Safeguarding

Harmful Sexual Behaviour / Peer on Peer Abuse Policy 2021

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Child Protection Policy March 2021

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At Cornelius Vermuyden, we work tirelessly to ensure our students are safeguarded from harm.

Schools and their staff form part of the wider safeguarding system for children. Everyone who comes into contact with children and their families and carers has a role to play in safeguarding children. In order to fulfil this responsibility effectively, all professionals should make sure their approach is child-centred. This means that theyshould consider, at all times, what is in the best interests of the child. (Keeping Children Safe in Education – DfE, 2020)

This Child Protection policy is for all staff, parents, governors, volunteers and the wider school community. It forms part of the safeguarding arrangements for our school and should be read in conjunction with the following:

  • Keeping Children Safe in Education (DfE, 2020);
  • the school Behaviour policy;
  • the school Staff Behaviour policy (sometimes called Staff Code of Conduct);
  • the safeguarding response to children missing from education;
  • the role of the designated safeguarding lead (Annex B of KCSIE)

Safeguarding and promoting the welfare of children (everyone under the age of 18) is defined in Keeping Children Safe in Education as:

  • Protecting children from maltreatment
  • Preventing impairment of children’s physical and mental 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.

Cornelius Vermuyden works in accordance with the following legislation and guidance:

  • Keeping Children Safe in Education (DfE, 2020)
  • Working Together (HMG, 2018)
  • Education Act (2002)
  • Effective Support for Children and Families in Essex (ESCB, 2017)
  • Counter-Terrorism and Security Act (HMG, 2015)
  • Serious Crime Act 2015 (Home Office, 2015)
  • Children and Social Work Act (2017)
  • Children Missing Education – statutory guidance for local authorities (DfE, 2016)
  • Sexual Offences Act (2003)
  • Education (Pupil Registration) Regulations 2006
  • Information sharing advice for safeguarding practitioners (HMG, 2018)
  • Data Protection Act (2018)
  • What to do if you're worried a child is being abused (HMG, 2015)
  • Searching, screening and confiscation (DfE, 2018)
  • Children Act (2004)
  • Preventing and Tackling Bullying (DfE, 2017)
  • Female Genital Mutilation Act 2003 (S. 74 - Serious Crime Act 2015)
  • Sexual violence and sexual harassment between children in schools and colleges (DfE, 2019)
  • Promoting positive emotional well-being and reducing the risk of suicide (ESCB, 2018)
  • Criminal Exploitation of Children and Vulnerable Adults – County Lines Guidance (home Office, 2018)
  • Teaching Online Safety in Schools (DfE, 2019)
  • Education Access Team CME/Home Education Policy and Practise (ECC, 2018)
  • Understanding and Supporting Behaviour – Safe Practice for Schools and Educational Settings (ESCB, 2020

Roles and Responsibilities

All adults working with or on behalf of children have a responsibility to protect them and to provide a safe environment in which they can learn and achieve their full potential. However, there are key people within schools and the Local Authority who have specific responsibilities under child protection procedures. The names of those in our school with these specific responsibilities (the designated safeguarding lead and deputy designated safeguarding lead) are:

Nicola Bainbridge

(Designated Safeguarding Lead)

Jon Hibben

(Deputy Designated Safeguarding Lead)

Ian Hockey

(Headteacher)

Denice Halpin

(Deputy Designated Safeguarding Lead)

Jackie Beven

(Deputy Designated Safeguarding Lead)

Mike Sweeny

(Deputy Designated Safeguarding Lead)

Nadia Ounzain

(Deputy Designated Safeguarding Lead)

Chris Bentley

(Deputy Designated Safeguarding Lead)

Ciaran O’Shaughnessy

(Deputy Designated Safeguarding Lead)

The Governing Body

The governing body ensures that the policies, procedures and training in our school are effective and comply with the law at all times. It ensures that all required policies relating to safeguarding are in place and that the child protection policy reflects statutory and local guidance and is reviewed at least annually.

The governor for safeguarding arrangements is named. This governor takes leadership responsibility for safeguarding arrangements in our school.

The governing body ensures there is a named designated safeguarding lead and deputy safeguarding lead in place. Our governor responsible for safeguarding is Paul Fuller. The governing body ensures the school contributes to inter-agency working, in line with statutory and local guidance. It ensures that information is shared and stored appropriately and in accordance with statutory requirements.

The governing body ensures that all staff members undergo safeguarding and child protection training at induction and that it is then regularly updated. All staff members receive regular safeguarding and child protection updates, at least annually, to provide them with the relevant skills and knowledge to keep our children safe.

The governing body ensures that children are taught about safeguarding, including online safety, ensuring that that appropriate filters and monitoring systems for online usage are in place. Our children will be taught how to keep themselves safe through teaching and learning opportunities as part of a broad and balanced curriculum. From September 2020, our school will work in accordance with new government regulations which make the subjects of Relationships and Sex Education and Health Education mandatory.

The governing body and school leadership team are responsible for ensuring the school follows recruitment procedures that help to deter, reject or identify people who might abuse children. It adheres to statutory responsibilities to check adults working with children and has recruitment and selection procedures in place (see the school's 'Safer Recruitment' policy for further information). It ensures that volunteers are appropriately supervised in school.

The Designated Safeguarding Lead (and Deputy)

The designated safeguarding lead in school takes lead responsibility for managing child protection referrals, safeguarding training and raising awareness of all child protection policies and procedures. They ensure that everyone in school (including temporary staff, volunteers and contractors) is aware of these procedures and that they are followed at all times. They act as a source of advice and support for other staff (on child protection matters) and ensure that timely referrals to Essex Children's Social Care (Family Operations Hub) are made in accordance with current SET procedures. They work with the local authority and other agencies as required.

If for any reason the designated safeguarding lead is unavailable, a deputy designated safeguarding lead will act in their absence.

The Headteacher

The Headteacher works in accordance with the requirements upon all school staff. In addition, he ensures that all safeguarding policies and procedures adopted by the governing body are followed by all staff.

All School Staff

Everyone in our school has a responsibility to provide a safe learning environment in which our children can learn. All staff members are prepared to identify children who may benefit from early help and understand their role within this process. This includes identifying any emerging problems so appropriate support may be provided and liaising with the designated safeguarding lead to report any concerns. All staff members are aware of and follow school processes (as set out in the Child Protection policy) and are aware of how to make a referral to Social Care if there is a need to do so.

Types of abuse/specific safeguarding issues

Keeping Children Safe in Education (DfE, 2020) describes abuse in the following way:

“Somebody may abuse or neglect a child by inflicting harm or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others. Abuse can take place wholly online, or technology may be used to facilitate offline abuse. Children may be abused by an adult or adults or another child or children”

Keeping Children Safe in Education refers to four categories of abuse:

  • Physical

  • Emotional

  • Sexual

  • Neglect

All staff in our school are aware of the signs of abuse and neglect so we are able to identify children who may be in need of help or protection. All staff are aware of environmental factors which may impact on a child’s welfare and safety and understand safeguarding in the wider context (contextual safeguarding). We understand that abuse, neglect and safeguarding issues are rarely ‘stand-alone’ events and that, in most cases, multiple issues will overlap.

In addition, staff are aware of other types of abuse and safeguarding issues that can put children at risk of harm and understand that behaviours linked to issues such as drug taking, alcohol abuse, deliberately missing education and sexting put children in danger.

Child criminal exploitation

Child criminal exploitation is a geographically widespread form of harm which is a typical feature of county lines criminal activity (county lines is when drug networks or gangs groom and exploit children to carry drugs and money from urban areas to suburban areas and seaside towns). Our school works with key partners locally to prevent and respond to child criminal exploitation.

Child Sexual Exploitation (CSE)

Child Sexual Exploitation (CSE) is a form of child abuse, which can happen to boys and girls from any background or community. In Essex, the definition of Child Sexual Exploitation (CSE) from the Department of Education (DfE, 2017) has been adopted:

"Child Sexual Exploitation is a form of child sexual abuse. It occurs when an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact; it can also occur through the use of technology".

It is understood that a significant number of children who are victims of CSE go missing from home, care and education at some point. Our school is alert to the signs and indicators of a child becoming at risk of, or subject to, CSE and will take appropriate action to respond to any concerns. The designated safeguarding lead will lead on these issues and work with other agencies as appropriate. This one page process map sets out arrangements for CSE in Essex.

Children missing from education

All children, regardless of their age, ability, aptitude and any special education needs they may have are entitled to a full-time education. Our school recognises that a child missing education is a potential indicator of abuse or neglect and will follow the school procedures for unauthorised absence and for children missing education. It is also recognised that, when not in school, children may be vulnerable to or exposed to other risks, so we work with parents and other partners to keep children in school whenever possible.

Parents should always inform us of the reason for any absence. Where contact is not made, a referral may be made to another appropriate agency (Education Access Team, Social Care or Police). Parents are required to provide at least two emergency contact numbers to the school, to enable us to communicate with someone if we need to.

Our school must inform the local authority of any pupil who has been absent without school permission for a continuous period of 10 days or more.

Contextual safeguarding

Safeguarding incidents and behaviours can be associated with factors outside our school. All staff are aware of contextual safeguarding and the fact they should consider whether wider environmental factors present in a child’s life are a threat to their safety and/or welfare. To this end, we will consider relevant information when assessing any risk to a child and share it with other agencies to support better understanding of a child and their family.

Domestic abuse

Domestic abuse can take many forms, including psychological, physical, sexual, financial and emotional. Our school recognises that exposure to domestic abuse can have a serious, long-term emotional and psychological impact on children. We work with other key partners and will share relevant information where there are concerns that domestic abuse may be an issue for a child or family or be placing a child at risk of harm.

So-called ‘honour-based violence’ (including Female Genital Mutilation and forced marriage)

Female Genital Mutilation (FGM) comprises all procedures involving partial or total removal of the external female genitalia or other injury to female genital organs. It is illegal in the UK and a form of child abuse.

As of October 2015, the Serious Crime Act 2015 (Home Office, 2015) introduced a duty on teachers (and other professionals) to notify the police of known cases of female genital mutilation where it appears to have been carried out on a girl under the age of 18. Our school will operate in accordance with the statutory requirements relating to this issue, and in line with local safeguarding procedures.

A forced marriage is one entered into without the full consent of one or both parties. It is where violence, threats or other forms of coercion is used and is a crime. Our staff understand how to report concerns where this may be an issue.

Mental health

Our staff are aware that mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation. We understand that, where children have suffered abuse or other potentially traumatic adverse childhood experiences, this can have a lasting impact throughout childhood, adolescence and into adulthood. Where we have concerns this may impact on mental health, we will seek advice and work with other agencies as appropriate to support a child and ensure they receive the help they need.

Positive mental health is the concern of the whole community and we recognise that schools play a key part in this. Our school aims to develop the emotional wellbeing and resilience of all pupils and staff, as well as provide specific support for those with additional needs. We understand that there are risk factors which increase someone’s vulnerability and protective factors that can promote or strengthen resiliency. The more risk factors present in an individual’s life, the more protective factors or supportive interventions are required to counter-balance and promote further growth of resilience.

It is vital that we work in partnership with parents to support the well-being of our pupils. Parents should share any concerns about the well-being of their child with school, so appropriate support and interventions can be identified and implemented.

Online safety

We recognise that our children are growing up in an increasingly complex world, living their lives on and offline. This presents many positive and exciting opportunities, but we recognise it also presents challenges and risks. Any pupil can be vulnerable online, and their vulnerability can fluctuate depending on their age, developmental stage and personal circumstance. We want to equip our pupils with the knowledge needed to make the best use of the internet and technology in a safe, considered and respectful way, so they are able to reap the benefits of the online world.

The three main areas of online risk could be categorised as:

content: being exposed to illegal, inappropriate or harmful material; for example pornography, fake news, racist or radical and extremist views;

contact: being subjected to harmful online interaction with other users; for example commercial advertising as well as adults posing as children or young adults;

conduct: personal online behaviour that increases the likelihood of, or causes, harm; for example making, sending and receiving explicit images, or online bullying

Peer on peer abuse

Our school may be the only stable, secure and safe element in the lives of children at risk of, or who have suffered harm. Nevertheless, whilst at school, their behaviour may be challenging and defiant, or they may instead be withdrawn, or display abusive behaviours towards other children. Our school recognises that some children may abuse their peers and any incidents of peer on peer abuse will be managed in the same way as any other child protection concern and will follow the same procedures. We will seek advice and support from other agencies as appropriate.

Peer on peer abuse can manifest itself in many ways. This may include bullying (including cyber bullying), physical abuse, sexual violence / sexual harassment, ‘up-skirting’, ‘sexting’ or initiation / hazing type violence and rituals. We do not tolerate any harmful behaviour in school and will take swift action to intervene where this occurs. We use lessons and assemblies to help children understand, in an age-appropriate way, what abuse is and we encourage them to tell a trusted adult if someone is behaving in a way that makes them feel uncomfortable. Our school understands the different gender issues that can be prevalent when dealing with peer on peer abuse.

Prevention of radicalisation

As of July 2015, the Counter-Terrorism and Security Act (HMG, 2015) placed a new duty on schools and other education providers. Under section 26 of the Act, schools are required, in the exercise of their functions, to have “due regard to the need to prevent people from being drawn into terrorism”. This duty is known as the Prevent duty.

It requires schools to:

  • teach a broad and balanced curriculum which promotes spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities, responsibilities and experiences of life and must promote community cohesion
  • be safe spaces in which children / young people can understand and discuss sensitive topics, including terrorism and the extremist ideas that are part of terrorist ideology, and learn how to challenge these ideas
  • be mindful of their existing duties to forbid political indoctrination and secure a balanced presentation of political issues

CHANNEL is a national programme which focuses on providing support at an early stage to people identified as vulnerable to being drawn into terrorism.

Our school works in accordance with local procedures for PREVENT and with other agencies, sharing information and concerns as appropriate. Where we have concerns about extremism or radicalisation, we will seek advice from appropriate agencies and, if necessary, refer to Social Care and / or the Channel Panel.

Serious violence

All staff are aware of indicators which may signal that children are at risk from or involved with serious violent crime. These may include increased absence from school, a change in friendships or relationships with older individuals or groups, a significant decline in performance, signs of self-harm or a significant change in well-being, or signs of assault or unexplained injuries. Unexplained gifts or new possessions could also indicate that a child has been approached by, or is involved with, individuals associated with criminal networks or gangs.

Children potentially at risk of greater harm

We recognise that some children may potentially be at risk of greater harm and require additional help and support. These may be children with a Child in Need or Child Protection Plan, those in Care or previously in Care or those requiring mental health support. We work with Social Care and other appropriate agencies to ensure there is a joined-up approach to planning for these children and that they receive the right help at the right time.

Our school understands that children with special educational needs (SEN) and disabilities can face additional safeguarding challenges. Barriers can exist when recognising abuse and neglect in this group of children. These can include:

  • Assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability, without further exploration
  • That they may be more prone to peer group isolation than others
  • The potential to be disproportionally impacted by things like bullying, without outwardly showing signs
  • Communication difficulties in overcoming these barriers

Procedures

Our school works with key local partners to promote the welfare of children and protect them from harm. This includes providing a co-ordinated offer of early help when additional needs of children are identified and contributing to inter-agency plans which provide additional support (through a Child in Need or a Child Protection plan).

All staff members have a duty to identify and respond to suspected / actual abuse or disclosures of abuse. Any member of staff, volunteer or visitor to the school who receives a disclosure or allegation of abuse, or suspects that abuse may have occurred must report it immediately to the designated safeguarding lead (or, in their absence, the deputy designated safeguarding lead).

All action is taken in accordance with the following guidance;

  • Essex Safeguarding Children Board guidelines - the SET (Southend, Essex and Thurrock) Child Protection Procedures (ESCB, 2019)
  • Essex Effective Support
  • Keeping Children Safe in Education (DfE, 2020)
  • Working Together to Safeguard Children (DfE, 2018)
  • ‘Effective Support for Children and Families in Essex’ (ESCB, 2017)
  • PREVENT Duty - Counter-Terrorism and Security Act (HMG, 2015)

Any staff member or visitor to the school must refer any concerns to the designated safeguarding lead or deputy designated safeguarding lead. Where there is risk of immediate harm, concerns will be referred by telephone to the Children and Families Hub and / or the Police. Less urgent concerns or requests for support will be sent to the Children and Families Hub via the Essex Effective Support portal. The school may also seek advice from Social Care or another appropriate agency about a concern, if we are unsure how to respond to it. Wherever possible, we will share any safeguarding concerns, or an intention to refer a child to Children’s Social Care, with parents or carers. However, we will not do so where it is felt that to do so could place a child at greater risk of harm or impede a criminal investigation. On occasions, it may be necessary to consult with the Children and Families Hub and / or Essex Police for advice on when to share information with parents / carers.

If a member of staff continues to have concerns about a child and feels the situation is not being addressed or does not appear to be improving, all staff understand they should press for re-consideration of the case with the designated safeguarding lead.

If, for any reason, the designated safeguarding lead (or deputy) is not available, this will not delay appropriate action being taken. Safeguarding contact details are displayed in the school to ensure that all staff members have unfettered access to safeguarding support, should it be required. Any individual may refer to Social Care where there is suspected or actual risk of harm to a child.

When new staff, volunteers or regular visitors join our school they are informed of the safeguarding arrangements in place, the name of the designated safeguarding lead (and deputy/deputies) and how to share concerns with them.

Training

The designated safeguarding lead (and deputy/deputies) undertake Level 3 child protection training at least every two years. The Headteacher, all staff members and governors receive appropriate child protection training which is regularly updated and in line with advice from the Essex Safeguarding Children Board (ESCB). In addition, all staff members receive safeguarding and child protection updates as required, but at least annually, to provide them with relevant skills and knowledge to safeguard children effectively. Records of any child protection training undertaken is kept for all staff and governors.

The school ensures that the designated safeguarding lead (and deputy) also undertakes training in inter-agency working and other matters as appropriate.

Professional confidentiality

Confidentiality is an issue which needs to be discussed and fully understood by all those working with children, particularly in the context of child protection. A member of staff must never guarantee confidentiality to anyone about a safeguarding concern (including parents / carers or pupils) or promise to keep a secret. In accordance with statutory requirements, where there is a child protection concern, this must be reported to the designated safeguarding lead and may require further referral to and subsequent investigation by appropriate authorities.

Information on individual child protection cases may be shared by the designated safeguarding lead (or deputy) with other relevant staff members. This will be on a ‘need to know’ basis only and where it is in the child’s best interests to do so.

Records and information sharing

Well-kept records are essential to good child protection practice. Our school is clear about the need to record any concern held about a child or children within our school and when these records should be shared with other agencies.

Where there are concerns about the safety of a child, the sharing of information in a timely and effective manner between organisations can reduce the risk of harm. Whilst the Data Protection Act 2018 places duties on organisations and individuals to process personal information fairly and lawfully, it is not a barrier to sharing information where the failure to do so would result in a child or vulnerable adult being placed at risk of harm. Similarly, human rights concerns, such as respecting the right to a private and family life would not prevent sharing information where there are real safeguarding concerns. Fears about sharing information cannot be allowed to stand in the way of the need to safeguard and promote the welfare of children at risk of abuse or neglect. Generic data flows related to child protection are recorded in our Records of Processing Activity and regularly reviewed; and our online school privacy notices accurately reflect our use of data for child protection purposes.

Any member of staff receiving a disclosure of abuse or noticing signs or indicators of abuse, will record it on My Concern as soon as possible, noting what was said or seen (if appropriate, using a body map to record), giving the date, time and location. This is then presented to the designated safeguarding lead (or deputy), who will decide on appropriate action and record this accordingly.

Any records related to child protection are kept on an individual child protection file for that child (which is separate to the pupil file). All child protection records are stored securely and confidentially and will be retained for 25 years after the pupil’s date of birth, or until they transfer to another school/educational setting.

In line with statutory guidance, where a pupil transfers from our school to another school / educational setting (including colleges), their child protection records will be forwarded to the new educational setting. These will be marked ‘Confidential’ and for the attention of the receiving school’s designated safeguarding lead, with a return address on the envelope so it can be returned to us if it goes astray. We will obtain evidence that the paperwork has been received by the new school and then destroy any copies held in our school. Where appropriate, the designated safeguarding lead may also make contact with the new educational setting in advance of the child’s move there, to enable planning so appropriate support is in place when the child arrives.

Where a pupil joins our school, we will request child protection records from the previous educational establishment (if none are received).

Interagency working

It is the responsibility of the designated safeguarding lead to ensure that the school is represented at, and that a report is submitted to, any statutory meeting called for children on the school roll or previously known to them. Where possible and appropriate, any report will be shared in advance with the parent(s) / carer(s). The member of staff attending the meeting will be fully briefed on any issues or concerns the school has and be prepared to contribute to the discussions.

If a child is subject to a Care, Child Protection or a Child in Need plan, the designated safeguarding lead will ensure the child is monitored regarding their school attendance, emotional well-being, academic progress, welfare and presentation. If the school is part of the core group, the designated safeguarding lead will ensure the school is represented, provides appropriate information and contributes to the plan at these meetings. Any concerns about the Child Protection plan and / or the child’s welfare will be discussed and recorded at the core group meeting, unless to do so would place the child at further risk of significant harm. In this case the designated safeguarding lead will inform the child’s key worker immediately and then record that they have done so and the actions agreed.

Allegations about members of the workforce

All staff members are made aware of the boundaries of appropriate behaviour and conduct. These matters form part of staff induction and are outlined in the Staff Behaviour policy / Code of Conduct. The school works in accordance with statutory guidance and the SET procedures (ESCB, 2019) in respect of allegations against an adult working with children (in a paid or voluntary capacity).

The school has processes in place for reporting any concerns about a member of staff (or any adult working with children). Any concerns about the conduct of a member of staff must be referred to the Headteacher (or the Deputy Headteacher in their absence), as they have responsibility for managing employment issues. Where the allegation concerns an agency member of staff, the Headteacher (or Deputy) will liaise with the agency, while following due process.

Where the concern involves the headteacher, it should be reported direct to the Chair of Governors.

SET procedures (ESCB, 2019) require that, where an allegation against a member of staff is received, the Headteacher, senior named person or the Chair of Governors must inform the duty Local Authority Designated Officer (LADO) in the Children’s Workforce Allegations Management Team on 03330 139 797 within one working day. However, wherever possible, contact with the LADO will be made immediately as they will then advise on how to proceed and whether the matter requires Police involvement. This will include advice on speaking to pupils and parents and HR. The school does not carry out any investigation before speaking to the LADO.

Staffing matters are confidential and the school operates within a statutory framework around Data Protection.

Use of reasonable force

The term ‘reasonable force’ covers a broad range of actions used by staff that involve a degree of physical contact to control or restrain children. There are circumstances when it is appropriate for staff to use reasonable force to safeguard children and young people, such as guiding a child to safety or breaking up a fight. ‘Reasonable’ means using no more force than is needed. Our school works in accordance with statutory and local guidance on the use of reasonable force (see section 2) and recognises that where intervention is required, it should always be considered in a safeguarding context.

Internet and World Wide Web Safety

As well as rigorous systems for adults in our employment or as volunteers, it has long been necessary to give frequent consideration to issues of safe use of the internet for students.

ICT in the 21st Century is an essential resource to support learning and teaching, as well as playing an important role in the everyday lives of children, young people and adults. Consequently, schools need to build in the use of these technologies in order to arm our young people with the skills to access life-long learning and employment.

We regularly revisit the issue of safe personal behaviour on line with all students aged 11-16. They receive information through assemblies, and be encouraged to discuss the issues with tutors and peers. Often young people know about what to do to keep themselves safe online; they do not always believe the message, or think the dangers relate to someone other than them. There are also legal considerations.

The central messages are:

  • Be responsible yourself with your digital footprint
  • What you put out there cannot be undone, it can have long standing consequences
  • Report to parents/ us or CEOP if you find you are out of your depth

  • Be aware that you must not break the law

What can parents/carers do?

Follow the Golden Ground Rules.

Discuss as a family how the internet will be used in your house. Consider what information should be kept private (such as personal information, photos etc) and decide rules for making and meeting online friends. Make sure you know what your child is doing online much like you would offline.

Discuss using strong passwords with your child so they understand how they can protect their online accounts. It's important they know they need to keep their passwords safe and not share them with anyone or use the same password for several accounts. If your child's account is "hacked" or compromised then make sure they change their password and report any concerns or suspicious activity.

Check how secure your passwords are here: HTTP://HOWSECUREISMYPASSWORD.NET/.

For more advice on using strong passwords visit HTTP://TINYURL.COM/GETSAFEONLINEPASSWORD

Online Safety

Install antivirus software, secure your internet connection and use Parental Control functions for computers, mobile phones and games consoles to block unsuitable content or contact. Always remember that parental control tools are not always 100% effective and sometimes unsuitable content can get past them, so don't rely on them alone to protect your child.

Location

Consider locating your computers and laptops in a family area where children's online activity can be monitored or supervised. Always supervise the use of webcams and any applications or devices which allow voice or video chat. Also consider the use and location of other devices your child's uses which allow internet access such as mobile phones and games consoles. Visit WWW.SAFERINTERNET.ORG.UK/ADVICE-AND-RESOURCES/A-PARENTS-GUIDE for safety information about consoles and devices.

Dialogue

Talk to your child and ask them to show or even teach you how they use the internet, learn which websites or tools they like to use and why. Learning together with your child can often open opportunities to discuss safe behaviour online. Always ensure your child knows how to block and report people online who may send nasty or inappropriate messages or content. Encourage your child not to retaliate or reply and to keep any evidence.

Make sure your child knows it's important that they tell an adult they trust if anything happens online that makes them feel scared, worried or uncomfortable. It's essential to be realistic: banning the internet or web sites often will not work and it can make a child feel less able to report a problem or concern, so education around safe use is essential.

Knowledge

Download the Safer Schools App onto your ‘phone (parent). This App gives regular updates/information that enables you to be aware of current concerns and trends that could make your child vulnerable. Also, encourage your child to download this App onto their ‘phone (student).

Information on this App has been sent out to all students and parents/carers.

Extremism and Radicalisation

'Extremism' is a belief in and support for ideas that are very far from what most people consider correct or reasonable. It may include values and ideologies which may well be legal, but which could place people on a course towards supporting illegal, violent extremist views.

'Radicalisation' is the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups.

Children and young people have a natural curiosity which, as parents, we want to encourage. However, as our children grow up we have to take different steps to ensure their safety.

Currently a number of young people have been persuaded to leave the country against the wishes of their families, or in secret, putting themselves in extreme danger.

As a parent you may be worried about how extremism and radicalisation might affect your child. The following information may be useful in recognising the signs and supporting your child.

2019-20 Safeguarding Events

Peer Listening Skills – 15 Year 11 trained students

As a school we are committed to empowering students with skills to help them in both their school and personal lives. We also believe in the importance of student learning to help each other. In view of this we have over a number of years run a training course in “Peer Listening Skills”. Our students attend a two-day training course in order to train to become a Peer Listener, the course is delivered by Relate Counselling Services. During the training students will complete a folder of evidence in order to obtain a certificate of attendance, stating they have been trained in the skills of;

How to be a good Peer Listener
The importance of confidentiality
Listening Skills
Practical Role Play

Once the training has been completed the students are issued with a Peer Listener Badge that makes them identifiable to the rest of the school, they attend assemblies in order to introduce themselves and explain the service they offer. After this if our students, their parent/carer or a member of staff feel that they benefit from the service of a Peer Listener they are allocated to a peer listener who will meet with them couple of times a week until such a time as they no longer feel they need the support.

E-Safety Assessment

Schools play a key role in promoting internet safety. Students themselves can play a key role in keeping children and young people safe online. As is the case every year, Year 7 students have completed an E-Safety assessment following a unit on this crucial safety topic. Well Done to all!

Safer Schools

Whether you’re a mum, dad, carer, auntie, uncle, nan, grandad, or any other family member or friend, it is important for you to understand what children are doing online, so you can help make them safer.

We are delighted to be able to invite you to download the new Safer School App:

Step 1: Download the App for free by searching ‘Safer Schools’ in the Apple App Store or on Google play. (You can download it on more than one device)
Step 2: Enter Cornelius Vermuyden
Step 3: Enter the code 7675

This App is designed to support and protect children by educating and empowering them at both school and at home. You will receive tips and advice on how to keep children safer online.

All students have been informed of this App and that they should download onto their devices. Students should follow the following steps to download:

Step 1: Download the App for free by searching ‘Safer Schools’ in the Apple App Store or on Google play. (You can download it on more than one device)
Step 2: Enter Cornelius Vermuyden
Step 3: Enter the code 3447 (Year 7 & 8) code 4898 (Year 9, 10 & 11)

Safeguard Assembly – Nicola Bainbridge

During the week commencing 9th September, all students in Year 7, 8, 9, 10 and 11 received an assembly where they were introduced or reminded of the safeguarding team within the school, what our role is, how to access us and also reminded of the open door policy I have should they have any concerns about themselves or a friend.

Sexualised Behaviour Assembly – Community Police Officers

On the 12th September two Community Police Officers spent the day delivering 1 hour presentations to all year groups, on the issue of internet safety and sexualised behaviour (the legalities).

School Nurse Assembly – Kelly Frisby

During the week commencing 16th September, all students in Year 7, 8, 9, 10 and 11 received an assembly from Kelly Frisby (school nurse) who spoke to students to inform them about her drop in service on Monday 12.30- 1.10pm (Every Fortnight)

In Harm’s Way – Up Front Theatre Company

4th October – a safeguarding presentation – around the issues of self-harming and the support available. This was delivered to all Year 8 students.

Mental Health Awareness Assembly – Katy Hibben

Mrs Hibben presented an assembly on promoting positive mental health within the school community. Pupils, with the support of Ant and Dec(BGT), were encouraged to talk to each other and access help if required. A variety of on-line and 1:1 support platforms were introduced. Additional information can be found throughout the school on our digital screens and from our trained Mental Health First Aiders.

KOOTH – Online counselling service

Week commencing 14th October, all students in Year 7,8,9,10 & 11 received a pocket size card with KOOTH details on. Kooth is a transformational digital mental health support service. It gives children and young people easy access to an online community of peers and a team of experienced counsellors.


Please keep your eye out for any emails from the school as we are often sending out information to parents to support any safeguarding information or information including support groups for yourself or your son/daughter.

6/9/19 – Information regarding Parent Support Group, held at Yellow Door
6/9/19 – Information regarding FLASH a ten week course for parents who wish to seek support around self-harm – Delivered by CAVS
24/9/19 – Information regarding Emotional Wellbeing workshop for parents and carers – Delivered by CAVS
9/10/19 – Information emailed regarding Modus Operandi (Criminal Exploitation) – received from the Local Authority

Jesse Nelson Story

During Anti-Bullying week, along with other events that took place during tutor time and of course our Odd Socks Day, to support uniqueness amongst each other, we presented the Jesse Nelson documentary to all of our students on 15th November 2019. This was an hour long documentary which Jesse Nelson, a member of the X Factor winning Group, Little Mix, made. Jesse was extremely bullied on-line and it highlighted the very emotional effects this on-line bullying had on her personally and those around her, and the lasting impact that this made on her life.

The documentary was very powerful and looked at how this bullying led to suicidal feelings. Our students responded very well to the documentary and many spoke afterwards about how it is important to remember that behind a screen is a person.

Alfie’s Story – County Lines

Week beginning 18th November 2019; A short film was presented to all students on the issue of Criminal Exploitation and County Lines. The film is based on a 13 year old boy named Alfie who is groomed into thinking he finally belongs to a family after having a tough upbringing. Alfie befriends a group that slowly begin to use him to transport drugs. The story follows Alfie’s journey of criminal exploitation with the aim to raise awareness of the signs, how it can happen and the consequences it can have for all involved.

As always our students responded very well to this presentation and further discussion took place during their wellbeing lesson, with the form tutor afterwards.

Yellow Door – Carousel Day

On 21st November 2019 Yellow Door Youth Hub came into the school, they took over the main hall and presented information about the services they offer to young people. Each student got to spend half an hour viewing the different support services offered by Yellow Door, these included; performing arts group, arts and craft group, sports activities, youth bus and youth café.

Yellow Door offer a range of services including; an advice and drop in service, counselling service, educational workshops and can help if young people are feeling low, depressed or anxious, they can also offer advice on family problems and drug or alcohol related issues.

The students took away with them a lot of information and Yellow Door have informed me that since coming into the school a number of our students have accessed their services.

Paul Hannaford – Guest Speaker

On the 13th December, Paul Hannaford came into the school to deliver the story of his personal journey to all of our students; in today's society, we think it vitally important that young people are made aware of the realities of life. A school is not only responsible for a student’s academic development but also their personal wellbeing; please see a brief statement about his work from Paul himself below;

“I travel all over the UK visiting 100s of primary/secondary schools, youth centres, young offenders and many professional football clubs on their 'football in the community' projects, speaking with around 50,000 kids every year.

The age range of the kids I speak to start from 7 through to young adults and I do tailor my workshops for the younger ones, giving them a watered-down version of my life. Each workshop lasts around 45 min allowing 15 min for Q & A but most of my feedback comes through twitter & Instagram (@paulhannaford).

Since 2009 I've spoken to well over 400,000 young people giving them a real-life insight into drug addiction, alcohol, gang life, gun & knife crime, prison life, self-harm & bullying.

Every child matters and their future should be a bright one!”

Paul was exceptional in the delivery of his story and our students were fixated on the story he told, “He is on a mission that is evangelical in nature to tell his story and ensure young people today are made fully aware of the dangers of addiction and the distressing consequences that can result."

Many students contacted Paul after the event to thank him for taking his time to come and tell his story and for being so real in helping them understand the dangers they could be presented with.

Please keep your eye out for any emails from the school as we are often sending out information to parents to support any safeguarding information or information including support groups for yourself or your son/daughter.

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