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CHILD PROTECTION ETHOS

 

Mount Lourdes Grammar School has a responsibility for the Pastoral Care, general welfare and safety of the children and young people who attend our school. We work to carry out this duty by providing a caring, supportive and safe environment, where each child/young person is valued for her unique talents and abilities, and in which she can learn and develop to her potential.  All members of staff, teaching and non-teaching are provided with training in recognising the signs of possible abuse and are given clear guidance on the procedures to be followed if they have concerns in relation to an aspect of a child/young person’s welfare. This policy sets out guidance on the action, which is required where abuse or neglect of a child/young person is suspected and outlines referral procedures within our school.

*From this point in the policy the term ‘child’ will be used to refer to the students who attend Mount Lourdes

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Key Principles of Safeguarding and Child Protection

 

The general principles, which underpin our work, are those set out in the UN Convention on the Rights of the Child and are enshrined in the Children (Northern Ireland) Order 1995, “Co-operating to safeguard children and young people in Northern Ireland” (DHSSPSNI, 2017), the Department of Education (Northern Ireland) guidance “Safeguarding and Child Protection in Schools” Circular 2017/04 (amended September 2019; updated June 2020) and the SBNI Core Child Protection Policy and Procedures (2017).

 

The following principles form the basis of our Child Protection Policy:

 

  • The child or young person’s welfare is paramount;

  • The voice of the child or young person should be heard;

  • Parents are supported to exercise parental responsibility and families helped stay together

  • Partnership;

  • Prevention;

  • Responses should be proportionate to the circumstances;

  • Protection; and

  • Evidence based and informed decision making.

 

Adult Safeguarding    

Adult safeguarding is based on fundamental human rights and on respecting the rights of adults as individuals, treating all adults with dignity and respecting their right to choose. It involves empowering and enabling all adults, including those at risk of harm, to manage their own health and well-being and to keep themselves safe. It extends to intervening to protect where harm has occurred or is likely to occur and promoting access to justice. All adults at risk should be central to any actions and decisions affecting their lives

 

We are committed to:

•      Ensuring that the welfare of vulnerable adults is paramount at all times.

•      Maximising the student’s choice, control and inclusion, and protecting their human rights.

•      Working in partnership with others in order to safeguard vulnerable adults.

We will follow the procedures outlined in this policy when responding to concerns or disclosures of abuse relating to our students who are 18 years or over.

OTHER RELATED POLICIES

The school has a duty to ensure that safeguarding permeates all activities and functions.  The child protection policy therefore complements and supports a range of other school policies including:

 

  • Anti-Bullying

  • Attendance  

  • Bring Your Own Device                   

  • Complaints

  • Data protection

  • Educational Visits                                            

  • Health and Safety P

  • ICT Acceptable Use / Online Safety

  • Intimate Care

  • Pastoral Care

  • Positive Behaviour Management Policy

  • Privacy Notice

  • Records Management policy

  • Relationships and Sexuality Education

  • Special Educational Needs / Learning Support

  • Staff Code of Conduct

  • Substance Use and Misuse

  • Supporting Students with Medical Needs

  • Use of Mobile Phones/Cameras

  • Use of Reasonable Force/Safe Handling               

  • Whistleblowing

  • Equality and Inclusion

 

These policies are available to parents and any parent wishing to have a copy should contact the school office or visit the school website at www.mountlourdes.com                                                                                                  

School Safeguarding Team

 

The following are members of the school’s Safeguarding Team:

  • Chair of the Board of Governors: Monsignor Peter O’Reilly

  • Designated Governor for Child Protection: Mr Gerry McCabe

  • Principal: Mrs Sinead Cullen

  • Designated Teacher: Mrs Michelle Judge (Senior Teacher)

  • Deputy Designated Teachers: Mrs Sinead Cullen, Mr Jim Devine (Vice Principal), Mr Gerard Quinn (Senior Teacher)

  • Head of Learning Support: Mrs Mary Keaney

  • Assistant Learning Support Co-ordinator: Mrs Catherine Conroy

  • ICT Co-Ordinator: Mrs Marcella O’Reilly

  • Vice Principal: Mr Jim Devine

  • Senior Teacher: Mrs Jane McGeoghan

  • Teacher Governor: Mr Damien Murray

 

ROLES AND RESPONSIBILITIES   

 

Board of Governors must ensure that:

 

  • A Designated Governor for Child Protection is appointed.

 

  • A Designated and Deputy Designated Teacher are appointed in their schools.

 

  • They have a full understanding of the roles of the Designated and Deputy Designated Teachers for Child Protection.

 

  • Safeguarding and child protection training is given to all staff and governors including refresher training.

 

  •    Relevant safeguarding information and guidance is disseminated to all staff and governors with the opportunity to discuss requirements and impact on roles and   responsibilities.

 

  • The school has a Child Protection Policy which is reviewed annually and parents and pupils receive a copy of the child protection policy and complaints procedure every two years.

 

  • The school has an Anti-Bullying Policy which is reviewed at intervals of no more than four years and maintains a record of all incidents of bullying or alleged bullying. See the Addressing Bullying in Schools Act (NI) 2016.

 

  • The school ensures that other safeguarding policies are reviewed at least every 3 years or as specified in relevant guidance.

 

  • There is a code of conduct for all adults working in the school.

 

  • All school staff and volunteers are recruited and vetted, in line with DE Circular 2012/19.

 

  • They receive a full annual report on all child protection matters (It is best practice that they receive a termly report of child protection activities). This report should include details of the preventative curriculum and any initiatives or awareness raising undertaken within the school, including training for staff.

 

  • The school maintains the following child protection records in line with DE Circulars 2015/13 Dealing with Allegations of Abuse Against a Member of Staff and 2020/07 Child Protection: Record Keeping in Schools: Safeguarding and child protection concerns; disclosures of abuse; allegations against staff and actions taken to investigate and deal with outcomes; staff induction and training.

 

Chair of Board of Governors

 

The Chairperson of the Board of Governors plays a pivotal role in creating and maintaining the safeguarding ethos within the school environment.

 

In the event of a safeguarding or child protection complaint being made against the Principal, it is the Chairperson who must assume lead responsibility for managing the complaint/allegation in keeping with guidance issued by the Department (and relevant guidance from other Departments when it comes to other early years settings), employing authorities, and the school’s own policies and procedures.

 

The Chairperson is responsible for ensuring child protection records are kept and for signing and dating annually the Record of Child Abuse Complaints against staff members even if there have been no entries.

 

Designated Governor for Child Protection

 

The Board of Governors delegates a specific member of the governing body to take the lead in safeguarding/child protection issues in order to advise the governors on: -

 

  • The role of the designated teachers;

  • The content of child protection policies;

  • The content of a code of conduct for adults within the school;

  • The content of the termly updates and full Annual Designated Teachers Report;

  • Recruitment, selection, vetting and induction of staff.

 

Designated Teacher for Child Protection

 

Every school is required to have a DT and DDT with responsibility for child protection. These are highly skilled roles developed and supported through a structured training programme, requiring knowledge and professional judgement on complex and emotive issues. The role involves:

 

  • The induction and training of all school staff including support staff.

  • Being available to discuss safeguarding or child protection concerns of any member of staff.

  • Having responsibility for record keeping of all child protection concerns.

  • Maintaining a current awareness of early intervention supports and other local services eg Family Support Hubs.

  • Making referrals to Social Services or PSNI where appropriate.

  • Liaison with the EA Designated Officers for Child Protection.

  • Keeping the school Principal informed.

  • Taking the lead responsibility for the development of the school’s child protection policy.

  • The promotion of a safeguarding and child protection ethos in the school.

  • Compiling written reports to the Board of Governors regarding child protection

 

Deputy Designated Teachers for Child Protection

 

The role of the DDTs is to work co-operatively with the DT in fulfilling his/her responsibilities.

 

It is important that the DDTs wors in partnership with the DT so that he/she develops sufficient knowledge and experience to undertake the duties of the DT when required. DDTs are also provided with the same specialist training by CPSS to help them in their role.

 

The School Principal

 

The Principal, as the Secretary to the Board of Governors, will assist the Board of Governors to fulfil its safeguarding and child protection duties, keeping them informed of any changes to guidance, procedure or legislation relating to safeguarding and child protection, ensuring any circulars and guidance from DE are shared promptly, and termly inclusion of child protection activities on the Board of Governors meeting agenda. In addition, the Principal takes the lead in managing child protection concerns relating to staff.

 

The Principal has delegated responsibility for establishing and managing the safeguarding and child protection systems within the school. This includes the appointment and management of suitable staff to the key roles of DT and DDT Designated Teacher posts and ensuring that new staff and volunteers have safeguarding and child protection awareness sessions as part of an induction programme.

It is essential that there is protected time and support to allow the DTs to carry out this important role effectively and that DTs are selected based on knowledge and skills required to fulfil the role.

 

The Principal must ensure that parents and pupils receive a copy, or summary, of the Child Protection Policy at intake and, at a minimum, every two years.

 

Other Members of School Staff

 

  • Members of staff must refer concerns or disclosures initially to the Designated Teacher for Child Protection or to the Deputy Designated Teacher if he/she is not available.

 

  • Class teachers and Year Heads should complete the Note of Concern (See Appendix 1) if there are safeguarding concerns such as: poor attendance and punctuality, poor presentation, changed or unusual behaviour including self-harm and suicidal thoughts, deterioration in educational progress, discussions with parents about concerns relating to their child, concerns about pupil abuse or serious bullying and concerns about home circumstances including disclosures of domestic abuse.

 

  • Staff should not give children a guarantee of total confidentiality regarding their disclosures, should not investigate nor should they ask leading questions

 

 

Support Staff

 

  • If any member of the support staff has concerns about a child or staff member they should report these concerns to the Designated Teacher or Deputy Designated Teacher if he/she is not available. A detailed written record of the concerns will be made and any further necessary action will be taken.

 

Parents

 

The primary responsibility for safeguarding and protection of children rests with parents who should feel confident about raising any concerns they have in relation to their child.

 

  • Parents can play their part in safeguarding by informing the school.

  • If the child has a medical condition or educational need.

  • If there are any Court Orders relating to the safety or wellbeing of a parent or child.

  • If there is any change in a child’s circumstances for example - change of address, change of contact details, change of name, change of parental responsibility.

  • If there are any changes to arrangements about who brings their child to and from school.

  • If their child is absent and should send in a note on the child’s return to school. This assures the school that the parent/carer knows about the absence. More information on parental responsibility can be found on the EA website at: www.eani.org.uk/schools/safeguarding-and-child-protection

 

It is essential that the school has up to date contact details for the parent/carer.

CHILD PROTECTION DEFINITIONS

 

Definition of Harm

 

(Co-operating to Safeguard Children and young People in Northern Ireland August 2017)

Harm can be suffered by a child or young person by acts of abuse perpetrated upon them by others. Abuse can happen in any family, but children may be more at risk if their parents have problems with drugs, alcohol and mental health, or if they live in a home where domestic abuse happens. Abuse can also occur outside of the family environment. Evidence shows that babies and children with disabilities can be more vulnerable to suffering abuse.

 

Although the harm from the abuse might take a long time to be recognisable in the child or young person, professionals may be in a position to observe its indicators earlier, for example, in the way that a parent interacts with their child. Effective and ongoing information sharing is key between professionals.

 

Harm from abuse is not always straightforward to identify and a child or young person may experience more than one type of harm.

 

Harm can be caused by:

 

Sexual abuse

Emotional abuse

Physical abuse

Neglect

Exploitation

 

SEXUAL ABUSE occurs when others use and exploit children sexually for their own gratification or gain or the gratification of others.  Sexual abuse may involve physical contact, including assault by penetration (for example, rape, or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside clothing.  It may include non-contact activities, such as involving children in the production of sexual images, forcing children to look at sexual images or watch sexual activities, encouraging children to behave in sexually inappropriate ways or grooming a child in preparation for abuse (including via e-technology).  Sexual abuse is not solely perpetrated by adult males.  Women can commit acts of sexual abuse, as can other children.

 

EMOTIONAL ABUSE is the persistent emotional maltreatment of a child. It is also sometimes called psychological abuse and it can have severe and persistent adverse effects on a child’s emotional development.  

 

Emotional abuse may involve deliberately telling a child that they are worthless, or unloved and inadequate. It may include not giving a child opportunities to express their views, deliberately silencing them, or ‘making fun’ of what they say or how they communicate. Emotional abuse may involve bullying – including online bullying through social networks, online games or mobile phones – by a child’s peers.

 

PHYSICAL ABUSE is deliberately physically hurting a child. It might take a variety of different forms, including hitting, biting, pinching, shaking, throwing, poisoning, burning or scalding, drowning or suffocating a child.

 

NEGLECT is the failure to provide for a child’s basic needs, whether it be adequate food, clothing, hygiene, supervision or shelter that is likely to result in the serious impairment of a child’s health or development. Children who are neglected often also suffer from other types of abuse.

 

EXPLOITATION is the intentional ill-treatment, manipulation or abuse of power and control over a child or young person; to take selfish or unfair advantage of a child or young person or situation, for personal gain. It may manifest itself in many forms such as child labour, slavery, servitude, and engagement in criminal activity, begging, benefit or other financial fraud or child trafficking. It extends to the recruitment, transportation, transfer, harbouring or receipt of children for the purpose of exploitation. Exploitation can be sexual in nature.

 

Although ‘exploitation’ is not included in the categories of registration for the Child Protection Register, professionals should recognise that the abuse resulting from or caused by the exploitation of children and young people can be categorised within the existing CPR categories as children who have been exploited will have suffered from physical abuse, neglect, emotional abuse, sexual abuse or a combination of these forms of abuse.

 

Specific Types of Abuse  

 

In addition to the types of abuse described above there are also some specific types of abuse that we in Mount Lourdes are aware of and have therefore included them in our policy.  Please see Appendix 2

                                  

Children with Increased Vulnerabilities

 

Some children have increased risk of abuse due to specific vulnerabilities such as disability, lack of fluency in English or sexual orientation. We have included information about children with increased vulnerabilities in our policy.  Please see Appendix 3

 

Signs and Symptoms of Abuse

 

The definition of signs and symptoms of abuse from the SBNI Regional Core Policies and Procedures guidance.  Appendix 4

 

Adult Safeguarding

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An ‘Adult at risk of harm’ is a person aged 18 or over, whose exposure to harm through abuse, exploitation or neglect may be increased by their:

  • Personal characteristics and/or

  • Life circumstances

Personal characteristics may include, but are not limited to, age, disability, special educational needs, illness, mental or physical frailty or impairment of, or disturbance in, the functioning of the mind or brain.

Life circumstances may include, but are not limited to, isolation, socio-economic factors and environmental living conditions.

An ‘Adult in need of protection’ is a person aged 18 or over, whose exposure to harm through abuse, exploitation or neglect may be increased by their:

  • Personal characteristics and/or

  • Life circumstances and

  • Who is unable to protect their own well-being, property, assets, rights or other interests; and

  • Where the action or inaction of another person or persons is causing, or is likely to cause, him/her to be harmed.

See Appendix 3 for further information

RESPONDING TO SAFEGUARDING AND CHILD PROTECTION CONCERNS

 

Safeguarding is more than child protection. Safeguarding begins with promotion and preventative activity which enables children and young people to grow up safely and securely in circumstances where their development and wellbeing is not adversely affected. It includes support to families and early intervention to meet the needs of children and continues through to child protection. Child protection refers specifically to the activity that is undertaken to protect individual children or young people who are suffering, or are likely to suffer significant harm[1].

 

If a parent has a potential child protection concern within the school

 

In Mount Lourdes we aim to work closely with the parents/guardians in supporting all aspects of the child’s development and well-being. Any concerns a parent may have will be taken seriously and dealt with in a professional manner.

If a parent has a concern they can talk to the relevant member of the Pastoral Team or the Designated/Deputy Designated teacher for Child Protection or the principal.

If they are still concerned they may talk to the Chair of the Board of Governors. If after this a parent still has concerns they can contact the NI Public Services Ombudsman.

At any time a parent may talk to a social worker in the local Gateway team or to the PSNI Central Referral Unit. (Details of who to contact are shown in the flowchart in Appendix 5)

 

Where School has concerns or has been given information about possible abuse by someone other than a member of staff

 

In Mount Lourdes if a child makes a disclosure to a teacher or other member of staff which gives rise to concerns about possible abuse, or if a member of staff has concerns about a child, the member of staff will complete a Note of Concern (see Appendix 7) and act promptly. They will not investigate - this is a matter for Social Services - but will discuss these concerns with the designated teacher or with the deputy designated teacher if he/she is not available.

 

The designated teacher will consult with the principal or other relevant staff always taking care to avoid due delay.  If principal is not available, the designated teacher will consult with the Safeguarding Team. If required, advice may be sought from an Education Authority Child Protection Officer. The designated teacher may also seek clarification from the child or young person, their parent/carer.

 

If a child protection referral is not required the school may consider other options including monitoring, signposting or referring to other support agencies e.g. Family Support Hub with parental consent and, where appropriate, with the child/young person’s consent.

 

If a child protection referral is required, the designated teacher will seek consent from the parent/carer and/or the child {if they are competent to give this} unless this would place the child at risk of significant harm.

 

The designated teacher will phone the Gateway team and/or the PSNI and will submit a completed UNOCINI referral form. Where appropriate the source of the concern will be informed of the action taken.

 

If the concern relates to a student over the age of 18 the Designated Teacher will discuss the concerns with the Trust Adult Safeguarding Team or the Team with responsibility for Vulnerable Adults.  This team will assess the level of risk.

 

Where appropriate the source of the concern will be informed of the action taken.

 

For further detail please see Appendix 6

 

Where a complaint has been made about possible abuse by a member of the school’s staff or a Volunteer

When a complaint about possible child abuse is made against a member of staff the Principal (or the designated teacher if the principal is not available) must be informed immediately. If the complaint is against the principal, then the designated teacher should be informed and he/she will inform the Chairperson of the board of governors who will consider what action is required in consultation with the employing authority.  The procedure as outlined in Appendix 7 will be followed.

 

[1] Co-Operating to Safeguard Children and Young People in Northern Ireland (March 2016)

https://www.health-ni.gov.uk/publications/co-operating-safeguard-children-and-young-people-northern-ireland

CONSENT

 

Prior to making a referral to Social Services the consent of the parent/carers and/or the young person (if they are competent to give this) will normally be sought. The exception to this is where to seek such consent would put that child, young person or others at increased risk of significant harm or an adult at risk of serious harm, or it would undermine the prevention, detection or prosecution of a serious crime including where seeking consent might lead to interference with any potential investigation.

 

In circumstances where the consent of the parent/carer and/or the young person has been sought and is withheld we will consider and where possible respect their wishes. However, our primary consideration must be the safety and welfare of the child and we will make a referral in cases where consent is withheld if we believe on the basis of the information available that it is in the best interests of the child/young person to do so.

 

There is a difficult balance between gaining consent for a referral into Adult Protection Gateway and also ensuring a vulnerable adult is protected from harm. Consent will always be sought from the person for a referral to statutory agencies.

If consent is withheld then a referral will not be made into the Adult Protection Gateway unless there is reasonable doubt regarding the capacity of the adult to give/withhold consent. In this case contact will be made with the local Adult Protection Gateway to seek further advice.

In situations where there is reasonable doubt regarding an individual’s capacity, they will be informed of the referral, unless to do so would put them at any further risk.

 

The principle of consent may be overridden if there is an overriding public interest, for example in the following circumstances:

                                         

  • the person causing the harm is a member of staff, a volunteer or someone who only has contact with the adult at risk because they both use the service; or

  • consent has been provided under undue influence, coercion or duress;

  • other people are at risk from the person causing harm;

  • or a crime is alleged or suspected

 

Confidentiality and Information Sharing

 

Information given to members of staff about possible child abuse cannot be held “in confidence”. In the interests of the child, staff have a responsibility to share relevant information about the protection of children with other professionals particularly the investigative agencies. In keeping with the principle of confidentiality, the sharing of information with school staff will be on a ‘need to know’ basis.

Where there have been, or are current, child protection concerns about a pupil who transfers to another school we will consider what information should be shared with the Designated Teacher in the receiving school.

 

Where it is necessary to safeguard children information will be shared with other statutory agencies in accordance with the requirements of this policy, the school data protection policy and the General Data Protection Regulations (GDPR)

 

In accordance with DE guidance we must consider and develop clear guidelines for the recording, storage, retention and destruction of both manual and electronic records where they relate to child protection concerns. 

 

In order to meet these requirements all child protection records, information and confidential notes concerning pupils in Mount Lourdes are stored securely and only the Designated Teacher/Deputy Designated Teacher and Principal have access to them. In accordance with DE guidance on the disposal of child protection records these records will be stored from child’s date of birth plus 30 years.

 

If information is held electronically, whether on a PC, a laptop or on a portable memory device, all must be encrypted and appropriately password protected.

 

These notes or records should be factual, objective and include what was seen, said, heard or reported. They should include details of the place and time and who was present and should be given to the Designated/Deputy Designated Teacher. The person who reports the incident must treat the matter in confidence.

SAFE RECRUITMENT PROCEDURES

 

Vetting checks are a key preventative measure in preventing unsuitable individuals’ access to children and vulnerable adults through the education system and schools must ensure that all persons on school property are vetted, inducted and supervised as appropriate. All staff paid or unpaid who are appointed to positions in Mount Lourdes are vetted/supervised in accordance with relevant legislation and Departmental guidance.

CODE OF CONDUCT FOR ALL STAFF - PAID OR UNPAID

 

All actions concerning children and young people must uphold the best interests of the young person as a primary consideration. Staff must always be mindful of the fact that they hold a position of trust and that their behaviour towards the child and young people in their charge must be above reproach. All members of staff are expected to comply with the school’s Code of Conduct for Employees and Volunteers which has been approved by the Board of Governors.

THE PREVENTATIVE CURRICULUM

 

The statutory Personal Development curriculum requires schools to give specific attention to students’ emotional wellbeing, health and safety, relationships, and the development of a moral thinking and value system. The curriculum also offers a medium to explore sensitive issues with children and young people in an age –appropriate way which helps them to develop appropriate protective behaviours. (2017/04, updated September 2019)

Mount Lourdes seeks to promote students’ awareness and understanding of safeguarding issues, including those related to child protection through its curriculum. The safeguarding of children is an important focus in the school’s personal development programme and is also addressed where it arises within the context of subjects. Through the preventative curriculum we aim to build the confidence, self-esteem and personal resiliencies of children so that they can develop coping strategies and can make more positive choices in a range of situations.

The student diary includes some helpful information directing a pupil on how to seek help, advice and support within the school and from external agencies and professionals. The school avails of the services of a range of external agencies in its delivery of the preventative curriculum. School assemblies, Religious Education Programmes, Mentoring Initiatives, Learning Support, E-Safety Awareness Raising Initiatives, RSE Programmes and Substance Use and Misuse Education are some of the systems of support available to all students.

Throughout the school year child protection issues are addressed through class assemblies and there is a permanent child protection notice board in the corridor at the main office. Other initiatives which address child protection and safety issues include School visitors e.g. fire fighters, police and NEXUS.

MONITORING AND EVALUATION

 

This policy will be reviewed annually by the Safeguarding Team and approved by the Board of Governors for dissemination to parents, pupils and staff.  It will be implemented through the schools staff induction and training programme and as part of day to day practice. Compliance with the policy will be monitored on an on-going basis by the Designated Teacher for Child Protection and periodically by the Schools Safeguarding Team. The Board of Governors will also monitor child protection activity and the implementation of the Safeguarding and Child Protection policy on a regular basis through the provision of reports from the Designated Teacher.  

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