Child Protection Policy

"Children have the right to be protected from all forms of violence, they must be kept safe from harm, and they must be given proper care by those looking after them". (U.N. Convention on the Rights of the Child. Article 19.)
"When adults or organisations make decisions which affect children, they must always think first about what would be best for the child". (U.N. Convention on the Rights of the Child. Article 3.)

What do we mean by 'child abuse'?
A child under the age of 17 who has suffered from

• neglect
• sexual abuse
• emotional abuse

which the person who had custody, charge or care of the child either caused or knowingly failed to prevent.
Under Section 5(1) of the Criminal Law Act (N.I.) 1967 anyone who knows or believes that an arrestable offence has been committed, and has information which is likely to secure the arrest of the person responsible, has a duty to give that information to the police, failure to do so is in itself an offence. Physical and sexual abuses are arrestable offences.
Under the "Protocol for Joint Investigations" established between the Police and Social Services, where either agency receives a report that a child is at risk, the other is automatically informed.
If the school has a general concern about the welfare or safety of a child we should, in the first instance, contact social services. The school should not speak to the parent.

Definitions of Abuse

Neglect
The persistent or severe neglect of a child (e.g. by exposure to any kind of danger including cold or starvation), which results in serious impairment of the child's health or development, including non-organic failure to thrive.
Physical abuse
Physical injury to a child, including deliberate poisoning, where there is definite knowledge, or a reasonable suspicion that the injury was inflicted or knowingly not prevented.
Sexual abuse
The involvement of dependent, developmentally immature children and adolescents in sexual activities that they do not truly comprehend, and to which they are unable to give informed consent or that violate the social taboos of family roles.
Emotional abuse
The severe, adverse effects on the behaviour and emotional development of a child by persistent or severe emotional ill-treatment or rejection. All abuse involves some emotional ill-treatment; this category should be used where it is the main or sole form of abuse.

Identifying abuse
It is always preferable to prevent abuse or for intervention to take place at the earliest possible stage.
All school staff are well placed to observe outward symptoms which may be due to child abuse.

Signs and symptoms:

• Unexplained delay in seeking treatment which is needed
• Incompatible explanations
• A series of minor injuries
• Unexplained bruising
  • in and around the mouth
  • black eyes - especially if both eyes are black and there is no bruising
  • to forehead or nose
  • grasp marks
  • finger marks
  • bruising of the ears
  • linear bruising (particularly buttocks or back)
  • differing age bruising
• Bite marks
• Burns and scalds
• Cigarette burns
• General physical disability
• Unresponsiveness in the child
• Soiling and wetting
• Change in behavioural pattern
• Frozen look
• Attention seeking
• Apprehension
• Anti-social behaviour
• Unkempt appearance
• Sexually precocious behaviour
• Sexualised drawings and play
• Sudden poor performance in school
• Poor self esteem
• Self mutilation
• Withdrawal
• Running away
• Reluctance to return home after school
• Resistance to undressing for PE
• Resistance to school medicals
• Difficulty in forming relationships
• Confusing affectionate displays
• Poor attendance - repeated infections etc.
• Excessive dependence
• Poor growth

No list of symptoms can be exhaustive. They may give rise to concern but are not in themselves proof that abuse has occurred.
Where a member of staff is concerned that abuse may have occurred, he or she must report this immediately to the designated teacher who has specific responsibility for child protection.
All staff should recognise that, in order to protect children from harm, cases may arise where confidentiality must be subordinated to the need to take appropriate action, by involving others, in the child's best interest.
No promise of confidentiality can or should be given where abuse is alleged.

Procedures - The First Step

Where teachers see signs that cause them concern they should seek some clarification from the child, with tact and understanding.
Where another member of the school staff sees signs, he or she should immediately bring them to the attention of either the class teacher or the designated teacher so that the necessary clarification can be carried out by the teacher.
Care must be taken in asking and interpreting the child's responses to questions about indication of abuse.
Staff should be aware that the way in which they talk to a child could have an effect on the evidence, which may be put forward if there are subsequent criminal proceedings.

Guidelines For Questioning

• Never ask leading questions, as this can later be interpreted as putting ideas into the child's mind.
• Do not ask questions that would encourage the child to change his or her version of events in any way or which would impose your own assumptions e.g. "Tell me what happened" as opposed to "Did they do X to you?".
• Listen to the child. Do not interrupt if he or she is freely recalling significant events. Make a note of the discussion to pass on to the designated teacher. The note should record time, date, place and people who were present and what was said. Signs of physical injury observed should be described in detail or sketched. Under no circumstances should a child's clothing be removed.
• Any comment by the child, or subsequently by a parent or other adult, about how an injury occurred should be written down as soon as possible afterwards, preferably quoting words actually used.
  Do not give the child undertakings of confidentiality but reassure the child that information will only be disclosed to those professionals who need to know.
• Notes of the discussion may need to be used in any subsequent court proceedings.
• Be sensitive to what a child says, treat it seriously and value what they say.

While discreet preliminary clarification from the child, parent or other carer will often help to confirm or allay concerns; it is not the responsibility of teachers to carry out investigations, or to make extensive enquiries of members of the child's family or other carers!

Referral and the Role of the Designated Teacher
Designated Teacher: Mrs C McCarroll
Deputy Designated Teacher: Mrs M Hyndman

• In all cases where abuse is suspected or where an allegation has been made by a pupil or a third party that abuse has taken place, or where serious concerns exist about the welfare of a child, teachers and other members of staff should report the information to the Designated Teacher.
• The Designated Teacher should not speak to the parents.
• The Designated Teacher should immediately refer these cases to or consult with Social Services.
• Where physical or sexual abuse is suspected or alleged, refer the case to the Police, and notify the Principal.
• Contact with or referral to Social Services will not automatically trigger a Child protection investigation, however it may result in an investigation whether or not the teacher intended a formal referral.
• Any allegation by a child that he or she is suffering or has suffered abuse should immediately trigger the reporting procedures.
• The Principal should be alerted immediately to a case and should be kept informed by the Designated Teacher.
• Where the Designated Teacher is suspected of abuse, the Principal should be informed immediately and the normal reporting procedures should be investigated.
• Where the Principal is suspected of abuse, the Designated Teacher should report the matter to Social Services, the Police and the Chairperson of the Board of Governors.
• When making a referral, the Designated Teacher should be informed of the timing of the strategy discussion between the statutory agencies, which will decide whether and how to investigate. Clarify, when, how and by whom the parents and the child will be told that a referral has been made.
• The Designated Teacher or a teacher who knows the child well should be prepared to contribute to the strategy discussion the school's knowledge of the child.
  

Making a referral is a serious decision. Advice, information and guidance may be sought from the Principal, a senior member of staff or the class teacher. Advice and support are also available from:-

• Social Services (Homefirst) 028 2563 3700
• NSPCC 0800 800500
• The Clinical Medical Officer 028 2564 2181
• The School Nurse 028 2564 2181
• NEELB Designated Officer 028 2566 2559
  (Mr Maurice Crozier)
• NEELB Welfare Officer 028 2565 3333
• NEELB Psychologist 028 2566 2559
• PSNI Care Unit (Ballymena) 028 2565 3355

The school realises the importance of a co-ordinated approach to child protection by developing effective liaison with other agencies and support service.

Reports for Child Protection Conferences: -

• should focus on child's educational progress and achievements, attendance, behaviour, participation, relationships with other children and adults within the school and where appropriate the child's appearance.
• if relevant, should include what is already known about the child's relations with his or her family and the family structure.
• should be objective and based on evidence.
• should contain only fact, observations and reasons for concern.

Reports will be made available to the parents at the Child Protection Conference and may be used in court.
All reports should be checked and signed by the designated teacher or her deputy.

Aims of Ballymena Primary School regarding Child Protection
By following the correct procedures we –

• care for the child.
• care for our school.
• care for the community we serve.
• respond to the guidelines and procedures of other agencies.

We realise the important role teachers play in identifying potential cases of child abuse.
All staff have a total commitment to child protection.
We endeavour to raise children's awareness about themselves and to develop a trusting climate in which our children feel able to talk and share their thoughts and feelings.

General Matters
Ballymena Primary School recognises the importance of a partnership between home and school but where issues of child abuse or suspected child abuse arise, our first and only responsibility is to the child.
We may not be able to prevent child abuse but by following child protection procedures, we will try our best to protect all our children and this is our prime objective.
The school will keep a list of children causing concern and who need to be monitored. Staff are kept informed of any child in their class who is on this list. The Principal will be kept informed of any changes or additions to the list.
In the unlikely event of Mrs McCarroll or Mrs Hyndman not being available, any emergency involving Child Protection issues will be referred to a member of the Senior Management Team.
This policy will be reviewed and updated from time to time particularly in the light of new advice from DENI or NEELB.

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