Incyte Safeguarding Update
April 2022
Welcome to this spring edition of the safeguarding update – and I hope that the recent spell of sunshine and the colour that spring brings are raising spirits and hopes for a smooth-running summer term. Covid has continued to bring great challenges for leaders across all settings. Schools, FMCos and learning centres.
There was much to write about since January and, as always, we hope that the information continues to support you in the vital safeguarding work you all do. We know that there will be changes ahead for September 2022 in terms of Keeping Children Safe in Education and we will keep abreast of this and other changes so that we can keep you informed. This is alongside the interesting articles and publications – I often find it hard to choose what to include!
Safeguarding updates
Keeping Children Safe in Education (KCSIE) – Consultation for September 2022
The consultation closed on 11th March 2022. In the consultation documents, the DfE says: 'We are proposing to strengthen KCSIE and explicitly set out that all governors and trustees should receive safeguarding and child protection training (including online safety) at induction. We will also say the training should be regularly updated.'
It is interesting that this looks likely to be strengthened as it was never statutory. In my experience, most schools are already sufficiently vigilant to insist that governors do an update in safeguarding annually. One to check, plan in and be prepared. So, this will also be good practice for Facility Management Boards.
There is also an indication from the DfE that schools should consider online searches as part of their due diligence checks on shortlisted candidates as 'this would explore anything that is publicly available online which may be worth testing at interview.'
The link below offers advice to teachers in keeping themselves safe online and might be worth sharing with all staff as ongoing guidance:
It is important to stress that these are just a few hints of what might change for KCSIE September 2022 – it is not confirmed. Nothing to do as yet but worth considering if this is considered best practice.
House of Commons Library: Sexual harassment in schools
The House of Commons Library has published a useful briefing on the relevant policies that schools in England are expected to have in place on sexual harassment.
A separate briefing provides information on sexual harassment and violence in further and higher education; there are also links for establishments in Scotland, Wales and Northern Ireland.
https://researchbriefings.files.parliament.uk/documents/CBP-8117/CBP-8117.pdf
Lock down/ lock in drills – as well as fire drills
As a resident in the southwest, my local news in February 2022 covered a police incident which meant that pupils in the schools nearby the incident had to remain inside the school to assure their safety. The schools’ lockdown plans were essential in ensuring that this was achieved.
It is a reminder to us all that this could occur anywhere and for us to review and rehearse the effectiveness of our ‘lock-in’, as well as fire evacuation, procedures.
Safeguarding considerations for getting students changed in schools
We all know that schools have a duty to protect the children and young people in their care. This should include putting measures in place to make sure that children and young people feel comfortable and are safe when getting changed for physical education (PE), drama and other activities.
This briefing outlines best practice on:
appropriate changing areas
supervising children and young people
assisting children and young people with additional needs.
Although this briefing is aimed at the education sector, it may be helpful for other organisations.
https://learning.nspcc.org.uk/research-resources/schools/safeguarding-considerations-changing-rooms
Ofsted updates
School Inspection Handbook update February 2022
In February 2022, Ofsted updated their School Inspection Handbook in relation to Ofsted's approach to harmful sexual behaviour. These can be found in paragraph 67, 236, 252 and 315 to 317: updated to clarify Ofsted’s approach to harmful sexual behaviour.
Paragraph 67: During section 5 inspections, Ofsted will look at how leaders ensure that their school’s culture addresses harmful sexual behaviour. Inspectors will expect schools to assume that sexual harassment, online sexual abuse and sexual violence are happening in the community, and potentially in the school, even when there are no specific reports, and put in place a whole-school approach to address them. Schools should have appropriate, clear and well-communicated school-wide policies in place that make it clear that sexual harassment, online sexual abuse and sexual violence (including sexualised language) are unacceptable. Those policies should be consistently reflected throughout the school (see paragraphs 236, 252 and 315 to 317). The school’s approach will not be inspected separately but will be considered when assessing the following: the curriculum in the quality of education judgement; behaviour policies in the behaviour and attitudes judgement; pastoral support and relationships, sex and health education in the personal development judgement; and safeguarding in the leadership and management judgement.
Paragraph 236: Additionally, we will expect schools to have effective behaviour policies in place regarding harmful sexual behaviour. The policies should include details of appropriate sanctions that should be consistently applied and that reflect the messages that are taught across the curriculum.
Paragraph 252: Ofsted will expect the school’s relationships, sex and health education curriculum (and wider curriculum) to specifically address sexual harassment, online abuse and sexual violence. The curriculum should also address safeguarding risks (including online risks), issues of consent, and what constitutes a healthy relationship both online and offline. We will also expect schools to provide effective pastoral support. This includes being alert to factors that increase a child’s vulnerability, or potential vulnerability, such as mental ill health, domestic abuse, having additional needs, and being at greater risk of exploitation and/or of feeling unable to report abuse (for example, girls and LGBT children).
Paragraph 315: Inspectors will not investigate allegations of sexual harassment, abuse or violence, but will ensure that allegations are reported to the appropriate authority.
Paragraph 316: As set out in ‘Inspecting safeguarding in early years, education and skills settings’, inspectors will consider how schools handle allegations of sexual harassment, abuse and violence, including whether:
· staff have appropriate knowledge of part 5 of ‘Keeping children safe in education’
· staff also have good awareness of the signs that a child is being neglected or abused, as described in ‘What to do if you’re worried a child is being abused’
· all pupils are supported to report concerns about harmful sexual behaviour, and barriers that could prevent a pupil from making a disclosure, for example communication needs, are identified and addressed
· staff are confident and well trained in handling reports of sexual harassment, abuse or violence in line with the DfE’s guidance, including incidents between children and those off school premises
· all allegations are taken seriously, comprehensively recorded and dealt with swiftly and appropriately, and pupils are confident that this is the case
Paragraph 317: If schools do not have adequate processes in place, it is likely that safeguarding will be considered ineffective.
https://www.gov.uk/government/publications/school-inspection-handbook-eif/school-inspection-handbook
Care leavers feel they left care too early, Ofsted finds
The report, ‘Ready or not: care leavers’ views of preparing to leave care’ highlights that care leavers’ experiences of this preparation have been varied, and many were unaware of the support to which they were entitled. Some felt that they had to leave care ‘whether they were ready or not’.
Local authorities are required to prepare children for leaving care and statutory guidance requires children in care to be introduced to their personal advisor (PA) from age 16 to support them as they leave care. However, over a quarter did not meet their PA until they were 18 or older, and a fifth of care leavers said they met their PA too late.
Many care leavers also spoke about feeling isolated and not knowing who to turn to for help after leaving care. A third (32%) of respondents said that they did not know who to contact in an emergency, and a quarter (24%) said they had to find out on their own. Worrying about money was the most common reason young people felt unsafe after leaving care, and several attributed money-related problems in later life to a lack of financial preparation.
This report raises some interesting questions for leaders in schools and other settings who work with young people in care, particularly 16+. What can personal development programmes and systems do to not only support but also proactively prepare young people in care for living alone with all of the demands and responsibilities placed upon them at a young age?
Summary link
https://www.gov.uk/government/news/care-leavers-feel-they-left-care-too-early-ofsted-finds
Link to the full publication
Safeguarding in the news
Child Q
We were all hugely shocked by the late March 2022 incident in a London school involving a 15 year old girl being strip searched for suspected cannabis possession – see link below to the first Guardian report.
The incident raises points for leaders in schools and other setting for young people of the key issues of the role of the responsible adult when a child has been arrested or suspected of an offence and the authority of the police and the boundaries in schools.
The second link is to an interview with the education secretary, Nadhim Zahawi who is looking to put in tighter guidelines on the presence of school staff when a child is interviewed or searched by police officers; this appears to be a grey area at present and clearer guidance would certainly protect both the child and school leaders. https://www.theguardian.com/news/audio/2022/mar/25/shameful-strip-search-of-child-q-today-in-focus-podcast
Social media and online safety
A new government-backed campaign is calling on tech giants to stop rolling out end-to-end-encryption (E2EE). This comes as a result of messaging apps like ‘WhatsApp’ and ‘Signal’ already using E2EE, and Meta plans to deploy it in Facebook Messenger.
The ‘No Place to Hide’ campaign says it makes it harder to detect child abuse. When messages are sent using E2EE, only the sender and receiver can read them, not law enforcement or the app owners. A campaign spokesperson said that using E2EE was ‘like turning the lights off on the ability to identify child sex abusers online’.
The campaign added that it wanted to work with tech companies to find solutions that protected children and privacy. One to watch in our work with pupils and young people, particularly those most at risk.
• IICSA Independent Enquiry into Child Sexual Abuse
“Poor leadership frequently left staff unaware of how to respond to concerns about sexual abuse or too afraid of potential consequences to act,” said Professor Alexis Jay, IICSA chair. “Day and residential schools play a key role in keeping children safe from harm, but despite 20 years of enhanced focus on safeguarding they are not as safe for children as they should be. This must change.” This was a quotation from Professor Alexis Jay, IICSA chair and the report details six recommendations.
The link to the summary of this vital report is included below:
Useful items for sharing with schools and other organisations
Ukraine and speaking with children and young people
The invasion of Ukraine by Russia has presented disturbing images and information which has shocked us all, especially children and young people.
The following link offers useful guidance in how to explain the situation and offer support.
There is also information from the DfE on this – see link below:
The ‘Stop Abuse Together’ campaign
The UK government has launched a new advice and support site to help keep children safe from sexual abuse. The site includes advice for parents and carers on spotting the signs of sexual abuse and speaking to their children about relationships and safety. It also signposts to sources of further support for children, adults and professionals, including the NSPCC helpline and ChildLine.
https://stopabusetogether.campaign.gov.uk/guidance-for-pupil-s-mental-health-and-wellbeing/
• Harmful sexual behaviour – the Marie Collins Foundation
The Marie Collins Foundation and South West Grid for Learning (SWGfL) have launched a support service for professionals in England who are working with children and young people who are displaying harmful sexual behaviours. This helpline, funded by the Home Office in collaboration with the Department of Education (DfE), will provide advice and support for professionals on how to respond if a child they are working with is displaying harmful sexual behaviour, and will also signpost to further resources and advice.
https://www.mariecollinsfoundation.org.uk/news/harmful-sexual-behaviour-support-service
Phone: 0344 2250623
Available 8am - 8pm Monday - Friday
Email: hsbsupport@swgfl.org.uk
Supporting students’ mental health
As part of the Better Health campaign, Public Health England has produced a set of resources, ‘Every Mind Matters’, to support schools in teaching PSHE, RSE, RSHE to upper Key Stage 2, Key Stage 3 and Key Stage 4 students. The content has been co-created with teachers and young people.
There are also link for parents in supporting their children’s diverse mental health needs.
https://campaignresources.phe.gov.uk/schools/topics/mental-wellbeing/overview
Domestic abuse
With a significant rise in the number of domestic abuse cases over the period of the Covid pandemic, this NSPCC podcast – and transcript – offers a reminder and useful information to all professionals working with students and their families who are experiencing domestic abuse.
Child sexual exploitation and grooming resource for primary schools
It can be difficult to find resources to deal with the themes of grooming and child sexual exploitation for primary age pupils. ‘Alright Charlie’ by Basis Yorkshire has produced a gender neutral, age-appropriate video resource to do just this. There is also a workbook for professionals which is useful in supporting staff delivering this aspect if the personal development curriculum.
https://basisyorkshire.org.uk/resource/alright-charlie-cse-primary-school-resource/
Racism and mental health in schools
The Anna Freud national centre for children and families has released a series of five podcasts discussing racism and mental health in schools. The podcasts explore topics including representation, culture and community.
Deborah Wring April 2022
Safeguarding audits.
Since September 2021 we have conducted over 80 audits across England, Scotland and Wales. Many thanks to all those who rose to the challenge, responded quickly and did such good work in our client schools, learning centres and Facility Management Companies. We are now reviewing the process of a school/learning centre ‘second visit’ audit so that we can spend more time with staff and pupils/learners to try to fully understand the issues that our young people are facing, particularly around mental health issues, peer on peer abuse, sexual harassment, racial and homophobic discrimination. We are creating scenarios that you can use in your discussions, as the feeling is that both the auditor and young people may find it difficult to have these discussions. These scenarios will help you to enter into the conversation and to elicit an honest response. We know that some young people do not think that we, as adults can help them. We must be able to break down these barriers and work with the schools to support them all.
If you would like to make any suggestions, they are always gratefully received.
Caroline Mckee April 2022 carolinem@incyteinternational.com