Key Roles:

Principal: David Perks

Designated Safeguarding Lead: Paul Cornish (Vice- Principal) 07912 409381

Deputy Safeguarding Lead: Jennifer Copestake

Safer Recruitment: Peter Sircar (School Business Manager)

Governor with responsibility for Child Protection: Dennis Hayes (Chair of Governors)

Safeguarding and Child Protection Policy

Everyone who comes into contact with children and their families has a role to play in safeguarding children.’ (DFE 2016)

1. Introduction

Key documents which inform this policy, are:

Keeping children safe in education. DfE, September 2016
Working together to safeguard children. DfE March 2015 (minor update 2017)
The Children’s Act. 2004 (updated 2017)

The Designated Safeguarding Lead is Mr Paul Cornish (Vice-Principal)

In his absence, Jennifer Copestake will deputise.

The school governor designated to oversee child protection procedures is Professor Dennis Hayes.

Safeguarding and promoting the welfare of children is defined as

• Protecting children from maltreatment;
• Preventing impairment of children’s health or development;
• Ensuring that children grow up in circumstances consistent with the provision of safe and effective care;
• Taking action to enable all children to have the best outcomes.

2. Aims

The aims of this policy are:

• To provide an environment in which children and young people feel safe, secure, valued and respected, feel confident and know how to approach adults if they are in difficulties.
• To raise the awareness of all staff, of the need to safeguarding children and of their responsibilities in identifying and reporting possible cases of abuse.
• To provide a systematic means of monitoring children, known or thought to be at risk of harm.
• To develop a structured procedure within the school this will be followed by all members of the school community in cases of suspected abuse.
• To develop effective working relationships with all other agencies, involved in safeguarding children.
• To ensure that all adults within our school who have access to children have been checked as to their suitability.

3. Procedures

Paul Cornish is the designated senior member of the leadership team for safeguarding.

Paul Cornish, David Perks and Madeleine Gunnell have undertaken the following training:

Safeguarding and Child Protection for Designated Safeguarding Leads Course (Level 3) by Louise Douglas, Graffham Consulting Ltd. December 2016 (Update December 2018)

Jennifer Copestake has received the same level of training from Hackney LA and deputises in Paul’s absence. Jennifer was previously a Designated Safeguarding Lead whilst emplyed for The Bridge Academy in Hackney.

Each Head of Year has undertaken Level 2 Safeguarding training.

Members of staff will receive appropriate and regular level 1 safeguarding and child protection training through accredited providers on joingin the school. This will be refreshed every year before the academic year starts in September. The aims for this training are:

• to develop their understanding of the signs and indicators of abuse
• how to respond to a pupil who discloses abuse
• about the procedure to be followed in sharing a concern of possible abuse or a disclosure of abuse

The School Buisiness Manager, Peter Sircar, has undergone safer recruitment training and is involved at all levels of recruitment. All members of the senior leadership team and the human resources manager will undergo safer recruitment training before Easter 2018.

DBS checks are carried out according to DfE current guidance.

Staff details and DBS are kept and regularly updated on the School Central Record.

The School monitors and encourages awareness of the potential misuse of the internet and new technologies in communication and photographs. It educates both staff and pupils in e-safety.

Parents/carers are made aware of the school’s responsibilities in regard to child protection procedures through publication of the school’s Safeguarding and Child Protection Policy on the school website.

All staff (teaching and non-teaching) directly employed by the school are trained to include: reading Keeping Children Safe In Education, 2016, including an awareness of changes; to understand the school’s policy and procedures; and to know the name and contact details of the Designated Safeguarding Lead and his deputy as part of their induction into the school.

Regular Child Protection updates will be given by the Designated Safeguarding Lead in staff meetings including clear instructions on dealing with vulnerable pupils.

Our procedures will be annually reviewed and up-dated.

4. Responsibilities of the Governing Body

The governing body are accountable for ensuring that our school has effective policies and procedures in place, and for monitoring our school compliance with Keeping Children Safe in Education 2016 guidance.

The governing body will ensure that:

• There is a nominated governor responsible for Safeguarding and Child Protection – Dennis Hayes
• The school operates safe recruitment procedures and makes sure that all appropriate checks are carried out on staff and volunteers who work with children
• Assurance is obtained that appropriate DBS checks and procedures apply to any staff employed by another organisation and working with the school’s pupils on another site
• It undertakes an annual review of the school’s Safeguarding and Child Protection policy and procedures and of the efficiency with which the related duties have been discharged
• The school has procedures for dealing with allegations of abuse against staff and volunteers
• The Chair of Governors, Dennis Hayes, is responsible for liaising with the local authority allegations manager/safeguarding lead in the event of allegations of abuse being made against the Principal
• All governors are given safeguarding and child protection training from NPW as part of the governor induction procedure. This ensures governors have the knowledge and information to discharge their duties and understand their responsibilities.
• Governors ensure all staff have initial Safeguarding and Child Protection training upon joining the school and this is updated regularly
• Undertake an annual review of policies and procedures and remedy any deficiencies that come to light

5. Responsibilities of the Designated Safeguarding Lead

The Designated Safeguarding Lead should liaise with the local authority (Newham) and work with other agencies in line with Working Together to Safeguard Children (2015). There should always be cover for this role.

The key responsibilities of the Designated Safeguarding Lead are:

• Referring a child if there are concerns about a child’s welfare, possible abuse or neglect to Social Care and/or CAMHS. Referrals are made to the home borough of the pupil involved.
• Ensuring that detailed and accurate written records of concerns about a child are kept even if there is no need to make an immediate referral.
• Ensuring that all such records are kept confidentially and securely and are separate from pupil records.
• Ensuring that an indication of further record-keeping is marked on the pupil records.
• Acting as a focal point for staff concerns and liaising with other agencies and professionals.
• Ensuring that either they or another appropriately informed member of staff attends case conferences, family support meetings, core groups, or other multi-agency planning meetings, contributes to the Framework for Assessments process, and provides a report which has been shared with the parents.
• Ensuring that all school staff are aware of the school’s Safeguarding Policy and procedures, and know how to recognise and refer any concerns.
• Update Designated Lead training every two years.
• Attend Local Authority training on a regular basis.
• Ensure that all staff, including the Principal, receive appropriate training every two years.
• Providing, with the Principal, an annual report for the governing body, detailing any changes to the policy and procedures; training undertaken by the designated person, and by all staff and governors; anonymised data on the number and types of incidents, children referred to Social Care and CAMHS and the number of children on the child protection register.

6. Responsibilities of the teaching and non-teaching staff in the school

If, at any point, there is a risk of immediate serious harm to a child a referral should be made to the Designated Officer immediately. Although it is usually the remit of the Designated Safeguarding Lead, anybody can make a referral to the local authority. (Keeping Children Safe in Education, 2016) Referrals are made to the home borough of the pupil involved. See key contact details at the end of this policy.

If the child’s situation does not appear to be improving, the staff member with concerns should press for re-consideration. Concerns should always lead to help for the child at some point. (Keeping Children Safe in Education, 2016)

Staff should undertake appropriate and regular training in relation to safeguarding and promoting the welfare of children (Keeping Children Safe in Education, 2016)


• We recognise that all matters relating to child protection are confidential
• The Designated Safeguarding Lead will disclose personal information about a pupil to other members of staff on a need to know basis only
• All staff must be aware that they cannot promise a child to keep secrets which might compromise the child’s safety or well-being or that of another
• We will always undertake to share our intention to refer a child to Social Services or Child and Adolescent Mental Health Services – CAMHS with their parents /carers unless to do so could put the child at greater risk of harm, or impede a criminal investigation

Support for Staff

We recognise that staff working in the school who have become involved with a child who has suffered harm, or appears to be likely to suffer harm may find the situation stressful and upsetting.

We will support such staff by providing an opportunity to talk through their anxieties with the Designated Safeguarding Lead and to seek further support through the local authority.

Reporting Procedures

Staff must:

• Remember that the priority is to protect the student.
• Treat the matter seriously.
• Receive the student’s story if appropriate, listen but do not judge.
• React to what the student tells you with belief and tell the student that they have done the right thing in telling you.
• Indicate to the student what action you will take and make it clear that you will have to inform others (no secrets). Only inform those with a need to know.
• Keep an accurate record of what you have become aware of and what you have done.
• Limit any questioning bearing in mind the ‘must not’ points below.

Staff must not:

• Interrogate the student if that student has disclosed information, or ask leading questions.
• Speak to anyone about whom allegations are made (including colleagues).
• Promise to keep secrets/confidentiality.
• Ask a student outright if they or others have suffered abuse.


The School has a separate Whistle Blowing Policy. It has adopted this policy and the accompanying procedure on whistleblowing to enable members of staff to raise concerns internally and in a confidential fashion about child protection, fraud, malpractice, health and safety, criminal offences, miscarriages of justice, bribery, and failure to comply with legal obligations or unethical conduct. The policy also provides if necessary, for such concerns to be raised outside the organisation.

7. Allegations against staff

All school staff should take care not to place themselves in a vulnerable position with a child. It is always advisable for interviews or work with individual children or parents to be conducted in view of other adults.

All staff should be aware of the school’s Scholarly Behaviour Policy

We understand that a pupil may make an allegation against a member of staff. If such an allegation is made, the member of staff receiving the allegation will immediately inform the Designated Safeguarding Lead who will inform the Principal or the most senior teacher if the Principal is not present. The Chair of Governors should also be informed.

The Principal/Senior teacher on all such occasions will discuss the content of the allegation with the Newham Local Area Designated Officer (LADO) within 24 hours.

If the allegation made to a member of staff involves the Designated Safeguarding Lead the Principal should immediately be informed. The Principal will then consult the Local Area Designated Officer.

If the allegation made to a member of staff concerns the Principal, the person receiving the allegation will immediately inform the Designated Safeguarding Lead who will contact the Chair of Governors. The Chair will then consult the Local Area Designated Officer without notifying the Principal first.

The Principal will report to the Local Area Designated Officer within one month of leaving the school any person whose services are no longer used because he or she is considered unsuitable to work with children.

8. Allegations made against fellow pupils

Any allegations of abuse made by one or more pupils against another pupil must be reported to the Designated Safeguarding Lead who will take necessary measures to safeguard the pupil.

These should involve:

• A report to the Safer School’s Officer
• A referral to Children’s Social Care
• Contact with parents
• Making sure that arrangements are put in place to keep pupils apart

9. Use of Reasonable Force

School staff have a power to use force and lawful use of the power will provide a defence to any related criminal prosecution or other legal action (Use of Reasonable Force, DfE 2013)

Guidance states that staff must only ever use physical intervention as a last resort, e.g. when a child is endangering him/her or others and that, at all times it must be the minimal force necessary to prevent injury to another person.

Such events should be recorded in writing by the member of staff who intervened and counter-signed by a witness. Incidents involving the use of restraint should be reported to the Principal.

We understand that physical intervention of a nature which causes injury or distress to a child may be considered under child protection or disciplinary procedures. If it is deemed that a member of staff has not acted within the guidance, then the Principal and Designated Safeguarding Lead should contact the Local Area Designated Officer.

10. Anti-Bullying

Our policy on the prevention and management of bullying is set out in a separate policy and acknowledges that to allow or condone bullying may lead to consideration under child protection procedures.

The school community will therefore:

• Establish and maintain an ethos, which is understood by all staff, which enables children to feel secure and encourages them to talk knowing that they will be listened to
• Ensure that all children know there is an adult in the school whom they can approach if they are worried or in difficulty
• Provide across the curriculum, opportunities which equip children with the skills they need to stay safe from harm and to know to whom they should turn for help

11. Health & Safety

Our Health & Safety policy, is set out in a separate document, reflects the consideration we give to the protection of our children both physically within the school environment and, for example, in relation to internet use, and when away from the school when undertaking school trips and visits.

12. Policy Review

Due to the frequent release of new legislation and guidelines, the Governing Body is responsible for ensuring an annual review of this policy.

13. Definition of Abuse

A child is considered to be abused or at risk of abuse when the basic needs of the child are not being met through avoidable acts of either commission or omission. The harm must be significant and includes neglect, ill-treatment, physical, sexual or emotional abuse, impairment of physical or mental health or impairment of physical, intellectual, emotional or social development. All members of staff should familiarise themselves with the typical signs and symptoms as set out below.

Child Abuse can be best categorised in four types:

• neglect
• physical abuse
• sexual abuse
• emotional abuse

These four categories are those used by the CPS and Police in pursuing any cases of child abuse. A student can be at risk from any combination of the four categories. However, for those working in education, five other categories will be of significance:

• Domestic Violence.
• Exposure to extremist narratives or radicalisation
• Child sexual exploitation
• Female Genital Mutilation
• Children missing from education

It should always be born in mind that a child may be affected by any combination of these.

14. General Indicators of Child Neglect and Abuse

There are a number of indicators that have been put forward by professionals in the field of child protection in order to raise awareness in those who are working on a daily basis with children and their families. The following lists have indicators which apply to children and their parents.

Parents who may neglect or abuse their children may exhibit the following:

• Rejection of the child
• Rough handling of the child
• Failure to keep appointments with child care staff
• Frequent visits to the medical services with trivial complaints about the child or themselves

Children who may be suffering from neglect or abuse may exhibit the following:

• Unexplained failure to thrive
• Injuries that are inconsistent with the accident as described by the parents
• Frequent bruising, cuts, burns, etc
• Frozen awareness, when the child carefully watches adults’ expressions and movements
• Reluctance to be alone with their carer/s
• Sudden unexplained changes in their reactions towards their carer/s

Not all children who have been neglected or abused will show all of these indicators, and one indicator alone may not denote that a child is being abused. A number of children may exhibit “failure to thrive” and doctors may not be able to find any reasonable explanation for this but this does not necessarily indicate that they have been a victim of abuse. A child with a combination of indicators who has a parent who is also exhibiting one of more of the adult indicators could lead a carer to suspect that they may be dealing with a case of abuse or neglect.

In the area of child sexual abuse there is a different set of indicators; most of these are related to the behaviour of the child:

• Sudden changes in personality, such as wanting constant attention and reassurance
• Lack of trust of a familiar adult
• Aggressive or compliant behaviour
• Withdrawal, listlessness, sadness
• Fear of being alone
• Showing affection in a sexual way inappropriate to their age
• Eating problems, loss of appetite, problems swallowing, excessive eating

15. Specific Indicators of Various Forms of Child Neglect and Abuse


Physical Indicators Behavioural Indicators
• Poor hygiene
• Inadequately clothed, dirty, torn or inappropriate clothing
• Untreated medical problems
• Poor nourishment/failure to thrive
• Emaciation • Tired or listless
• Low self-esteem
• Always hungry
• States that there is no one at home to look after them or indicates that they spend a lot of time at home alone

Physical Abuse:

Physical Indicators Behavioural Indicators
• Unexplained bruising in places where an injury cannot easily be sustained or explained
• Facial bruising
• Hand or finger marks or pressure bruising
• Bite marks
• Burns (particularly cigarette burns), scalds
• Unexplained fractures
• Lacerations or abrasions • Shying away from physical contact
• Withdrawn or aggressive behaviour
• Sudden changes in behaviour, e.g. from extrovert to introvert

Sexual Abuse:

Physical Indicators Behavioural Indicators
• Bruises or scratches inconsistent with accidental injury
• Difficulty in walking or sitting
• Pain or itching in the genital area
• Torn, stained or bloody underclothes
• Loss of appetite • Sexually precocious, uses seductive behaviour towards adults
• Uses sexually explicit language
• Excessive preoccupation with sexual matters
• Informed knowledge of adult sexual behaviour
• Poor self-esteem
• Withdrawn or isolated from other children

Emotional Abuse:

• Attention seeking
• Withdrawn
• Telling lies
• Inability to have fun
• Low self-esteem
• Tantrums past the age when they are part of normal development
• Speech disorders e.g. stammering
• Inability to play
• Indiscriminately affectionate

Domestic Violence

This is not a separate category of child abuse as such, and should be treated as physical or emotional abuse as appropriate. Students in violent homes are up to nine times more likely to be injured and abused, either directly or through trying to protect their parent. A student may be witness to violence that results in behavioural problems, absenteeism (staying at home to protect a parent), ill health, bullying, antisocial behaviour, drug or alcohol abuse or self-harm. Teachers need to be made aware of the need to support vulnerable students who have moved schools as a result of a parent fleeing from domestic violence, and those who may be attending from a refuge environment. Staff should report concerns immediately to the Designated Officer.

Exposure to extremism and/or radicalisation

The School has a separate Anti-Extremism Policy that states the following:

The Counter-Terrorism and Security Act, 12 February 2015, places a duty on schools to have due regard to the need to prevent people from being drawn into terrorism (“the Prevent duty”). The Act will require schools to cooperate with local authority Channel Panels (SIP) in the carrying out of its functions and with the police in undertaking the initial assessment as to whether a referral is appropriate.

Exposure of children to extremist ideology can hinder their social development and educational attainment alongside a very real risk that they could support or partake in an act of violence. Radicalisation of young people can be compared to grooming for sexual exploitation. Some of the early indicators may include:

• Showing sympathy for extremist causes
• Glorifying violence
• Evidence of possessing illegal or extremist literature
• Advocating messages similar to illegal organisations, or on behalf of such groups
• Out of character changes of dress, behaviour and/or relationships
• Involvement of friendship groups/family in extremist or radical behaviour

Staff should report concerns immediately to the Designated Safeguarding Lead.

Child Sexual Exploitation

Child sexual exploitation (CSE) involves exploitative situations, contexts and relationships where young people receive something (for example food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in sexual activities. Sexual exploitation can take many forms ranging from the seemingly ‘consensual’ relationship where sex is exchanged for affection or gifts, to serious organised crime by gangs and groups. What marks out exploitation is an imbalance of power in the relationship. The perpetrator always holds some kind of power over the victim which increases as the exploitative relationship develops. Sexual exploitation involves varying degrees of coercion, intimidation or enticement, including unwanted pressure from peers to have sex, sexual bullying including cyberbullying and grooming. However, it also important to recognise that some young people who are being sexually exploited do not exhibit any external signs of this abuse. Staff should report concerns immediately to the Designated Officer.

Female Genital Mutilation (FGM)

Staff need to be alert to the possibility of a girl being at risk of FGM, or already having suffered FGM. There is a range of potential indicators that a child or young person may be at risk of FGM, which individually may not indicate risk but if there are two or more indicators present this could signal a risk to the child or young person. Victims of FGM are likely to come from a community that is known to practise FGM. Professionals should note that girls at risk of FGM may not yet be aware of the practice or that it may be conducted on them, so sensitivity should always be shown when approaching the subject. Staff should report concerns immediately to the Designated Officer.

Children Missing Education

Children missing education are children of compulsory school age who are not registered pupils at a school and are not receiving suitable education otherwise than at a school. Children missing education are at significant risk of underachieving, being victims of harm, exploitation or radicalisation, and becoming NEET (not in education, employment or training) later in life. (Children Missing Education, DfE 2016)

16. Designated Safeguarding Lead – Job Description

The Designated Safeguarding Lead will:

• Draw up the school’s policy and procedures for responding to and dealing with cases involving child protection and amend and update these in line with revised guidelines from the police, social services or the Department for Education
• Ensure that all members of staff, including part-time and voluntary workers are aware of school policy and procedures and that all staff, including the Principal, receive regular and appropriate training in child protection
• Be the first point of contact for staff suspecting child abuse
• Act as Liaison Officer between the school and other concerned parties, including police, social services and medical authorities
• Inform the Principal immediately of any suspected case of child abuse or allegation of abuse made against a member of staff
• Maintain records of all cases reported, separate from pupils’ general files
• Attend Child Protection Conferences
• Support staff who have received disclosures of child abuse
• Attend relevant courses and maintain a file of relevant publications on Child Protection; attend training which shall be updated at least once every two years

Where any deficiencies or omissions are noted in this policy these will be remedied immediately and as a matter of the highest urgency.

17. Key Contact Details

Referrals should be made to the home borough of the pupil.

Newham Child Protection: 020 3373 4600
Newham CFCS (CAMHS): York House, 411 Barking Road, Plaistow E13 8AL
Tel: 020 7055 8400

Tower Hamlets Child Protection: 020 7364 5006
Tower Hamlets CAMHS: 16-18 Greatorex Street,London E1 5NF
Tel: 020 7426 2375

Police Safer Schools Officer (Newham): PC Jez Briggs 07833 401744

Local Area Designated Officer (LADO): London borough of Newham
020 3373 1356, Int: 31356

LSCB Independent Chair: David Sanders,

LSCB Administrator: Ann Capes,

Tower Hamlets SIP Panel “Channel” for Prevent Strategy: Chair: Liz Vickerie, 020 7364 6448

For Adults, cases should be referred to the Safeguarding Adults Panel (SAP).
Contact the Prevent Project Manager, Nojmul Hussain, tel 020 7634 4691

If at any stage there is concern that a child is at imminent risk of harm the Designated Child Protection Officer will also contact the Child Protection Duty Line on 020 7364 3444.

If we suspect that someone is actually engaged in terrorist activity, we will also contact the police or the anti-terrorist hotline immediately on 0800 789 321.

18. Evaluation of Child Protection Procedures

It is important to stay up to date both with the legislation provided from the DfE and with our own practice. Effective monitoring/evaluation of Child protection issues is dependent upon the maintenance of accurate and up to date records. The criteria by which the monitoring and evaluation of the Child protection procedures and policy are undertaken are described below:


• any pertinent feedback from parents/guardians/carers;


• any pertinent feedback from students;
• the number of students on the Child Protection register;
• the number of referrals made by staff to the Designated Child Protection Officer;
• the number of referrals made by the Designated Child Protection Officer to Children Schools and Families Directorate;
• routine examination by the Governors of anonymous individual case studies;


• any pertinent feedback from staff;
• involvement by all staff in training relating to Child Protection issues;
• the budget allocated to training for Child Protection CPD;


The policy will be reviewed on a six monthly cycle in order that we comply include and comply with new legislation and good practice. Currently the School’s policy for ‘Safeguarding and Child Protection’ is consistent with, and so reinforces all current legislation including:

Keeping children safe in education, DfE March 2016
Working together to safeguard children, DfE March 2015
The Children’s Act. 2004