zilongwang/ReadingBank huggingface dataset:
children, geographic area, etc.)? How do you plan to recruit child care providers/staff to attend trainings? Include the names of agencies/organizations who are primary referral sources for clients. Client Retention: How do you incentivize participants to come to additional trainings? Progress Monitoring and Follow-Up: How do you assess whether participants are increasing their knowledge and skills? How is follow-up conducted with participants of trainings? Staff and Resources: Describe the staff and resources devoted to this strategy, including staff qualifications, and how staff and resources will support the projected increase in numbers served over the next few years. Implementation Self-Assessment, Child Care Training Rate how well your program is currently doing, relative to each of the following implementation metrics. Refer to the First Steps Program Accountability Standards for guidance. If one or more Benchmarks do not apply to your strategy, explain why. Partnerships are strongly encouraged to seek from clients, staff, and partners in order to complete this section. Implementation Metric Current Rating Check the box that best describes how well this program currently meets the benchmark (check by clicking on the box) Reason(s) for Rating CLIENT Advancing staff knowledge and skills Needs Improvement At the conclusion of the trainings, participants don’t usually demonstrate any new skills/knowledge gained Meets At the conclusion of the trainings, participants demonstrate new skills/knowledge gained, but might not have a plan to operationalize it in their classrooms. Exceeds At the conclusion of the trainings, participants demonstrate new skills/knowledge gained and a clear plan to operationalize it in their classrooms. CLIENT Follow-Up Needs Improvement Training does not include a follow-up component Meets Training includes a follow-up component, but follow-up could be improved (ex., follow-up work isn’t completed by participants, follow-up is done inconsistently, follow-up strategy does not appear to be impacting the classroom) Exceeds Training includes one or multiple follow-up components. Follow up enables training attendees to improve practice and has a demonstrated impact on the classroom
the application by reason of taking part in a performance or activity: of any monies earned by the child during the last twelve months, stating whether the monies earned were in respect of performances or activities for which a licence was granted or a performance for which a licence was not required: Medical declaration to be completed by parent Does your child have: (answer yes or no) If yes please provide details including any treatment or medication: Asthma Any allergies Any skin conditions Hearing impairment Visual impairment Any learning disability Any physical disability Any medical conditions? Taking any regular medication(s)? Been to see or had a referral to a hospital consultant in the last 6 months? I confirm that I have parental responsibility for this child. Signature of parent: Print Name: Postal Address (if different from child) Parents Email Address Parents Telephone No. Date:
will be a gradual build-up along with changes in practice and systems Consideration needs also to be given to medical workforce, supervision, Allied Health Professionals, with the addition of social work further down the line Supervision needs to be more robust and should include psychology. The same issues crop up across all professions. Sally Egan reported difficulties in supervising within different models, eg Triple P, Incredible Years. Malcolm pointed out the regulation of support workers and health codes of practice have to integrate. Julia agreed that there were different types of supervision, eg clinical, peer, child protection etc, which need to join up. Point to note: Health and Social Care Integration to be discussed at a main meeting in the future. DISABLED CHILDREN Jim Carle was unable to attend but forwarded papers regarding the Children and Young People Disability Advisory Group. It was agreed Disabled Children should be an item on the 21 August meeting agenda. ITEM 4 ARRANGEMENTS FOR CYPHSG MEETING: 21 AUGUST 2014 Item 2 Youth Justice Links well with LAC and emotional and mental wellbeing. 2/3 of children who offend have parents in the justice system. Inmates being admitted to jail are not asked if they are parents. Action: Kirsty Craig to meet with Chris Wright to determine whether or not this should be on the agenda. Item 3 Community Child Health/Health Visiting/School Nursing – to be on the agenda Item 4 Digital Health – to be on the agenda Adult services are promoting self-management and there is a remote and rural pilot in NHS Grampian which may help manage A&E attendances and support GPs. Technology is being given to front-line staff, eg supporting mothers who can’t get to support groups by using technology to give face-to-face advice. Discussions are taking place on an eSWHMR and eRedbook. eRedbook – to be taken off the agenda or Revamp of CYPHSG – to be short item at end of agenda entitled Next Steps for the CYPHSG Thought should be given to CYPHSG membership, on how it should adapt to new legislation/policies and what its priorities are, eg LAC, disabled children, child protection, school nursing etc. How can it add value and what should its priorities be? Integration should be taken into account, eg what is the CHC role and who is responsible – Boards or partnerships?
Children and Young People’s Health Support Group Meeting - 11 May 2015 Minutes Present Malcolm Wright – James Cannon – NHS North of Scotland Regional Planning Group Jim – Disability Champion Lawrie Davidson – Care Inspectorate Jean Davies – Strategic Paediatric Educationalists & Nurses in Scotland (SPENS) Linda De Caestecker – Faculty of Public Health Mike Bisset - Regional Medical Director, of Scotland Planning Group Sally Egan – Child Health Commissioners Dr Peter Fowlie – Royal College of Paediatrics and Child Health (RCPCH) Gwen Garner, Action for Sick Children Scotland Catherine Gorry- NHS, Speech and Language Therapy Mary Hoey - Education Scotland Catriona Johnson – National Services Division (NSD), representing Deirdre Evans Jacqueline Lamb – Children in Scotland Carrie Lindsay – Fife Council, Association of Directors of Education Scotland (ADES) Elaine Lockhart, Royal College of Psychiatrists Mary Hoey – Education Scotland John O’ Dowd – NHS Ayrshire & Arran Judy Thompson – NHS Education for Scotland (NES) Professor George Youngson – University of Aberdeen, Emeritus Professor, Paediatric Surgery Scottish Government Bob Fraser – Getting it Right for Every Child (GIRFEC) Health Adviser John Froggatt – Child and Maternal Health Division Susan Gallacher - Child and Maternal Health Division Mary Sloan – Child and Maternal Health Division Emily McLean – Child and Maternal Health Division In attendance James Ferguson – NHS 24 Ronnie Hill – Health & Social Care Alliance Debbie McGirr - Children with Exceptional Healthcare Needs National Managed Clinical Network Anne Marie Pitt – North of Scotland Planning Group Apologies Sharon Adamson- NHS Greater Glasgow & Clyde Jan Beattie, AHP for Children and Young People Jim Beattie – NHS Greater Glasgow Clyde Kirsty Craig – Branch Head, Children and Young People’s Health Rod Duncan - NHS, Scottish Committee of Children’s Surgical Services. Julia Egan- Chief Nursing Officer Directorate
CEU use only Case Number (Year\ CIN No.) Recorded on CIN\CEU database: Date: Received via (Post\Agency\original source) Responsible Section (Circle): Conduct & Ethics Protection Compliance Section Consular Operations Responsible Section Case No. Referral to responsible section Date: CEU advised of case outcome\closure Date CEU database updated and referenced with Section case No.
DISABLING CONDITIONS AND BARRIERS PHYSICAL DISABILITY [All Clients] No Client doesn’t know Yes Client refused IF “YES” TO PHYSICAL DISABILITY – SPECIFY Receiving services for physical disability No Client doesn’t know Yes Client refused Is the physical disability expected to be of long-continued and indefinite duration and substantially impairs ability to live independently. No Client doesn’t know Yes Client refused Documentation of the disability and severity on file No Yes DEVELOPMENTAL DISABILITY [All Clients] No Client doesn’t know Yes Client refused IF “YES” TO DEVELOPMENTAL DISABILITY – SPECIFY Receiving services for developmental disability No Client doesn’t know Yes Client refused Is the developmental disability expected to substantially impair ability to live independently? No Client doesn’t know Yes Client refused Documentation of the disability and severity on file No Yes CHRONIC HEALTH CONDITION [All Clients] No Client know Yes Client refused IF “YES” TO CHRONIC HEALTH CONDITION – SPECIFY Currently receiving services/treatment for this condition No Client doesn’t know Yes Client refused Is the condition expected to be of long-continued and indefinite duration and substantially impairs ability to live independently. No Client doesn’t know Yes Client refused Documentation of the disability and severity on file No Yes HIV-AIDS [All Clients] No Client doesn’t know Yes Client refused IF “YES” TO HIV-AIDS – SPECIFY Currently receiving services/treatment for this condition No Client know Yes Client refused Is the condition expected to substantially impair ability to live independently? No Client doesn’t know Yes Client refused Documentation of the disability and severity on file No Yes MENTAL HEALTH PROBLEMS [All Clients]
Average of Grade 530 Count of Grade 530 Average of KA 1 EDUC 530 Leadership Project (%) of KA 1 EDUC 530 Leadership Project (%) Average of KA 1 EDUC 530 Leadership Project (Rubric) Count of KA 1 EDUC 530 Leadership Project (Rubric) 2007-2008 3.828 25 2008-2009 3.84 30 0.837 7 2009-2010 3.909 11 0.786 2 3.837 9 yellow highlights represent statistically significant differences Table 2 (Cont) Key Assessment 2 (Planning) Average of Grade 553P Count of Grade 553P Average of KA 2 EDUC 553 P (%) of KA 2 EDUC 553 P (%) Average of KA 2 EDUC 553 P (Rubric) Count of KA 2 EDUC 553 P (Rubric) Average of KA 2 EDUC 530 Leadership Project of KA 2 EDUC 530 Leadership Project 2007-2008 3.545 11 0.834 11 2008-2009 3.44 25 0.857 25 2009-2010 3.858 12 0.878 7 3.767 6 3.718 9 Table 2 (Cont) Key Assessment 3 (Assessment) Average of Grade 530I Count of Grade 530I Average of KA 3 Education 530 I (%) Count of KA 3 Education 530 I (%) Average of KA 3 Education 530 I (Rubric) Count of KA 3 Education 530 I (Rubric) Average of KA 3 EDUC 530 Leadership Project Count of KA 3 EDUC 530 Leadership Project 2007-2008 3.986 21 0.851 22 2008-2009 3.810 21 0.855 21 2009-2010 3.514 21 0.941 13 3.702 8 3.317 9
Table 2 (Cont) Key Assessment 4 (Diversity) Average of 530A Count of Grade 530A Average of KA 4 EDUC 530 A (%) Count of KA 4 EDUC 530 A (%) Average of KA 4 EDUC 530 A (Rubric) Count of KA 4 EDUC 530 A (Rubric) Average of KA 4 EDUC 530S Grief Handbook Count of KA 4 EDUC 530S Grief Handbook Average of KA 4 EDUC 530 Leadership Project Count of KA 4 EDUC 530 Leadership Project 2007-2008 3.988 25 0.845 26 2008-2009 4 25 0.941 25 2009-2010 3.981 16 0.886 1 3.856 17 3.71 5 3.956 9 Table 2 (Cont) Key Assessment 5 (Technology) Average of Grade 530T Count of Grade 530T Average of KA 5 EDUC 530 T (%) Count of KA 5 EDUC 530 T (%) Average of KA 5 EDUC 530 T (Rubric) Count of KA 5 EDUC 530 T (Rubric) Average of KA 5 EDUC 530 Leadership Project (%) Count of KA 5 EDUC 530 Leadership Project (%) Average of KA 5 EDUC 530 Leadership Project (Rubric) Count of KA 5 EDUC 530 Leadership Project (Rubric) 2007-2008 3.941 27 0.833 27 3.65 2 2008-2009 4 19 0.890 8 3.755 11 0.981 7 2009-2010 3.856 18 0.929 1 3.624 17 0.967 2 3.888 9
through a program developed with host governments. Seventeen regional offices provide technical assistance to country offices as needed. What is NFHS? The National Family Health Survey (NFHS) is a large-scale, multi-round survey conducted in a representative sample of households throughout India. Three rounds of the survey have been conducted since the first survey in 1992-93. The survey provides state and national information for India on fertility, infant and child mortality, the practice of family planning, maternal and child health, reproductive health, nutrition, anaemia, utilization and quality of health and family planning services. Each successive round of the NFHS has had two specific goals: a) to provide essential data on health and family welfare needed by the Ministry of Health and Family Welfare and other agencies for policy and programme purposes, and b) to provide information on important emerging health and family welfare issues. The Ministry of Health and Family Welfare (MOHFW), Government of India, designated the International Institute for Polulation Science (IIPS). What is Sharia? Sharia (Islamic law) deals with many topics addressed by secular law, including crime, politics and economy as well as personal matters such as, hygiene, diet, prayer, everyday etiquette and fasting. Adherence to Islamic law has served as one of the distinguishing characteristics of the Muslim faith historically, and through the centuries Muslims have devoted much scholarly time and effort on its elaboration. Anil Kumar Assistant Professor for Sociology Amity Law School Amity University, Nioda, Gautam Buddha Nagar, Uttar Pradesh Email anilstate@gmail.com This not is partially written by me and partially collection of important facts
Child/young person invitation Date: Dear You are invited to attend the annual review of your progress on at am/pm at . It is very important that your views and wishes are made known at the meeting and you should be part of any decisions that are to be taken about your future education. This meeting is a chance for you to say what you feel about your school and learning. People at the meeting will include your family, teacher(s) and other adults who know you. At the meeting we will write about and talk about. What you like or admire you What is important for you and your future What is working and what is not working for you Your support – what is in place and what needs to be put in place Please can you complete and return the enclosed form with your views and wishes by so that I can prepare for the review? A Teacher, parent/carer or friend can help you if you like and also come with you to the meeting. Yours sincerely Head
Children with a determined Service Level of Basic, Moderate, Specialized, or Intense referred by the DFPS. Client Characteristics See Application in Section 6.1 for a list of targeted characteristics and behaviors that may be exhibited by Children needing placement. Organization and Personnel Qualifications Contractor must comply with organization and personnel qualifications in the RCCL Minimum Standards and submit the documents required in 6.1. Out of Contractors will comply with this Section as provided for by their equivalent state licensing authority. Background Checks In addition to complying with 6.3.1 Section II (B), anyone who is a Principal or has access to the financial operations of the organization submit Forms 2970c and 2971c (See 6.1). Performance Measures The Contractor must comply with the Performance Measures in Section 6.3.3. UTILIZATION AND PAYMENT Utilization DFPS does not guarantee any minimum of utilization or specific number of referrals. Actual utilizations will vary according to the needs of DFPS, individual clients and DFPS budgetary allocations and is at the discretion of DFPS. Payment DFPS will pay the Contractor the Service daily rate (See Subsection 3.3) for each Child placed by DFPS and receiving services in accordance with the Child’s Plan of Service (including Permanency Planning goals), licensing standards, Contract terms, and Service Level standards. DFPS is not obligated to pay for unauthorized services or to pay more than the daily rate. DFPS will only authorize payments to be made to the Contractor after deducting any known previous overpayment made by the DFPS to the Contractor. DFPS will pay for the calendar day of placement, but not for the calendar day of discharge. If the Child is discharged on the day of placement, the Contractor will not be reimbursed for that day.
Governor/Trustee’s Handbook – January 2017 What to do if you’re worried a is being abused – March 2015 Information sharing advice for practitioners providing safeguarding services to children, young people, parents and carers Preventing and Tackling Bullying Department for Education – e-safety guidelines Safeguarding: Disclosure and Barring – 2018 GDPR https://www.local.gov.uk/our-support/general-data-protection-regulation-gdpr The South West Grid for Learning (SWGfL) Family Information Service – Dorset Family Information Service – Borough of Poole Family Information Service –Bournemouth Borough Council ‘Exclusion from maintained schools, Academies and child referral units in England’ (2017) Children Missing Education (September 2016) LSCB Levels of Need and Continuum of Support (July 2016) Appendices: Further information is in the appendices on: Signs of abuse (including Child Sexual Exploitation)
Eating problems such as overeating or anorexia Self-harm or mutilation, sometimes leading to suicide attempts Saying they have secrets they cannot tell anyone about Substance or drug abuse Suddenly having unexplained sources of money Not allowed to have friends (particularly in adolescence) Acting in a sexually explicit way towards adults. Neglect It can be difficult to recognise neglect, however its effects can be long term and damaging for children. The physical signs of neglect may include: Being constantly dirty or ‘smelly’. Constant hunger, sometimes stealing food from children. Losing weight, or constantly underweight. Inappropriate or dirty clothing. Neglect may be indicated by changes in behaviour may include: Mentioning being left alone or unsupervised. Not having many friends. Complaining of being tired all the time. Not requesting medical assistance and/or failing to attend appointments. 3.5 Specific Safeguarding Issues In understanding the signs and indicators of specific issues listed earlier in this policy Schools and Colleges can access broad Government guidance and more importantly access local procedures, strategies and tools through the
PART 1 Page No. Introduction Page 3 Terminology Page 3 Aims Page 4 The role of school and college staff Page 4 What school and college staff need to know Page 5 What school and college staff should look out for Page 5 What school and college staff should do if they have concerns about a child Page 6 What schools and college staff should do if a child is in danger or at risk of harm Page 7 What school and college staff should do if they have concerns about another staff member Page 7 school and college staff should do if they have concerns about safeguarding practices within the school or college Page 7 PART 2 Page No. personnel at our school Page 9 and responsibilities Page 10 Children Page 13 Page 14 Staff Page 14 against staff Page 15 Page 15 Intervention/Positive Handling Page 16 Page 16 & Safety Page 16 with Special Educational Needs Page 16 of abuse and neglect Page 17 safeguarding issues Page 18 safety Page 20 to teach safeguarding Page 20 of abuse made against other children (peer on peer abuse) Page 20 with Disclosures Page 21 keeping Page 22 APPENDICES Page No. A:Definitions Page 23 B: allegations flowchart Page 26 C: Actions where there are concerns about a child (flowchart) Page 27 PART 1 Introduction
Child protection will continue to endorse case plans and take matters to court when needed, however they are not involved with the care team or the day to day decisions that you and the agency make. We want children to be with their families but for a small group of children this is not possible and if this is case, then we want children to have the safety and security of long term or a permanent family as soon as possible as this provides a better outcomes for them. Thank you for listening. Brian Nankervis: This podcast is part of a series produced by the Victorian Government to support foster carers in important role. Thankyou for listening. To receive this publication in an accessible format phone 03 9096 7366, using the National Relay Service 13 36 77 if required. Authorised and published by the Victorian Government, 1 Treasury Place, Melbourne. © of Victoria, Department of Health and Human Services May, 2017. Where the term ‘Aboriginal’ is used it refers to both Aboriginal and Torres Strait Islander people. Indigenous is retained when it is part of the title of a report, program or quotation. ISBN 978-0-7311-7062-3 (pdf/online) Available at www.dhhs.vic.gov.au
Child missing from home or care Sexual Exploitation (CSE) Child criminal exploitation (County Lines) Domestic Homelessness Drugs and alcohol misuse Fabricated or induced illness abuse Female Genital Mutilation (FGM) Forced marriage Gangs and youth violence Gender based abuse and violence against women and girls Hate Honour based abuse Mental health Missing children and adults Online safety Peer on Peer Abuse Prevent duty (radicalisation and extremism) Private fostering Relationship abuse Sexual violence and sexual harassment between children Human trafficking and modern slavery Youth produced sexual imagery or “Sexting” (Also see Annex A within ‘Keeping children safe in education’ 2018) Related Safeguarding Policies these details according to the individual school documents etc. and add any other relevant documents or policies to the list. . This policy is one of a series in the school’s integrated safeguarding portfolio and should be read in conjunction with the policies as listed below: Behaviour Management, linked to the Use of Physical Intervention Searching, screening and confiscation Online Safety and Social Anti-Bullying Data Protection and Information Sharing Image Use Sex & Relationship Education Personal and Intimate Care Health and Safety Attendance Risk Assessments (e.g. school trips, use of technology) First Aid and Accidents Managing Allegations Against Staff Staff Behaviour Policy (including Acceptable Use of Technology) Recruitment Whistleblowing Key Responsibilities
Child(ren)s Developmental Needs (please consider the following areas: Health, Education, Identity, Emotional and Behavioural Development, Family and social relationships, Social presentation, skills). Identified Risk/Need Pertaining to which child Actions to reduce the risk/address need Timescale By Whom Planned Outcome 1 2 3 4 Parenting Capacity (please consider the following areas: Basic care, Ensuring safety, Emotional warmth, Stimulation, Guidance and boundaries, Stability). Identified Risk/Need Pertaining to child Actions to reduce the risk/address need Timescale By Whom Planned Outcome 1 2 3 4 Family and Environmental Factors (please consider the following area: Family History and function, Wider family, Housing, Employment, Income, Family’s Social Integration, Community resources). Identified Risk/Need Pertaining to which child Actions to reduce the risk/address need Timescale By Whom Planned Outcome 1 2 3 4
Emergency Duty Team 01609 780780 NORTH YORKSHIRE POLICE 101 (Ask for the Serious Crime Team in your area) Safeguarding Unit Safeguarding / Designated Officers for Managing Allegations (LADOs) Craven / Harrogate / Selby Rosemary Cannell Part-time 534974 07715540723 Susan Crawford 01609 532152 07813 005161 North / White Horse / Coast Karen Lewis 01609 534200 07715 540711 Dave Peat 01609 535646 07814 533363 Managers (part-time): Alan Critchlow 01609 532320 07715540712 Heather Pearson 01609 532301 07715540741 Business Support including CME Coordinator (Children Missing Education) 01609 532477 NYCC HUMAN RESOURCES 01609 798343 Customer Service Contact numbers for referral to Children’s Social Care in neighbouring Local Authorities: Redcar & Cleveland – 01642 771 500 Stockton on Tees – 01642 527 764 Darlington – 01325 346 200 Middlesbrough – 01642 726 004
2 Statutory Framework 3 Roles and responsibilities 4 Types of abuse / specific safeguarding issues 5 Procedures 6 Training 7 Professional confidentiality 8 Records and information sharing 9 Interagency working 10 Allegations about members of the workforce 11 Whistleblowing Appendix A Family Operations Hub Partner Access Map Appendix B PREVENT referral Flow Chart Appendix C Windscreen of Need Appendix D Contact Sheet Appendix E Academy Specific Travel Information (Bus Information) Appendix F Information Sharing Appendix G Child Protection Record – Report a Concern Appendix H Body Maps Appendix I Child Protection Record – Case Chronology Appendix J Child Protection Record – File Transfer Record and Receipt Appendix K Protection Record – Internal Case Review Appendix L Safeguarding Checklist Appendix M Inspection and Audit of Safeguarding Amendments Section 2 – additional documents listed; Education Act 2002, Female Genital Mutilation Act 2003 (S. 74 - Serious Act 2015) Section 4 – CSE section updated Section 5 – additions added (highlighted) Section 7 – addition altered (highlighted) Section 8 – addition altered (highlighted) Appendix B – PREVENT referral Flow added Appendix C – Windscreen of Need added CHILD PROTECTION POLICY FOR ST MARGARET’S C OF E ACADEMY Introduction
Appendix 10 Safeguarding Children Data Base (blank template) Name of Child DOB Form Home Address Parents/carer contact details Name of Social worker and contact details Other Agencies Type of Plan CP CIN EHAF SEN Dates of: Conferences, Reviews and Meetings
Safeguarding Children Data Base (example template) Name of Child DOB Form Home Address Parents/carer contact details Name of Social worker and contact details Other Agencies Type of Plan Dates of: Conferences, Reviews and Meetings Michael Smith 17-4-1999 7EJ 8 Fair View Carlton Nottingham. NG Tel:- Sue, Dave Green Tel:- mobile Andrew Jones Sir John R Way Tel: 0115 843564 Lucy Grey EP Tel:- 01623 433433 John Newton ISS Tel:- 01623 433433 Protection ICPC 28-6-2010 RCPC 15- 12 2010 Core group Mtgs 14-7-2010 2.30pm at school. 9-9-2010 15-10-2010 Amy 14-10-1999 8PT 9 Loveday Road, Carlton Nottingham NG Tel:- Mrs Shirley Plant Mr Peter Plant Tel:- P Plant Mob:- Jane Forbes EWO Tel:-01623 4334332 Julie Walters S Nurse Tel:- 0115 954335 Child Protection Child In Need ICPC 12-11-2009 RCPC 23-3-2010 CiN 12-5-2010 21-7-010 Neil Brooks 23-7-1995 10KL 22 Sandy Lane Arnold Nottingham NG Tel:- Respite Care 75 Green Lane Edwinstowe Notts Mr Bob Brooks Mrs Jill Brooks Bob Mob:- Jill Mob:- Robin, Daisy Hood Andrew Cool Meadow House Mansfield Tel:- 01623 433498 T Manager:-Steve Parks Julie Brown EP Tel:- Hayley Barr ISS Tel:- Joe Brown Health Tel:- Gay Taylor Physio Tel:- Child in Need Statement of SEN CiN 22-7-2010 SEN Review
and 3rd January 2017 Basic Awareness Training online @ induction PREVENT training Sept 2015 PREVENT @ induction Comprehensive Protection Pathway Sept 2017 Safeguarding training from NYCC – Governors Nov 2017 Booked Manual Handling & Working at Heights – Autumn2 2017 Fire Awareness – Spring 1 (2018) E safety – all staff and governors – Nov 2017
Signature ………………………………………………….............................. Governors) Name: Date:…………….........................…… Signature ………………………...........................………………………….. (Headteacher) Name Date:…...........................…………… Signature ……………………...........…………………………….. (Designated Safeguarding Lead) Print Name: Date:……….........................…………
CONTENTS Page Named staff & initial contacts 4 Introduction 5 Safeguarding Commitment 6 Roles and Responsibilities General 7 Governing Body 7-8 Headteacher 8-9 Designated Safeguarding Lead Records, Monitoring and Transfer 10 Support to pupils and School Staff 10-11 Other Relevant Policies 10-11 Recruitment and Selection of Staff 12 Other Commitments 12-17 Useful links – Local and National 17 Appendix 1 – Definitions of abuse 20-26 Appendix 2 - Procedure to follow in cases of possible, alleged or suspected abuse 26 Appendix 3 - Procedure for allegations against staff and volunteers 28 Appendix 4- Child Protection Concern Form 30 Appendix 5 – Protection Follow Up Form 31 Appendix 6- Record for physical signs 32 Appendix 7- Safer Practice Guidelines 33 Appendix 8 – Additional Information 34
staff and initial contacts Designated Safeguarding Lead: Everington Deputy Designated Safeguarding Lead: John Bonner Nominated Safeguarding Governor: Maureen Waterfall Safeguarding, advice and training contacts: Safeguarding Referrals must be made in one of the following ways: By telephone contact to the Multi-Agency Safeguarding Hub: 0300 126 1000; By e-mail to: ; By using the online referral form found at In an emergency outside office hours, by contacting the Emergency Duty Team or the Police. If a child is in immediate danger at any time, left alone or missing, you should contact the police directly and/or an ambulance using 999. Multi-Agency Safeguarding Hub (M.A.S.H) The Safeguarding Hub (MASH) deals with referrals from professionals and members of the public who may have concerns about a child’s welfare following contact with the helpline that is now also based in the Multi-Agency Safeguarding Hub. It makes the process of dealing with referrals quicker and more effective by improving the way county council: Children’s social care, Northamptonshire Fire and Rescue Service (NFRS), Youth Offending Service (YOS) and education, work alongside other partner agency colleagues including Northamptonshire police, Northamptonshire health partners, National Probation Service, and the East Midlands Ambulance Service (EMAS) to share information. For referrals regarding adults in education: Designated Officers (formerly LADO) 01604 367677 1 Introduction
Flow 2 – What happens following initial assessment? Flow chart 3 – Urgent action to safeguard children Flow 4 – What happens after the strategy discussion? Flow chart 5 – What happens after the child protection conference, including the review process? * All flowcharts taken from: DfES (2006) What to do if you’re worried a child is being abused. Nottingham: DfES Publications Contact Numbers Children’s Services contact numbers: Cambridge If you think the child is in immediate danger and needs urgent help, please call the police on 999. Children’s Services: Tel: 0345 045 5203 (between 8am and 6pm Monday to Friday, otherwise contact the out of hours number below) E-mail: or . Fax: You can also fax your concern on 01480 376 748. Emergency Duty Team, Child Services (out of hours for Cambridge and Peterborough) If your concern is outside office (6pm – 8am Monday to Friday) or at the weekend, call the Emergency Duty Team on 01733 234 724, or the police on 999. Local Authority Designated Officer (LADO) – to be called within 24 hours if an allegation is made against a member of staff, volunteer, trustee or a member of the supporting church. LADO main line: 01223 727 967 Head of LADO Janet Farr. Tel: 01223 727 968 E-mail: janet.farr@cambridgeshire.gov.uk Rebecca Boswell Tel: 01223 727 969 E-mail: Rebecca.boswell@cambridgeshire.gov.uk Police
To provide the best possible care for the people of Bradford, Airedale and Craven and to be recognised as one of the country’s leading providers of integrated community health care services. Aim 1: To provide a top quality service Aim 2: To achieve excellence in patient experience Aim 3: To ensure great relationships between the Trust, its staff and stakeholders Aim 4: To deliver excellent for money TRUST VALUES Respect Openness Improvement Excellence Together Core Statements: Infection Control - All clinical and non-clinical staff groups Responsible for, in respect to your area of work, for ensuring so far as is reasonably practicable and in accordance with Trust policies that you are aware of your individual responsibilities in regard to infection prevention and control this requires you to: Maintain safe infection prevention and control environment for yourself and others. Be familiar with and comply with current infection prevention and control, guidelines, policies and procedures. matters of non-compliance with your manager. Attend infection prevention and control mandatory training as dictated by your manager. Be appraised in relation to infection prevention and control. Risk Management All need a basic working knowledge of risk management. They all have a responsibility to identify and report risks, hazards, incidents, accidents and near misses promptly, in accordance with Trust Policy. All staff must be familiar with emergency procedures, risk management systems and incident management in their workplace. Health and Safety All employees have a responsibility under the Health and Safety at Work Etc. Act 1974 for their own health, safety and welfare and to ensure that the agreed safety procedures are carried out to provide a safe environment for
Caretaker/Secretary/Cleaners Sports coaches External Tutors/Guest Speakers Volunteers/Parents in school activities Visitors/contractors present in school during school hours Staff to view Tusla training module & any other online training offered by PDST Vetting Procedures Policy on Parents / Volunteers (by June 2018) Policy on Visiting Contractors (by June 2018) List of School Activities The School has identified the following Risk of Harm The School has the following Procedures in place to address risk identified in this assessment Use of Information and Communication Technology by pupils in school Risk of harm due to children inappropriately accessing/using computers, social media, phones and other devices while at school. Bullying ICT policy Anti-Bullying Policy Code of Behaviour Use of Zulidesk App for Ipads to supervise usage Pupil contract for use of ICT Student teachers undertaking training placement in school Harm by student Procedures in place in respect of student teacher placements Garda vetted Students are given placement pack to include Child Safeguarding Statement Use of media to record school events Risk of video/photography/other media being used inappropriately outside of school context. Facebook Policy Data Protection Policy ICT Policy Administration of first aid and medicines Risk of harm while a child is receiving care Procedures in place for the administration of first aid and medicines
Possibility that activity will lead to children being employed in hazardous work? Vulnerability of parent/carer Engages with parents true or cognitive age impacts on their ability to protect their children? Engages with parents who have challenges that contribute to their ability to provide care? (e.g. psychological, situational) Engages with parents who do not have many support systems? Vulnerability can include: Physical and mental disabilities, homelessness, child sex workers or parents who are sex workers, children and families impacted by disasters, displaced, migrants, refugees and asylum seekers, children in contact with the law, children that have been subject to trafficking, orphans, unaccompanied minors and the very young? Step 1 Part B – Activity Inherent Risk Based on your responses in Part 1, identify the inherent risk of the activity using the table below. Activity Risk is the level of potential risks to children due to the nature of the activity (working with children) or the design of the activity (design of the activity introduces risks to children). LOW No contact The activity does not involve any individuals working in-country (Nil Contact) (you answered No to all questions in Step 1 Part A) MODERATE Contact with Children The activity involves or may involve contact with children (working incountry, remote or rural area) (you answered Yes to any questions in ‘Contact with Children - Assessment’ but ‘No’ for all questions in ‘Working with Children - Assessment’) HIGH Working with Children The activity involves working with children (you answered YES to any questions under ‘Working with Children - Assessment’) Note: If an activity is determined to be ‘working with children’ then a full child protection risk assessment is required regardless of the organisational context outcome. Step 2: Is the organisation child-focused and what child protection controls are in place? There are two parts to this step: Part A – Assessment of Organisation’s Focus on Children and strength of child protection systems in place Part B – Organisation Inherent Risk Step 2 Part A – Assessment of Organisation’s Focus on Children and strength of systems Complete the worksheet below and add a Yes/No response against each question under ‘Systems and Controls’ and ‘Focus’. Organisation Profile
Hygiene • Poor hygiene, frequently smelly or dirty and regularly have dirty and unwashed clothing Health Untreated health and dental problems Poor muscle tone and prominent joints Poor skin; sores, rashes, flea bites, scabies and ringworm Thin swollen tummy Injuries caused by accidents, e.g. cuts or becoming infected Anaemia Incontinence Faltering growth and not reaching developmental milestones Recurring illness or infections Nutrition hungry No breakfast Development Being tired Withdrawn and unhappy Anxious and avoiding people Difficulty making friends Poor language and communication skills Poor social skills Missing school 4.7 Definition of Child Sexual Exploitation (CSE): ‘Sexual exploitation of C & YP under 18 involves exploitative situations, contexts and relationships, where young people (or a third person or persons) receive ‘something’ (e.g. food, accommodation, drugs. Alcohol, cigarettes, affection, gifts money) as a result of them performing, and/or another or others performing on them sexual activities. Child exploitation can occur through the use of technology without the Child’s immediate recognition; for example being persuaded to post sexual images on the internet/mobile phone
Appendix 6 - Reconstruct training courses used by staff at Oak Tree School – please refer to SWCPP website to find out more information: NB* the links below will not work directly – please visit the swcpp website (link above) to access information about training. Appendix 7 – Oak Tree School Student Risk Assessment The following scales help to identify the genuine rather than the perceived risk.
Name: DOB: Yes/ No A Probability of Hazard Please score 1/2/3/4 B Seriousness of Outcome Please score 1/2/3/4 Risk Score * A × B Risk Reduction Plan Outside Agency Involvement Social Services At what Level/Provision/ Reason? At what Level/Provision/ Reason? YISP At what Level/Provision/ Reason? YOP At what Level/Provision/ Reason? CAF At what Level/Provision/ Reason? Other: At what Reason? Behaviour Risk Assessment Description of Risk/ Behaviour Y/N A B A x B Risk Reduction Plan Probability 1. Unlikely - is evidence of historical risk but the behaviour has been dormant for over 12 months and no identified triggers remain. 2. Possible – Although the behaviour has occurred within the last 12 months, the context has changed to make a recurrence unlikely. 3. Likely – Existing evidence leads staff to believe that the behaviour is more likely than not to occur.
CP Policy Bullying & Harassment Policy & Procedure E -Safety Policy & Procedure Managing Behaviour Safer Care Policy & Procedure Allegations against staff Policy & Procedure Safer Recruitment Policy & Procedure Confidentiality and Information Sharing YP Missing from Home C.S.E. Policy & Procedure Whistle Blowing Health & Safety in the Household Definitions Physical Intervention Allegations against Foster Carers Responding to Concerns Responding to disclosures All the Policies and Procedures detailed above form part of Safeguarding and must be read and adhered to by all. Foster Cares Ltd strives to ensure practice that promotes safety and well-being at all times in everything that we do. Safe practice should be part of all of our thinking and behaviour and underpin everything we do at all times. Everyone has a responsibility to safeguard ALL children and take action if they are at risk of harm or potential harm.
PHYSICAL DEMANDS: Rarely (Less than .5 Occasionally (0.6 – 2.5 Frequently (2.6 – 5.5 hours/day) Continuously (5.6 – 8.0 hours/day) Standing Occasionally Sitting Frequently Walking Occasionally Kneeling/Crouching Does not apply Lifting Does not apply to 10 lbs Medium to 50 lbs Heavy 50 lbs to 100lbs EMPLOYEE NAME SIGNATURE DATE
Ladycross Infant School Child Protection & Safeguarding Policy Review history Date Minute number Approved by governors 24th January 2011 (General Meeting) 10 Approved by governors 9th December 2014 (General Meeting) 5 Approved by governors 22nd June 2015 (General Meeting) 7 Approved by governors 14th November 2016 (General Meeting) 6b SCHOOL/COLLEGE CHILD PROTECTION AND SAFEGUARDING POLICY
Initial Response Team: 0208 708 5350 and ask for advice and talk through concerns. The child’s name is not needed at this point, although it may be helpful to ascertain if there is a previous social services history. The Duty Social Worker will advise whether or not the concerns do justify making a child protection referral. The Social Worker may consider the child to be ‘a child in need’ rather than ‘a child at risk of significant harm’. In this case, a referral to Children’s Social Care will be made but only with the parent’s agreement. Families sometimes have a negative perception of the role of Children’s Social Care, and are reluctant to contact them, fearing that their children may be taken into care. The reality is that Children’s Social Care can offer a lot of help, both directly and through other agencies, to families who are experiencing difficulties, so the setting’s influence and support in the referral process is very important. Children’s Social Care will assess the family, probably along with other agencies, and put in a support package if appropriate, of which Lifeline Projects may well be part. If the family concerned is reluctant for Children’s Social Services to be contacted and following a discussion with the Designated Person the setting may ask the parents’ permission to contact another relevant agency on their behalf such as the Health Visitor. A documented parental consent will be obtained. Serious Concerns If the setting is reasonably confident that the child concerned is likely to be at risk, referral will be made to the Safeguarding Officer within the setting. He/she will then telephone the Redbridge Safeguarding team Social Care team immediately, and ask to speak to the Duty Social Worker stating that he/she has serious concerns about a child in our care. Telephone numbers: Redbridge Safeguarding board 0208 708 5350 Out of Social Care: 0208 708 5897 When making a referral the designated person will need to provide the following information, and will have it to hand when telephoning: The name, address, date of ethnic origin and gender of the child. The names and contact telephone numbers of parents, and other carers or close family members if known. The name, address and telephone number of the child’s Doctor, and Health Visitor if applicable. The incidents which gives rise for concern with dates and times The nature of the injuries observed, and/or the reason for your concerns.
0 1 2 3 4 51. Refusal to maintain body weight above a level most people consider healthy 0 1 2 3 4 53. Intense fear of gaining weight or becoming fat even though underweight 0 1 2 3 4 52. Feelings of being fat despite being underweight 0 1 2 3 4 103. Delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime) 0 1 2 3 4 105.In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation 0 1 2 3 4 104.Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level 0 1 2 3 4 106.Repetitive use of language or odd language 0 1 2 3 4 107.Lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest) 0 1 2 3 4 109.Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction 0 1 2 3 4 108.Failure to develop peer relationships appropriate to developmental level 0 1 2 3 4 110.Lack of social or emotional reciprocity 0 1 2 3 4 111.Repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex body movements) 0 1 2 3 4 113.Preoccupation with an area that is abnormal either in intensity or focus 0 1 2 3 4 112.Rigid adherence to specific, nonfunctional routines or rituals 0 1 2 3 4 114.Persistent preoccupation with parts of objects
Preferred Experience with Visualization tools (e.g. Tableau, Microsoft Power BI) Child Welfare Certification Skills I have read and understand this job description and hereby certify that I am qualified to perform this job, with or without a reasonable accommodation. Name (Print) Supervisor’s Name (Print) Employee’s Signature Supervisor’s Signature Date Date
Explain the basic characteristics of moral reasoning at each of Kohlberg’s three levels: Preconventional: Conventional: Postconventional: Carol Gilligan believes that feminine morality emphasizes an ethic of care that is devalued in Kohlberg’s model. Explain what is meant by this. What is gender intensification? Although it occurs in both sexes in adolescence, gender intensification is stronger for (boys/girls). (Androgynous/Gender-typed) adolescents tend to be psychologically healthier. During adolescence, _____________________—establishing oneself as a separate, self-governing individual—becomes a salient task. True or False: The quality of the parent-child relationship is the most consistent predictor of mental health throughout adolescence. Sibling relationships become (more/less) intense during adolescence, in both positive and negative feelings. Cite and describe two characteristics of friendship stressed by teenagers. A. B. Summarize sex differences in the nature of adolescents’ close friendships.
If NO, Please provide explanation: Bursaries Source: Amount: $ Additional Income Assets Source: Amount: $ C: Expenses Rent or Mortgage Fee per semester per family $ Approximate Utility Expenses per semester Gas: $ Water: $ $ Internet: $ Cable: $ Approximate Food Expenses per semester: $ Additional Expenses per semester: (Eg. Dental, Medical, and etc.) $ Please describe:
Critical thinking and assessment skills. This includes the ability to investigate and analyse a situation quickly summarise and make appropriate action plans based on complex information from a variety of sources, maintaining a focus on the child’s voice and interests. Strong personal skills in communicating with children and young people, as well as with relevant professionals and other adults involved in their lives or care. This includes the ability to provide sensitive and empathetic responses along with accurate and succinct information. Understanding of the strategic context in which decisions are made with the ability to challenge decision makers firmly and fairly and with impact on behalf of children and young people. Ability to represent children to authorities to secure better services and support and to identify and raise wider strategic and policy issues. Excellent written communication skills to draft responses and letters, summarise information and to adapt messages to the strategic context and preferred tone and style of the Office. Strong organisational and planning skills with ability to manage a large volume of enquiries, adapt to changing priorities and manage and prioritise cases. An ability to build positive relationships and good team working with colleagues and external stakeholders to meet the needs of the service and wider Office. IT skills including Microsoft Office (Word/Excel/PowerPoint) Desirable Skills/Experience Detailed knowledge of educational rights and entitlements, particularly for children with disabilities or additional needs. Detailed knowledge of mental health systems and referral pathways, as well as rights and entitlements of children in secure mental health settings. Experience of and interest in policy and public affairs Experience of and interest in qualitative research and engagement with children and young people. Date: September 2018