At Fieldhead Primary Academy safeguarding permeates all aspects of school life and is everyone's responsibility; the academy forms part of a wider safeguarding system. In order to fulfil our responsibilities we adopt a child-centred approach. This means that: Safeguarding systems and procedures are oriented around the wishes, feelings and best interests of children; We seek to give children a 'voice', listen to what they say, take them seriously and work collaboratively in order to meet their needs. Our academy aims to provide a positive, stimulating, caring and safe environment which promotes the social, physical, emotional and moral development of each child. We work hard to maintain a safeguarding ethos and culture whereby children feel safe and are safe whilst at school and on their way to and from school. This policy applies to everyone in our academy and it should be read and understood alongside the following Academy / Focus Trust policies: Managing Allegations Against Staff and Volunteers Anti-Bullying Education of Children Looked After by a Local Authority IT Use and Online Safety Safer Recruitment and Selection Intimate Care Promoting Positive Behaviour Safeguarding Policy Whistle-blowing Definitions Child(ren)means everyone under the age of 18. National, statutory guidance 'Working Together to Safeguard Children' (2015)defines safeguarding and promoting welfare as: - protecting children from maltreatment; - preventing impairment of children's health or development; - ensuring that children grow up in circumstances consistent with the
(i) Generally - by ensuring that all staff in school are trained and that they understand the risks affecting children and young people; (ii) Specifically - having clear processes in place for monitoring behaviour, including online, so that we are able to identify individuals who may be at risk (iii) Procedurally - having clear procedures in place which enable us to protect and support those identified as being at risk. Developed a Prevent action plan to reduce this risk, which has been signed-off by governors; Conduct relevant checks in order to prohibit extremist speakers and events in school; Put strategies in place to manage access to extremist material i.e. by ensuring appropriate and proportionate online filtering and monitoring occurs in school; Work in partnership with parents, the local community and other agencies to fulfill our duties; There is no obvious profile of a person likely to become involved in extremism or a single indicator of when a person might move to adopt violence in support of extremist ideas. The process of radicalisation is different for every individual and can take place over an extended period or within a very short time frame. As with any other concern, the risk of harm is raised when young people are vulnerable and is often noticed when children change their behaviour, clothing or attitudes. Younger children may repeat the language and comments of adults and staff should be alert to this (alongside the fact that older siblings and adults may also show signs). Early indicators which everyone should be aware of include: showing sympathy for extremist causes; glorifying violence, especially to other faiths or cultures; making remarks or comments about being at extremist events or rallies outside academy; evidence of possessing illegal or extremist literature;
Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child. Fabricated Illness The carer does not physically harm the child but reports a clinical story which is fabricated. This is frequently ‘supported’ by false specimens e.g. use of menstrual or animal blood; Induced Illness The carer inflicts harm on the child e.g. poisoning, suffocation, tearing etc Neglect may occur during pregnancy as a result of maternal substance misuse; 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. Source: Working Together to Safeguard Children 2015 Possible Indicators of Child Abuse and Neglect Neglect Emotional Abuse Physical Abuse Sexual Abuse Tired/listless Unkempt Poor hygiene Untreated medical conditions Medical appointments missed Constantly hungry or stealing food Over eats when food is available Poor growth Poor/late attendance Being regularly left alone or unsupervised Failure to thrive Attention seeking Over ready to relate to others Low self esteem Apathy Depression/self harm Drink/drug/solvent abuse Persistently being over protective Constantly shouting at, threatening or demeaning a child Withholding love and affection Regularly humiliating a child Unexplained injuries Injuries on certain parts of the body Injuries in various stages of healing Injuries that reflect an article used Flinching when approached Reluctant to change Crying/ instability Afraid of home Behavioural extremes Apathy/depression Wanting arms and legs covered even in very hot weather Age inappropriate sexual promiscuity Wary of adults/ running away from home Eating self harm Unexplained gifts/ money Stomach pains when walking or sitting Bedwetting Recurrent genital discharge / infections