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Safeguarding Children Policy

The purpose of the policy is to keep each child safe while she or he is in our care.
A child’s safety, wellbeing and best interest must be put first — always


To support children as early as possible before issues escalate and become more damaging.
The following indicators have been added to help staff recognise the potential need for early help:
1.    The child is showing signs of being drawn in to anti-social or criminal behaviour, including gang involvement and association with organised crime groups.
2.    The child is at risk of modern slavery, trafficking or exploitation.
3.    The child is showing early signs of abuse and/or neglect.
4.    The child is at risk of being radicalised or exploited.
5.    The child is a privately fostered child.
Safeguarding is everybody’s responsibility and everyone involved within our school community, including staff, collaborators and volunteers, have a duty to promote children’s welfare and protect them from harm.
Our commitment to keeping children safe and promoting their welfare encompasses our vision and the many aspects of the care, education and service we provide.
Safeguarding and promoting the welfare of children is defined as:
● Protecting children from maltreatment
● Preventing the 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 ensure all children have the best outcomes
The ethos of IPIE supports the development of a positive self-image, increases confidence and promotes an atmosphere of trust and collaboration. Staff listen to children and children are encouraged to express their thoughts and feelings.
Our Values are at the core of our teaching practice. Please see the Staff Handbook and the Curriculum Policy.
As adults have a tremendous impact on children we ensure that through our policies, procedures and daily practices all adults, employees and volunteers:
1.    Are positive role models for children
2.    Promote a happy, caring and safe environment
3.    Comply within the agreed policies of the school
4.    Create an environment of trust and respect
5.    Recognise and value strengths in each other and use these to support everyone
6.    Encourage children to think for themselves, ask questions and find answers
7.    Welcome and support visitors to school
Through these actions we aim to:
● Promote a culture where children are always respected and listened to.
● Promote a culture of safety, equality and protection
● Promote a culture where staff act in the best interest of each child and are confident to raise any concerns and act in a professional and confidential manner.
● Create an environment and experience for all children which enables them to develop a positive self-image, a sense of independence and autonomy and a secure understanding of British values which can be found at the core of the School Values.
● Give staff the opportunity to contribute to and shape safeguarding arrangements and the child protection policy, to utilise the expertise they build up through safeguarding training and managing safeguarding concerns on a daily basis.
● Ensure children are confident to talk to a member of staff it they are worried about something.
We comply with all statutory requirements for reporting information, which are linked to Safeguarding including reporting to National Ministry of Education, Health Ministry, Work Protection Agency, Emergency Prevention and Extinguishing Fires Agency.

We operate in accordance with the following statutory and other guidance:
•    Children Act 1989
•    Children Act 2004
•    Education Act 2002 Section 175 (Regulatory Compliance – ISSRs and Minimum Standards for
•    EYFS)
•    Working Together to Safeguard Children July 2018
•    Keeping Children Safe in Education September 2018
•    What to Do If You’re Worried a Child is Being Abused March 2015
•    Disqualification under the Childcare Act 2006
•    ‘Prevent’ Counter-Terrorism and Security Act 2015
•    Revised Prevent Duty Guidance July 2015
•    Children Missing from Education September 2016
•    Child Sexual Exploitation February 2017
•    Local Lancashire Safeguarding Children Board (LSCB) www.lancashiresafeguarding.org.uk
•    Statutory EYFS Framework
•    OFSTED Early Years’ Safeguarding Advice
•    Teacher misconduct: the prohibition of teachers April 2018
•    General Data Protection Regulations / Data Protection Act 2018
Our policies, together with government guidance Keeping Children Safe in Education 2018 and Working Together to Safeguard Children 2018 underpin safeguarding and guide us in promoting children’s welfare, keeping them safe from harm and working in the best interests of every child.
Almost all policies have some link to safeguarding issues, but some specific company policies which help us to underpin effective safeguarding include:
Anti-Bullying and Induction Procedures
Missing Children
Behaviour and Exclusion Policy
Complaints Policy
Staff Code of Conduct
Health and Safety
How do I protect children in my care?
Everyone who works with children needs to understand how to recognise the signs and symptoms that could indicate a child is being abused, but also how to respond and make child protection referrals.
How do I promote health and well-being?
An important component of safeguarding children is promoting good health and wellbeing. High standards of hygiene and cleanliness will help prevent the spread of infections and illnesses in a setting.
To identify any allergies when children first register, staff shall prevent contact with allergenic substances.
Other important factors include hygiene and healthy eating, ensuring fresh drinking water is accessible at all times and meeting first aid requirements.
Children thought to keep themselves safe through the curriculum such as the E-safety in Year 1 and cross-curriculum activities through British Values/ PSHE.
Please see the Curriculum Policy.

1 Introduction

Everyone has the right to live in a harm free environment. The school is committed to providing an environment in which children feel safe, secure, valued and respected and where children are protected from harm. Children need to know they can approach adults for any reason believing they will be effectively listened to. There needs to be an atmosphere of trust so children feel confident to disclose.

There are 3 main elements to implementing the above aim:
1.Prevention:  through the vigilance of teaching and non-teaching staff in maintaining a safe environment throughout the whole school. By enabling children through awareness raising. Giving them strategies to deal with difficult situations and making sure children know who to approach with any concerns about their welfare. Using a robust vetting and recruitment process to prevent unsuitable people from being employed.
The staff recruited are usually recommended by members of our small community – parents and teachers as well as head teachers or management members of other schools as this is the safest route to vouch for a teacher.
However, we follow Safer Recruitment practices and appointments are subject to vetting, including reference checks, identity and criminal record checks.
Teachers who passed the Recruitment process in order to volunteer or work in our school are expected to spend a full day in school, then have a follow up meeting with the head and the deputy head.
2. Clear and known procedures for identifying and reporting cases, or suspected cases of abuse.
3. Support to children who have/ may have been abused and to staff affected by incidents or disclosure

Responsibilities :
ALL members of the school community, including employees, children, parents and contracted workers have the responsibility to keep children safe.

There are many areas of responsibility in terms of safeguarding children. The Safeguarding Child Advisor and all members of staff carry a range of responsibilities illustrated under the following headings:

•    As professionals, we ensure that our knowledge is up-to-date so that we can recognise indicators of abuse and respond appropriately
Child Protection
•    If any professional becomes concerned that a child might be at risk of abuse, it is our duty to pass on our concerns to appropriate professionals who can assess what action, if any, is in the best interest of the child Social Services and Child Protection for Sector 1 DGASPC (DirecÈ›ia Generală de Asistență Socială È™i ProtecÈ›ia Copilului Sector 1) Telephone: 0800 800 061 Emergency Telephone: 0734 454 543
•    We will inform parents when we have done this, except in cases where this could put the child at greater risk
•    We have the legal duty to contact the Police and Child Protection if an allegation is made against any member of staff or against anyone employed (paid or unpaid). Any allegations of child abuse or harm by an employee must be referred to the Head of School immediately.  If appropriate, the member of staff will be suspended pending investigation. The Head of School will inform the Owner at the earliest opportunity.
If you have concerns about a colleague –Whistleblowing code
Staff who are concerned about the conduct of a colleague towards a pupil are undoubtedly placed in a very difficult situation. They may worry that they have misunderstood the situation and they will wonder whether a report could jeopardise their colleague’s career. All staff must remember that the welfare of the child is paramount.
The school’s whistleblowing code (below) enables staff to raise concerns or allegations in confidence and for a sensitive enquiry to take place.
All concerns of poor practice or possible child abuse by colleagues should be reported to the Head of School-Nicoleta Poiana.
Concerns of poor practice or possible child abuse by the Head of School should be reported to Sian Davies (Deputy Designated Safeguarding Officer) and Anca Biris (IOANID schools owner)
Staff who are the subject of an allegation
When an allegation is made against a member of staff, set procedures must be followed.
    Relevant members of management will be informed of the allegation;
    Pertinent information regarding allegation will be gathered;
    Advice would be sought from relevant agencies;
    An investigation will be started as soon as possible;
    Member of staff will be informed at an appropriate time, case dependent;
    If necessary, the member of staff may be suspended until further investigations are concluded (Suspension is not an assumption of guilt but to protect the interests of both parties);
    Confidentiality will be maintained throughout and information only disclosed to relevant parties.
Good communication
•    We aim to build a good relationship with parents and carers to ensure that we can provide a good continuity in care between the child’s home and our care.
•    We also endeavour to work with the family to protect their children.
•    We maintain appropriate boundaries with regard to confidential information regarding your child. However, we cannot keep any information to ourselves if we believe that someone may bet at risk of harm and may need to inform another professional
•    We keep confidential records on children for a period of a maximum of 2 years.
Safeguarding requirements
•    We have made the setting safe for children
•    We are registered, checked and inspected by Emergency Situation Inspectorate. They check that we are trained and that our facility is safe in case of fire, earthquake.
•    We are registered for work protection. Our teachers provide police checks and references are asked before hiring.
•    At the beginning of every school year our staff undergo medical checks to prove their suitability to work with young children.
Accident/Incident Book
•    If a child suffers an injury during the time she or he is in our care, we will keep a record of the information about it and upon collection or immediately by phone you will be notified.
•    In an emergency we have a duty of care to act in loco parentis and will ensure your child receives necessary emergency police, medical, social or emotional care they require.
•    All the allergies are kept on record, copies of the updated ‘allergy list’ will be kept in the dining room, medical office and each classroom.
•    Taking and displaying pictures of children playing and involved in tasks can be affirming and validating. Some of the photographs will be used only for the children’s Learning Journeys or for their Photo Album that will be sent to the parents at the end of the school year.
•    However, photographs of the children or parents/carers/teachers are taken if agreed by parents/carers and teachers, only using the school cameras. We will seek parents’ permission in writing for using the pictures outside school premises i.e social media or for publicity purposes.
Intimate care
•    We agree the nature and frequency of the intimate care that your child receives in our care. Examples of intimate care include going to the toilet, changing nappies and at times washing.
•    We always aim to encourage children to strive for greater independence at all stages of their development.

2. Definition of Abuse

Abuse is a form of maltreatment of a child. 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 institution 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.

Abuse, neglect and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases multiple issues overlap with one another. Indicators of abuse are wide and varied and symptoms do not always indicate that a child has been abused. As detailed later in this policy, if a child is in immediate danger or is at risk of harm, a referral will be made to children’s social care or the police immediately. Staff do not need to wait for an incident to occur to make a referral if they have reason to believe a child may be significantly harmed in some way. Staff must always act in the best interests of the child, should always maintain an attitude of “it could happen here” and must never assume that somebody else will take action as this may prevent a child receiving the support they need.

Types of Abuse and Neglect (KCSIE September 2018)
Some of the types of abuse and neglect are listed below; however this list should not be seen as exhaustive.
Physical abuse: a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or
developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.

Sexual abuse: involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities 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 of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children
to behave in sexually inappropriate ways, or grooming a child in preparation for abuse. Sexual abuse can take place online, and technology can be used to facilitate offline abuse. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. The sexual abuse of children by other children is a specific safeguarding issue in education.

Neglect: the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure
adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.


Specific safeguarding concerns include, but are not exclusively:

•    Bullying including cyberbullying
•    Children going missing from education
•    Children missing from home or care
•    Child sexual exploitation
•    Domestic violence and abuse
•    Drugs
•    Fabricated or induced illness
•    Faith abuse
•    Female Genital Mutilation
•    Forced Marriage
•    Gangs and Youth Violence
•    Gender-based Violence/Violence against women and girls
•    Hate
•    Homelessness
•    9 SEPTEMBER 2018
•    Mental Health
•    Peer on peer abuse
•    Private fostering
•    Preventing Radicalisation
•    Relationship abuse
•    Sexting
•    So-called honour-based violence
•    Trafficking

Specific safeguarding concerns require a range of approaches and we use government and locally
agreed guidance to support our own policies and procedures. Different settings will experience different risk levels for the types of safeguarding issues they are likely to come across but it is important to remember that any issue
can happen anywhere.
Some specific safeguarding concerns are expanded upon below.
Cyberbullying, sexting (also known as youth produced sexual imagery) and relationship abuse are unlikely to affect most of our children due to their age but we are still vigilant to the risk of it.

Children between the ages of 12-16 are most likely to suffer from Child Sexual Exploitation (CSE) but it is important for us to remember that it can happen to any child at any time and we are always vigilant to the possibility of CSE happening within our settings.

Peer on Peer Abuse
All children are capable of abusing their peers and staff should be vigilant to this. Peer on peer abuse is a serious safeguarding issue and should never be tolerated or passed off as part of growing up, ‘having a laugh’ or ‘banter’. Whilst it is more likely that girls will be victims and boys perpetrators of peer on peer abuse, and that children with SEND could be more vulnerable, it is important that staff are vigilant to all possible peer on peer abuse and act in line with behaviour procedures. Peer on peer abuse will not be tolerated and will be taken seriously. Safeguarding issues that can occur from
peer on peer abuse include, but are not limited to:
•    Bullying (including cyberbullying)
•    Physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm
•    Sexual violence and sexual harassment
•    Sexting (also known as youth produced sexual imagery)
•    Initiation/hazing type violence and rituals
In order to minimise the risk of peer on peer abuse as much as possible, the school has clear anti-bullying and behaviour procedures which are understood by staff and children and are followed consistently (see Anti-Bullying Policy and Behaviour Policy). The caring and open ethos of the school and nursery also means that children are encouraged to share their concerns and look out for each other. We also develop strong and open relationships with parents/carers so they feel comfortable discussing any concerns they may have regarding peer on peer abuse.
Child on Child Sexual Violence and Sexual Harassment

Sexual violence refers to sexual offences under the Sexual Offences Act 2003 and includes rape, assault by penetration or sexual assault. In all cases the victim has not consented or the person committing the offence does not reasonably believe that the victim consented. Consent is about having the freedom and capacity to choose and consent can be withdrawn at any time.
Sexual harassment is unwanted conduct of a sexual nature that can occur online and offline. Sexual harassment can include, but is not limited to; sexual comments or jokes, physical behaviours, displaying images of a sexual nature and online sexual harassment such as the non-consensual sharing of sexual images and videos or unwanted sexual comments or messages.
Whilst reports of child on child sexual violence or sexual harassment are uncommon within the age of children cared for at IOANID Preschool International Education, any reports must always be taken seriously and be acted upon in a timely manner. Staff must report any report of potential sexual violence or sexual harassment to the DSL who will follow reporting procedures as set out in this document.
With the current threat level of terrorism and the rise of radicalisation and extremism we are incredibly vigilant of the risk of radicalisation across all our settings and from all communities.
For the vast majority of our children, the risk of radicalisation relates to their families becoming radicalised, rather than the child themselves. However although the risk of any of our children becoming radicalised is low, there is a possibility and we should be vigilant to it. For families and children, some indictors of radicalisation that we may observe include, but are not exclusive to:

Vulnerability – including distance from religious or cultural heritage, community tensions, experiencing racism, imprisonment, involvement in criminal groups.

Access to extremism or extremist influences – including suggestions of associating with extremists, evidence to suggest use of the internet, literature, groups or meetings to access, distribute or promote extremist material, or suggestions of involvement in extremist camps or training.

Experiences, behaviours and influences – including encountering peer, social, family or faith group rejection, political, religious or international events, significant shift in behaviour or outward appearance, a new social, political or religious influence, vocal support of terrorist attacks, conflict with family over religious issues, or any involvement as either perpetrator or victim to racial to religious hate crime.

Travel – including a pattern of regular or extended travel in Romania or internationally with evidence that it is linked with extremism or to locations known to be high-risk for extremism or employing any methods to disguise or hide true identity

Social factors – including social isolation, learning difficulties, mental health issues, flawed understanding of religion or politics, history of crime, being a foreign national or refugee, insecure family unit or war/sectarian trauma

Contextual Safeguarding
Safeguarding issues can be associated with factors outside school and/or can occur between children outside school. All staff, but specifically the DSLs will consider the context within which such incidents and/or behaviours occur.
Assessments of children will consider whether wider environmental factors which may be present in a child’s life may be a threat to their safety and/or welfare. In the event of a referral being made to Children’s Social Services and Police, any
information which is relevant in context to the concern will be shared.
Technology and Online safety

The children use the internet very often at home and they might be experts with technology, however they are not experts at evaluating risk.

As in the off-line world, you need to provide guidance, set boundaries, and, depending on your child’s age and maturity level, put safeguards in place. You also need to be aware of where the threats are coming from.
Keeping children safe on the internet is a priority and nothing replaces teacher and parental guidance when it comes to child Internet safety.
Simply talking to the children can help hugely – teach them to not automatically click "yes" buttons and to walk away from bullies or potential cybercriminals.

Technical support was put into place at IOANID Preschool International Education to limit and to make the internet access child friendly.

•    A secure DNS was installed on the network router which filters and blocks the access on adult websites.
•    We also have set up ‘child user’ accounts on the class computers.
•    The only browser installed on the classroom computers is Google Chrome.
•    The Safe Search option for the Google Chrome was set, which filters the adult content.
•    The Google Chrome Block Sites extension was set which blocks the adult websites and shows a picture of a puppy instead.

Even if all these settings are in place when children use the class computer it should be always under teacher supervision or an adult should be able to see what is on the computer.

The procedure for referring a child to Sosial Services and the likely action path following the referral:

If a member of staff is concerned about the safety or welfare of a child they should refer to the DSL immediately.

•    In the case of a child making a disclosure to a member of staff the staff member should listen and write down everything that has been said to them NOT TO INTERPRET but to write word for word what the child says.

•    Any possible evidence, such as written notes, Observation , mobile phones or other electronic devices containing evidence, clothing etc should also be given to the DSL wherever possible.

•    The DSL will consider the concern and decide on the appropriate action which may include:

    Managing support internally through the school’s own pastoral procedures or local support
    An early help assessment
    A referral to social services will be considered if a child might be in need or is in need.
    An immediate referral to children’s social services and police will be made if it is thought a child is
at suffering or likely to suffer from harm.

•    Where it is felt a crime has been committed, the Police will also be contacted.
•    Staff members should note that anyone can make a referral to external agencies, not just DSLs.
•    Any member of staff who feels that appropriate action has not been taken by the Designated Senior Lead or Designated Senior Person has a duty to refer to the appropriate agency.
•    Parental consent does not need to be given for referrals to statutory agencies.

In all cases we follow the advice given by Children’s Social Care, the LSCB, LADO and Police.
However, if we feel appropriate action is not being taken by external agencies, we will be persistent
in making referrals until we are satisfied that an appropriate response is being made.

Listening to Children
There are a number of arrangements in place in school for listening to children and providing early help, the main one being the accessibility of adults and the positive relationships they foster with the children in their care. There are also specific times where it is reinforced to all children in a way appropriate to their age and stage of development that they can speak to any trusted adults, for example through the Circle Times.

The small community school fosters strong relationships between children and adults so children feel comfortable and
confident sharing their concerns with adults.

Indicators of Abuse
There are many indicators that may suggest a child is being abused or neglected. Some of the
following signs may be indictors of abuse or neglect, although it is important to note that this is not
an exhaustive list and a child displaying one or more of these indictors may not be being abused or
•    Children whose behaviour changes – they may become aggressive, challenging, disruptive, withdrawn or over-reliant on staff or parents, or they might have difficulty sleeping or start wetting the bed
•    Children with clothes which are ill-fitting and/or dirty or children with poor hygiene
•    Children who make strong efforts to avoid specific family members or friends, without an obvious reason
•    Children who don’t want to change clothes in front of others or participate in physical activities
•    Children who are having problems at school, for example, a sudden lack of concentration and learning or they appear to be tired and hungry
•    Children who talk about being left alone, with inappropriate carers or with strangers
•    Children who reach development milestones, such as learning to speak or walk, late, with no medical reason
•    Children who are regularly missing from school or education
•    Children who are reluctant to go home
•    Children with poor attendance and punctuality, or who are consistently late being picked up
•    Parents who are dismissive and non-responsive the practitioners’ concerns
•    Parents who collect their children when under the influence of alcohol or drugs
•    Children who are concerned about younger siblings without explaining why
•    Children who talk about running away
•    Children who shy away from being touched or flinch at sudden movements

Early Help
Early concerns regarding children’s development and wellbeing may be addressed by considering
the National Care Graphics. All children are assessed at least annually against it.

A DSL will lead on any early help assessment and will liaise with other staff and external agencies in
the best interests of the child. Whilst any child may benefit from early help, it is important to be particularly vigilant towards children within one or more of the categories below:

•    Is a non-communicative young child or baby
•    Is disabled and/or has specific additional needs
•    Has special educational needs (whether or not they have a statutory education, health and care plan)
•    Is a young carer
•    Is showing signs or being drawn into anti-social or criminal behaviour
•    Is frequently missing/goes missing from care or home
•    Is at risk of modern slavery, trafficking or exploitation
•    Is in a family circumstance presenting challenges for the child, such as substance abuse, adult mental health problems or domestic abuse
•    Has returned home to their family from care
•    Is showing early signs of abuse and/or neglect
•    Is at risk of being radicalised or exploited
•    Is a privately fostered child
Early help procedures may include advice or support or signposting families to additional services.

Reporting for Specific Safeguarding Issues
In addition to normal reporting procedures, some safeguarding issues require different or additional action.

If an incident of sexting (also known as youth produced sexual imagery) is reported or suspected, the
school follows the following procedures:
•    Incident referred to a DSL as soon as possible who will discuss the concern with any relevant staff members.
•    Parents will be informed unless there is a good reason to believe that doing so would put the child at risk of harm.
•    Discussions will be held with the child(ren) involved and their parent(s) to resolve the situation.
•    If at any point it is thought that a child has been harmed or is at risk of harm a referral will be
•    made to Children’s Social Services through the usual process.
•    If at any point it is thought that an illegal act has occurred the Police will be informed immediately.
•    Under no circumstance should the image(s)/video(s) be viewed by staff or other children, copies of the image(s)/video(s) be taken for evidence or the image(s)/video(s)shared with anyone.

If sexual harassment or sexual violence is reported or suspected, the school follows the following

•    Incident referred to a DSL as soon as possible who will discuss the concern with any relevant staff members.
•    Parents will be informed unless there is a good reason to believe that doing so would put the child at risk of harm.
•    Discussions will be held with the child(ren) involved and their parent(s) and normal safeguarding and referral procedures will apply.
•    If at any point it is thought that a child has been harmed or is at risk of harm a referral will be made to Children’s Social Care through the usual process.
•    If at any point it is thought that an illegal act has occurred the Police will be informed immediately.

Allegations of peer on peer abuse are recorded on the serious incident log which is monitored by the Head teacher.

In the case of peer on peer abuse, both the perpetrator and victim will be supported by providing them with staff to talk to, referring to counselling or other services if appropriate and meeting with parents if required. Each case will be considered on an individual basis to ensure the children involved receive the most suitable support for them. Both perpetrator(s) and victim(s) would be considered as a safeguarding concern and we would follow procedures accordingly as set out in this policy.

In the case of children suspected of being at risk of radicalisation, the member of staff and DSL must consider the most appropriate form of action, which may be calling the Police.

If a girl informs a member of staff that an act of Female Genital Mutilation (FGM) has been carried out on them, or if a member of staff observes physical signs that suggests an act of FGM has been carried out, there is a specific legal duty for anyone carrying out teaching activity, whether a qualified teacher or not, to personally report the act to the Police.

In the case of children missing from education, we follow procedures as set out in our Attendance Policy and Children Missing Policy which have been written in accordance with government guidance Children Missing in Education September 2016.
This includes contacting parents by 9:30am and if there has been no contact from them reporting to the local authority if a child has been absent without leave for more than 10 days.

Sharing Information to Destination Settings

When a child with a child protection file leaves IPIE, arrangements are made with their new setting/school to transfer the file and any relevant documents. In addition to this, the DSLs will consider if there is any other relevant information which could be shared with the child’s new setting/school in advance to them leaving IPIE. A document is signed by both parties to confirm the information has been passed over.

If a member of staff has reason to believe another member of staff or volunteer has:

•    behaved in a way that has harmed a child or may have harmed a child,
•    has possibly committed a criminal offence against or related to a child,
•    has behaved in a way towards a child or children that would suggest that her or she may pose a risk to children
•    if their conduct towards a child has any other cause for concern they should refer to the Head teacher immediately, or Deputy Head

The Head teacher will discuss the allegation with the Deputy at this stage and consider a range of factors including the provision of information and the severity of the concern.

The Head teacher will always act in line with local and national procedures. If it is felt a crime has been committed, the Head teacher will immediately inform the police.

•    If it is felt an employee needs to be suspended the decision will be guided by advice from the Police. Suspension is not in itself a disciplinary procedure and is done without prejudice.

•    If the services of an employee, contractor, volunteer or any other relevant person working are no longer used, either through dismissal, resignation or any other reason, and the DBS criteria has been met, the company will report the person to the DBS immediately. The DBS criteria is that they have caused harm or posed a risk of harm to a child as detailed in Keeping Children Safe in Education 2018.

•    In all cases of allegations against staff the Head teacher, DSL and Deputy will keep an accurate written record in line with local procedures.

 This record will be used to provide clarification in the case of future DBS check investigations and will be kept until the accused reaches retirement age, or for 10 years if that is longer

•    Allegations made against teachers who are no longer teaching will be referred directly to the Police.
•    If an accused person resigns, or no longer offers their services as a volunteer, the allegation will still be investigated.
•    Any allegations against staff which have been found to be malicious will be removed from personnel records.  

If there is a concern relating to the Head teacher, the Proprietor and the agencies should be informed immediately. The Head teacher must not be informed of the allegation prior to contact the proprietor.

Timescales for Dealing with Allegations

The Head teacher will deal with the allegations quickly and within the timescales detailed below, seek to minimise stress, provide advice and give support to the member of staff concerned.

When dealing with allegations against staff there are a number of target timescales that we will attempt to adhere to, as set out in Keeping Children Safe in Education 2018.

•    80% of cases should be resolved within 1 month if possible, with 90% of cases being resolved within three months. Only truly exceptional cases should take 12 months or more to conclude.
•    Where it is clear immediately that the allegation is unsubstantiated or malicious, the case will usually be resolved within one week.
•    If an allegation does not require formal disciplinary action then appropriate action should be instigated within 3 working days. Where a hearing is required but no further investigation is needed, the hearing should take place within 15 working days.


Recruitment Procedures

Our Safer Recruitment Policy details our procedures for ensuring staff are suitable to work for us and with children.

Main parts of the policy include:
•    Staff will not starting work until one or two references have been received, a DBS check
•    processed and/police check, and proof of studies (degrees and certificates) where appropriate, a suitability check carried out.
•    Where appropriate a barred list check will be asked in the case of teaching staff, a teacher prohibition check being carried out.
•    The teacher also have to pass the medical testing to check suitability and an ID check will be made.
We will only allow the new teaching member to start work after he/she would have spent at least a day in school, supervised by other teaching staff and after meeting with the Head and Deputy Head.

•    All other checks listed on the Single Central Register will be carried out.
•    Regulated activity is defined as:
•    Regular work in school with opportunity for contact with children.
•    Unsupervised activities; teach, train, instruct, care for or supervise children, or provide advice/guidance on wellbeing, if done regularly.
•    Relevant personal care, eg washing or dressing, or health care by or supervised by a professional. This applies to any child, even if only done once.
•    Personal care includes helping a child with eating and drinking for reasons of illness or disability, or in connection with toileting, washing, bathing and dressing for reasons of age, illness or disability.
•    Health care means care for children provided by, or under the direction or supervision of, a regulated health care professional.

Induction Procedures

Comprehensive induction procedures ensure all staff and volunteers have a secure understanding of safeguarding and child protection procedures, how to listen to children and be aware of changing behaviour, arrangements for whistle blowing and how to refer on to external agencies when required.

Thorough induction procedures and training relating to safeguarding for all staff including DSLs include, but is not limited to receiving, reading and understanding:

•    the Safeguarding policy
•    Health and Safety Policy
•    First Aid Policy
•    Keeping Children Safe in Education Part 1 and Annex A (September 2018)
•    Working together to Safeguard Children (July 2018)
•    Behaviour Strategy
•    Children Missing Policy
•    Staff Handbook
•    Birthday Policy
•    Code of Conduct etc.

These policies are further explained through the induction process and formal induction meetings.

Ongoing training

All staff read and sign to say they understand Part 1 and Annex A of Keeping Children Safe in
Education September 2018.

All staff, including volunteers and collaborators receive training or information about safeguarding on appointment and at least annually thereafter.

Training for staff includes Prevent Awareness to reduce the risk of radicalisation and extremism, first aid training and safety training as well as level 1 safeguarding training which includes training on Female Genital Mutilation (FGM). Training relating to child on child sexual violence and sexual harrassment is also included.
Level 1 safeguarding training is updated at least every three years.

Safeguarding is an item on the meeting agendas. It is covered in supervisions within the school and regular updates are also issued by memo, in emails or in meetings.


The Proprietor, Head teacher and Senior Management Team work together to develop and maintain a culture of safety. The team manage and review safeguarding procedures to ensure that we comply with all our duties under legislation, ensure staff are competent to carry out their duties relating to safeguarding and promote the welfare of children, create a supportive environment for staff and ensuring practitioners have regular supervision meetings and/or appraisals.

DSLs and their role
The main responsibilities of the DSLs are to:

•    Advise on the most appropriate course of action, taking prompt action to make contact with Children’s Social Services when required and the Police if the issue is a criminal matter
•    Liaise with other agencies and professionals and to operate in line with agreed procedures.
•    Collate and maintain confidential records
•    Raise awareness of safeguarding across the school, including in online safety
•    Ensure staff are kept aware of child protection procedures
•    Keep up to date with regulations and national guidance

The Lead DSL keeps a record of all staff and volunteer safeguarding training and updates, including annual updates and those in response to changing national guidance.
Annual Review

Safeguarding actions are completed as part of the whole school action plan and this policy and all associated policies, procedures and practices are reviewed annually by the Senior Management Team during the August inset days.

An annual review of safeguarding policies, procedures, practice, action plans and record keeping is undertaken
by the Head in the Autumn term. As part of this review the following are considered:

•    DSL responsibilities, including coverage of the DSL role
•    Staff and volunteer induction and ongoing safeguarding training, including that of DSLs.
•    Records relating to company safeguarding procedures.
•    Steps being taken to ‘listen’ to pupils and how they can make their views known.
•    Number of referrals to children’s service in respect of the promotion of welfare and any
•    identified themes emerging for future action.
•    Any specific themes or issues emerging in the school such as FGM, online safety, radicalisation and any action taken as a result.
•    The single central register, including arrangements for temporary staff and volunteers.
•    How children are being taught about safeguarding as part of a broad and balanced curriculum.
•    How any ‘looked after children’ have their individual needs assessed and the effectiveness of joint working with the relevant authorities.
A written record is produced and notes, findings and actions recorded. A written summary of this annual review will be shared with the staff and Deputy who implement any actions.

Key points for all staff to remember
1.    Be vigilant
2.    Listen to children
3.    Observe changes in behaviours, attitude or home situation
4.    Complete internal recording procedures such as Observation and Notified on Arrival forms
5.    accurately and in a timely manner
6.    Respond to specific concerns at an early stage
7.    Report concerns to the appropriate designated professionals
8.    Do not conduct investigations but refer on to the appropriate bodies
9.    Be prepared to whistle blow where there are concerns about colleagues or volunteers
10.    Recognise the potential for child on child abuse
11.    Understand the potential for grooming through the internet and gaming
12.    Follow procedures for reporting children missing from education

Advice for listening to children
A child making a disclosure is likely to be a difficult time for both you and the child. It is important to remember that the child has chosen you to speak to and it is essential that you let them speak, whenever or wherever you are. Below are some pointers:
1.    Listen to the child.
2.    Take notes on what they say. Include dates and time and as much word-for-word information as you can but don’t ask them to stop and repeat things unless absolutely necessary.
3.    Provide comfort to the child and tell them it is not their fault.
4.    Listen quietly, carefully and patiently – even if it takes a long time.
5.    Get another member of staff to remove other children from the area if you can do so without disturbing the child’s disclosure.
6.    Tell the child that you may have to tell other people what they have said.
7.    Refer to the DSL immediately.
1.    Promise to keep a secret.
2.    Act with shock or dismay – this may stop the child from saying any more.
3.    Ask leading questions or put words into the child’s mouth.
4.    Try to solve the problem yourself.
5.    Destroy your notes if you then write the disclosure up more neatly.
6.    Discuss the case with anyone other than the DSL or relevant external agencies.
Remember that the DSLs and Deputy are there to offer support to you as well as the child. If you are feeling upset or affected in any way after a child has made a disclosure to you, speak to them to offer you guidance and refer you to further support if necessary.


The school recognises that all matters concerning child protection are confidential and information should only be shared with the appropriate people.
 The Head of School will only disclose appropriate information to staff as required .
All staff must understand that they cannot promise a child confidentiality if doing so compromises their or others students’ well-being or safety.

Information Sharing
GDPR principles
GDPR condenses the Data Protection Principles into six areas, referred to as the Privacy Principles.
1.    Always have a lawful reason for collecting personal data and must do it in a fair and transparent way.
2.    Only use the data for the reason it is initially obtained.
3.    Not collect any more data than is necessary.
4.    It has to be accurate and the office manager keeps it up to date.
5.    The data will be keep no longer than needed.
6.    We must protect the personal data.
These privacy principles are supported by a further principle – accountability.
This means our setting must not only do the right thing with data but must also show that all the correct measures are in place to demonstrate how compliance is achieved. All staff is knows that no personal data is going to be shared with a third party.
Nicoleta Poiana is the data protection officer-She takes the lead on data compliance
0746 041 000

Privacy notices — when we collect any data we inform parents exactly how we are going to use it, who might you share it with, how long you will keep it as well as information on consent and complaint i.e. when going on field trips.
Taking photographs-Taking and displaying pictures of children playing and involved in tasks can be affirming and validating. Some of the photographs will be used only for the children’s Learning Journeys or for their Photo Album that will be sent to the parents at the end of the school year. However, photographs of the children or parents/carers/teachers are taken if agreed by parents/carers and teachers, only using the school cameras. We will seek parents’ permission in writing for using the pictures outside school premises i.e social media or for publicity purposes
Individual rights —Parents have enhanced rights on the collection, access and deletion of their data so we sent emails on how their data will be collected or used such as photographs for publicity, emails addresses for receiving school information and email marketing.
Consent — we always have a legitimate reason for processing any personal data. Where we rely on consent for processing data we have boxes and parents actively opt-in, no pre-ticked.
Data agreements — we have written arrangements with anybody processing data for us.
New projects — Data protection must be incorporated into new projects and services at the development stage.
Breach notification — we will notify the Personal Data National Authority of a data breach within 72 hours of becoming aware of the breach.

Important Contacts for Safeguarding Children
All staff have the right to report safeguarding concerns directly to the external contacts.

Designated Safeguarding Children Lead– Nicoleta Poiana
0746 041 000

Designated Safeguarding Children Deputy – Sian Davies

Named senior member of staff for allegations- Nicoleta Poiana
0746 041 000

Local Children’s Social Services (DirecÈ›ia Generală de Asistență Socială È™i ProtecÈ›ia Copilului Sector 1)- Telephone: 0800 800 061

Local Social Services and Child Protection - 24 Hour helpline 0734 454 543

Alerta Focus-Missing Children and Kidnappings Telephone: 11 6000

Updated on April 2019 to be reviewed on August 2020.