice or referring to Children's Services Social Care.) Due recognition will be paid to the stress caused by such an allegation and appropriate skills deployed to balance the needs of the child and support for the member of staff. However, the needs of the child must take precedence (Children Act 1989, Section 1 (1)(b)).
3.2 Where the allegation is against the Headteacher, the LADO should be contacted by the Chair of Governors for advice on how to proceed.
3.3 In order to minimise the risk of harm to children and of accusations being made against staff as a result of their daily contact with pupils, governors should ensure, through the Headteacher, that all staff are aware of safe working practice and follow guidelines on the use of control and physical restraint.
Supporting Children
4.0 We recognise that a child who is abused, who witnesses violence or who lives in a violent environment may feel helpless and humiliated, may blame him/herself or find it difficult to develop and maintain a sense of self worth.
4.1 We accept that research shows that the behaviour of a child in these circumstances may range from that which is perceived to be normal to aggressive or withdrawn.
4.2 Our school will support all pupils by:
• encouraging the development of self-esteem and resilience in every aspect of school life whilst not condoning aggression or bullying
• promoting a caring, safe and positive environment
• liaising and working together with all other agencies
• ensuring there is a named member of staff for 'Looked After' children
Record Keeping
5.0 Any member of staff or volunteer receiving a disclosure of abuse, or noticing possible abuse, must make an accurate record as soon as possible, noting what was seen or said (recording the pupil's own words as far as possible) putting the event into context, and giving the date, time and location. Information should be recorded in non-judgmental, non-emotive terms. All records must be dated and signed.
5.1 All hand-written records will be retained, even if they are subsequently typed up in a more formal report.
5.2 All records relating to child protection concerns will be kept in a secure place and will remain confidential. They do not form part of the pupil's educational records and are not required to be disclosed to parents/carers. Any requests from parents'/carers' solicitors to have records disclosed to them should be passed to one of the county solicitors for advice.
5.3 Files relating to concerns about pupils will include a chronology of incidents and subsequent actions/outcomes.
5.4 Staff must ensure that they monitor closely the welfare, progress and attendance of pupils on the Child Protection Register and that they provide information as required by the social worker, the LA Officer for Child Protection and the Education Social Work and Attendance Service. There should be agreement via the protection plan about at what point the social worker or another member of his/her team will be informed if a child on the Child Protection Register is absent from school
5.5 If a child moves from one school to another the designated senior person for child protection should inform the receiving school immediately by telephone that child protection records exist. The original records must be passed on either by hand or sent by recorded delivery. In such cases it would be good practice to retain duplicate records, as recommended by a recent serious case review (conducted when a child dies, and abuse or neglect are known or suspected). These duplicate records should be kept securely for 10 years.
5.6 It is recommended that a child's records are kept for 10 years after he/she leaves compulsory education.
Parental Involvement
6.0 This school is committed to helping parents/carers understand its responsibility for the welfare of all pupils.
6.1 Parents/carers will be made aware of the school's child protection policy via the school prospectus and initial meetings with parents of new pupils.
• See Appendix for suggested statement for inclusion in prospectus.
6.2 As previously stated, where possible, concerns about children should be discussed with parents/carers in the first instance and the designated senior person should advise of the need to make referrals to the Children's Services Social Care local office, unless to do so would place the pupil at increased risk of significant harm.
Training
7.0 Governors recognise the importance of child protection training for the designated senior person and for all other staff and volunteers in the school.
7.1 The designated senior person will be encouraged to attend training events organised by the LA or the Local Safeguarding Children Board. This person must have inter-agency training and receive 'refresher' training at least every two years.
7.2 Child protection must be part of induction training for all new staff and volunteers. Staff who do not have lead responsibility for child protection must have 'refresher' training at least every three years.
The Role of the Governing Body
8.0 Governors will ensure that the school has identified a designated senior person for child protection, and deputy/ies, and consider a nominated governor for safeguarding.
8.1 The nominated governor for safeguarding, in liaison with the designated senior person, will ensure that the school has an effective child protection policy and clear procedures in place, and that these are known to all members of staff (including supply staff) and volunteers. Newly appointed staff should read copies of the policy and procedures as part of their induction training.
8.2 The governors will receive an annual report on changes to the child protection policy or procedures; training undertaken by the designated senior person, other staff, volunteers and governors; the number of child protection incidents/cases (without detail or name); and how safeguarding issues are addressed through the curriculum.
8.3 The governors will review and up-date (if appropriate) the child protection policy on an annual basis and ensure a copy is sent to the designated LA officer.
8.4 As previously stated, the Chair of Governors will take action, according to agreed procedures, where there are allegations against the Headteacher.
The Curriculum and Safeguarding in Relation to Other School Policies
9.0 The governors place importance on the curriculum in the safeguarding of children. They aim to ensure that curriculum development meets the following objectives:
• developing pupil self-esteem
• developing communication skills
• informing about all aspects of risk
• developing strategies for self-protection
• developing a sense of the boundaries between appropriate and inappropriate behaviour in adults
• developing non-abusive behaviour and respect between pupils and adults
9.1 This child protection policy should be read in conjunction with the school's policies on attendance, complaints, curriculum, discipline (including anti-bullying), health and safety, race equality, risk assessments, sex education, special educational needs, staff discipline, conduct and grievance procedures.
Children with Special Educational Needs
10.0 Governors recognise that children with special educational needs may be especially vulnerable to abuse and expect staff to take extra care to interpret correctly apparent signs of abuse or neglect.
10.1 Staff responsible for any intimate care of children will undertake duties in a professional manner at all times and ensure the child's dignity is preserved with a high level of privacy, choice and control. There will be close partnership with parents/carers.
10.2 The school will write by October 2008 an intimate care policy which will be available to parents/carers on request.
Whistle blowing
11.0 We recognise that children cannot be expected to raise concerns in an environment where staff fails to do so.
11.1 All staff and volunteers should be aware of their duty to raise concerns, where they exist, about the management of child protection, which may include the actions of colleagues. Any such concerns should be raised with the Headteacher or LA Designated Officer.
Extended Schools and Before and After School Activities
12.0 Where the governing body provides services or activities directly under the supervision or management of school staff, the school's arrangements for child protection will apply.
12.1 Where services or activities are provided by another body, using the school as a venue, the governing body will seek assurance that the body concerned has appropriate policies and procedures in place to safeguard children and there are arrangements to liaise with the school on these matters as appropriate.
Students in Long Term Workplace Placements
13.0 We recognise that students in long term workplace settings may be more vulnerable to harm so this school has policies and procedures in place to protect them, in accordance with 'Safeguarding Children and Safer Recruitment in Education, Annex A: Pupils/Students in Workplace Placements' (DfES 2006)
13.1 School staff who arrange, vet or monitor work placements should have had training in child protection.
(Further information on legislation and guidance can be found at www.teachernet.gov.uk/childprotection/guidance.htm )
This policy was adopted by the Governing Body on January 31st 2007
It will be reviewed on an annual basis. Last review date March 13th 2008.
Appendix : Suggested statement for inclusion in school prospectus
Our first priority is your child's welfare and we will usually discuss any concerns we might have about your child with you. There might be occasions, however, when we have to provide information to or consult other agencies such as Children's Services Social Care before we contact you. Our responsibility to do so is determined by Bournemouth, Dorset and Poole Inter-Agency Child Protection Procedures, 2006. If you want to know more about these procedures, please speak to the Headteacher.
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St Andrew's CE VC Primary School
Yetminster
Equal Opportunities Policy
(see also Disability Non-Discrimination; EAL; Gifted and Talented; Racial Equality; SEN)
1 Introduction
1.1 Our school's ethos statement talks of valuing the individuality of all of our children. We are committed to giving all our children every opportunity to achieve the highest of standards. We do this by taking account of pupils' varied experiences and needs. We offer a broad and balanced curriculum, and have high expectations of all children. The achievements, attitudes and well-being of all our children matter. This policy is intended to help to ensure that this school promotes the individuality of all children, irrespective of ethnicity, religion, attainment, age, disability, gender or background.
1.2 This policy accords with legislation:
• Race Relations (Amendment) Act (2000);
• Disability Discrimination (Amendment) Act (2002);
• Sex Discrimination Act (1975).
2 Aims and objectives
2.1 We do not discriminate against anyone, be they staff or pupil or parent, on the grounds of ethnicity, religion, attainment, age, disability, gender or background.
2.2 We promote the principle of fairness and justice for all through the education that we provide in our school. We recognise that doing this may entail treating some pupils differently.
2.3 We seek to ensure that all pupils have equal access to the full range of educational opportunities provided by the school.
2.4 We constantly strive to remove any forms of indirect discrimination that may form barriers to learning for some groups.
2.5 We ensure that all recruitment, employment, promotion and training systems are fair to all, and provide opportunities for everyone.
2.6 We challenge personal prejudice and stereotypical views whenever they occur.
2.7 We value each pupil's worth, we celebrate the individuality and cultural diversity of the community centred on our school, and we show respect for all minority groups.
2.8 We are aware that prejudice and stereotyping are caused by poor self-image and by ignorance. Through positive educational experiences, and support for each individual's legitimate point of view, we aim to promote positive social attitudes, and respect for all.
3 Racial equality (please refer to Race Equality policy)
3.1 In our school we will:
• strive to eliminate all forms of racism and racial discrimination;
• promote equality of opportunity;
• promote good relations between people of different racial and ethnic groups.
3.2 It is the right of all pupils to receive the best education the school can provide, with access to all educational activities organised by the school. We do not tolerate any forms of racism or racist behaviour. Should a racist incident occur, we will deal with it in accordance with school procedures (see policies for Racial Equality and for Behaviour).
3.3 We endeavour to make our school welcoming to all minority groups. Thus, for example, we will immediately remove any offensive graffiti that we may find in school. We promote an understanding of diverse cultures through the topics studied by the children, and we reflect this in the displays of work shown around the school.
3.4 Our curriculum reflects the attitudes, values and respect that we have for minority ethnic groups. So, for example, in the curriculum topic on religious festivals, the children learn the importance of Diwali to Hindus and Sikhs.
4 Disability non-discrimination
4.1 Some children in our school have disabilities. We are committed to meeting the needs of these children, as we are to meeting the needs of all within the school. The school fully meets the requirements of the amended Disability Discrimination Act that came into effect in September 2002. All reasonable steps are taken to ensure that these children are not placed at a substantial disadvantage compared to non-disabled children.
4.2 The school is committed to providing an environment that allows disabled children full access to all areas of learning.
4.3 Teachers modify teaching and learning as appropriate for children with disabilities. For example, they may give additional time to complete certain activities, or modify teaching materials, or offer alternative activities where children are unable to manipulate tools or equipment.
5 Gender equality
5.1 We are committed to seeing all individuals and groups of pupils making the best progress possible in our school.
5.2 We have put in place a number of measures to raise the achievement of all. These include:
• dealing with negative aspects of poor behaviour, including bullying and name-calling;
• removing gender bias from our resources;
• making sure that our displays reflect both boys and girls as effective learners and achievers;
• encouraging all to read fiction.
5.3 We are committed to:
• beginning a lesson by stating the learning outcomes, and giving the 'big picture';
• employing a variety of activities, and include a kinaesthetic element;
• delivering work in bite-sized chunks, with 'brain breaks' and new starts;
• providing challenge, competition and short-term goals;
• giving regular positive feedback and rewards;
• setting writing tasks that are cross-curricular, that have been modelled first, and for which there are frames and scaffolds available.
5.4 We realise that although gender is one of the key factors affecting educational performance, it affects different sub-groups of boys and girls in different ways. Social class, ethnic origin and local context are all strongly linked to performance. We also seek to ensure that policies designed to improve the attainment of one group does not do so at the expense of achievement of others.
6 The role of governors
6.1 In this policy statement the governing body has set out its commitment to equal opportunities, and it will continue to do all it can to ensure that all members of the school community are treated both fairly and equally.
6.2 The Head and SLT on behalf of and in communication with the Governing Body collects, analyses and evaluates a range of school data. We check that all pupils are making the best possible progress, and that no group of pupils is underachieving. To do this we monitor:
• admissions;
• attainment;
• exclusions;
• rewards and sanctions;
• parents' and pupils' questionnaires.
6.3 The governing body seeks to ensure that people with disabilities are not discriminated against when applying for jobs at our school. The governors take all reasonable steps to ensure that the school environment properly accommodates people with disabilities.
6.4 The governing body will, in its annual report, make reference to arrangements for disabled pupils.
6.5 The governors welcome all applications to join the school, whatever background or disability a child may have.
6.6 The governing body ensures that no child is discriminated against whilst in our school on account of their sex, religion or race. So, for example, all children have access to the full range of the curriculum, and regulations regarding school uniform will be applied equally to boys and girls. If a child's religion has a bearing on school uniform, then the school will deal with each case sensitively, and with respect for the child's cultural traditions.
7 The role of the headteacher
7.1 It is the headteacher's role to implement the school's policy on equal opportunities, and s/he is supported by the governing body in so doing.
7.2 It is the headteacher's role to make sure that all staff are aware of the school policy on equal opportunities, and that teachers apply these guidelines fairly in all situations.
7.3 The headteacher ensures that all appointments panels give due regard to this policy, so that no-one is discriminated against.
7.4 The headteacher promotes the principle of equal opportunity when developing the curriculum, and in providing opportunities for training.
7.5 The headteacher promotes respect for other people in all aspects of school life; in the assembly, for example, respect for other people is a regular theme, as it is also in displays around the school.
7.6 The headteacher views all incidents of unfair treatment, and any racist incidents, with due concern.
8 The role of the class teacher
8.1 Class teachers recognise their own prejudices, but do their best to ensure that all pupils are treated fairly and with respect. We do not knowingly discriminate against any child.
8.2 When selecting classroom material, teachers strive to provide resources which give positive images, and which challenge stereotypical images of minority groups.
8.3 We seek to implement this policy when designing schemes of work, both in our choice of topics to study, and in how we approach sensitive issues. So, for example, history topics include examples of the significant contributions women have made in this country's history. In geography the teacher attempts to counter stereotypical images of Africa and Asia, and to show the true diversity of development in different parts of the world.
8.4 All our teachers and support staff challenge any incidents of prejudice or racism. We record any incidents with the headteacher.
9 Monitoring and review
9.1 It is the responsibility of our governing body to monitor the effectiveness of this policy. The governors will therefore:
• monitor the progress of pupils from minority groups, comparing it to the progress made by other pupils in the school;
• monitor the staff appointment process, so that no-one applying for a post at this school is discriminated against;
• require the headteacher to report to governors annually on the effectiveness of this policy;
• take into serious consideration any complaints from parents, staff or pupils regarding equal opportunity;
• monitor the school's behaviour policy, and the numbers of exclusions, to make sure that pupils from minority groups are not unfairly treated.
9.2 This policy will be reviewed by the governing body every two years, or earlier if it is considered necessary.
Signed:
Date:
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ST. ANDREW'S C.E. PRIMARY SCHOOL,
Yetminster
ADMISSION POLICY
Children will be admitted to our Reception year in the September prior to their fifth birthday.
All children will be admitted mornings only, in the first term, after which they will normally become full-time pupils.
In the term prior to entry, the School runs a full Induction programme for all its' September intake. This involves at least four visits into school for parents and children, and an opportunity to meet Class Teacher, Headteacher and usually the School Nurse.
Our Early Years' teachers make regular visits with Playgroup and local Nursery and we welcome pre-school children from these groups, with special assemblies and to share our facilities where appropriate. We feel that this pre-school link is vital in settling your child into their new class, and wish to build on the firm foundation laid at home and in the Playgroups/Nursery.
The policy for admissions to St. Andrew's V.C. Primary School is that children are admitted to school in the following priority order:-
1. Children living in the area normally served by a school (see footnote)
2. Children living outside the area and wishing to attend on parental preference grounds
(a) where there are spare places available and the number of preferences is equal to or less than the places available, those out of the area children wishing to attend on parental preference grounds can be admitted.
(b) Where there are spare places available but there is a greater number of preferences, these out of area children will be offered the spare places in the following order (see footnote).
i. An older brother or sister who has been admitted in previous years and who will be attending the school at the time of admission
ii. A child who has particular medical reasons for attending the preferred school, as supported by the Clinical Medical Officer
iii. Particular reasons advanced by the parents which, in the Education Officer's view, deserve priority
iv. If places still remain available, the child's proximity to the preferred school may be taken into account
FOOTNOTES:-
i. If, in the categories listed above, the number of children seeking admission exceeds the number of places which are available at a particular school, decisions as to which children will be allocated a place at that school will be made in the following way:-
(a) Priority 1 children: catchment area children
Places will be allocated by applying the priority order used for considering requests from outside the school's area as decided in paragraphs 2 (b) - (iv) above. In the event of there being more children than places available in any of the categories, the child's proximity to the school will be the determining (i.e. tie-break) factor
(b) Priority 2 children: out of catchment area children.
Places will be allocated by running through each of the criteria in paragraphs 2(b) (I) - (iv) above and in the event of there being more children than places available in any of the categories, the child's proximity to the school will be the determining (i.e. tie-break) factor.
ii. When measuring distances from home to school this is done as in school transport cases, by the shortest distance available walking route, and not, for example, as the crow flies.
iii. The question as to whether there are any spare places available for parental preference cases will be decided by reference to:-
(a) The Standard Number/Admission Number where they are admitted to the year of entry of the school and
(b) The number of children attending the school in particular class/teaching groups and
(c) The total accommodation available, the total number of pupils on roll and to the staffing available at the school.
Notes (a), (b) and (c) apply to requests for admission to the first year of entry to a school: (b) and (c) apply to those being considered for older year groups.
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