Child Protection



At St Paul’s school we believe that the very highest priority should at all times be given to the welfare and safety of our pupils. We aim to be a community with an ethos in which pupils feel secure, valued and listened to, and in which their views are taken seriously and responded to appropriately.

Child abuse is an aspect of our society that we deem to be unacceptable. It is taking advantage of a child’s position and thereby infringing that child’s rights.  We believe that all children should be protected from abuse in all its forms and that a child’s rights should be restored where infringement has occurred.


This policy, and the guidelines which follow, are based on the following documents

• The Children Act 1989.

• The Children Act 2004.

• Education Act 2002.

• The London Child Protection Committee (LCPC) has produced a handbook entitled ‘London Child Protection Procedures’ (5th edition 2016) which is a guide to inter-agency and inter-departmental procedure and practice or professional staff in the capital. This document is in two parts.

 Part A: Core Procedures
 Part B: Practice Guidance

• Keeping Children Safe in Education (DfE) Statutory guidance for schools and colleges (September 2016)

Links to these documents can be found in Appendix A at the end of this policy.

Bruce Russell (Lead Designated Child Protection), Suzanne Batsford (Deputy Lead Designated Child Protection), John Butterworth, Clare Cresswell and Michelle Tippet-Nestor (Deputy Designated Child Protection) are the designated child protection leaders for St Paul’s CE Primary School.

The named governor for child protection is Sarah Lawrence.

Bruce Russell, the headteacher, retains overall responsibility for child protection arrangements.
1.0 Introduction

1.1 The governors and staff of St Paul’s CE Primary School fully recognise the contribution it makes to safeguarding children.  We recognise that all staff, including volunteers, have a full and active part to play in protecting our pupils from harm

1.2 All staff and Governors believe that our school should provide a caring, positive safe and stimulating environment which promotes the social, physical and moral development of the individual child

1.3 The aims of this policy are:

1.3.1 To support the child’s development in ways that will foster security, confidence and independence
1.3.2 To raise the awareness of both teaching and non-teaching staff of the need to safeguard children and of their responsibilities in identifying and reporting possible cases of abuse.
1.3.3 To provide a systematic means of monitoring children known or thought to be at risk of harm.
1.3.4 To emphasise the need for good levels of communication between all members of staff.
1.3.5 To maintain a structured procedure within the school which will be followed by all members of the school community, in cases of suspected abuse.
1.3.6 To continue to promote effective working relationships with other agencies, especially the Police and Social Services
1.3.7 To ensure that all adults within our school who have access to children have been checked as to their suitability as part of the recruitment and selection process.
2.0 Procedures

2.1 Our school procedures for safeguarding children will comply with The Enfield Safeguarding Children Board (ESCB) procedures.  The ESCB have adopted and follow The London Child Protection Procedures (5th Edition – 2016)

We will ensure that:

2.1.1 We have designated members of staff who undertake regular training every 2 years.
2.1.2 All members of staff develop their understanding of the signs and indicators of abuse and refresh their training every 3 years.
2.1.3 All members of staff know how to respond to a pupil who discloses abuse.
2.1.4 All parents/carers are made aware of the responsibilities of staff members with regard to child protection procedures.
2.1.5 All staff will have read the

• Government Guidance  ‘Keeping children safe in education’  September 2016 Part 1 and Appendix A
• School Child Protection Policy.

2.2  Our procedures will be regularly reviewed and up-dated

2.3 The induction of new members of staff will include safeguarding children procedures in the school.  They will be asked to read the school child protection policy and Part 1 of the Government Guidance Keeping children safe in education September 2016 as part of their induction into the school.
2.4 All staff and governors will be fully updated and trained in PREVENT.
3.0 Responsibilities

3.1  The designated leaders are responsible for:

3.1.1 Adhering to the ECSB and school procedures with regard to referring a child if there are any concerns about possible abuse and/or neglect and consult with the duty social worker for advice as required.
3.1.2 Keeping written records of concerns about a child even if there is no need to make an immediate referral
3.1.3 Ensuring that all such records are kept confidentially and securely and are separate from pupil records
3.1.4 Ensuring that an indication of further record-keeping is marked on the pupil records
3.1.5 Ensuring that any pupil currently the subject of a child protection plan who is absent without explanation for two days is referred to Social Care.

3.2 All members of staff (paid and unpaid) have the statutory responsibility to safeguard and promote the welfare of children
4.0 Supporting Children

4.1 We recognise that a child who is abused or witnesses violence may find it difficult to develop and maintain a sense of self worth.  We recognise that a child in these circumstances may feel helpless and humiliated.  We recognise that a child may feel self blame.

4.2. We recognise that the school may provide the only stability in the lives of children who have been abused or who are at risk of harm.

4.3. We accept that research shows that the behaviour of a child in these circumstances may range from that which is perceived to be normal to aggressive or withdrawn.

4.4. Our school will support all pupils by:

4.4.1 Encouraging self-esteem and self-assertiveness whilst not condoning aggression or bullying
4.4.2 Promoting a caring, safe and positive environment within the school.
4.4.3 Liaising and working together with all other support services and those agencies involved in the safeguarding of children
4.4.4 Notifying Social Services as soon as there is a significant concern; this may be via a direct referral to social care of an Early Help Form (EHF) to the SPOE (single point of entry).
4.4.5 Providing continuing support to a pupil about whom there have been concerns who leaves the school by ensuring that appropriate information is forwarded under confidential cover to the pupil’s new school.
4.4.6 We recognise that a child going missing from education is a potential indicator of abuse or neglect. This will be reported to the LA through an EHF.

5.0    Confidentiality

5.0 We recognise that all matters relating to Child Protection are confidential.
5.1 The Head Teacher or Designated Teachers will disclose any information about a pupil to other members of staff on a need to know basis only.
5.2 All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children.
5.3 All staff must be aware that they cannot promise a child to keep secrets.
6.0 Supporting Staff

6.0 We recognise that staff working in the school who have become involved with a child who has suffered harm, or appears to be likely to suffer harm may find the situation stressful and upsetting.
6.2. We will support such staff by providing an opportunity to talk through their anxieties with the designated staff and to seek further support as appropriate.
7.0 Allegations against staff

7.0 We understand that a pupil may make an allegation against a member of staff.
7.1 If such an allegation is made, the member of staff receiving the allegation will immediately inform the Head Teacher.
7.2 The Head Teacher on all such occasions will discuss the content of the allegation with the Local Authority Designated Officer (LADO).
7.3 If the allegation made to a member of staff concerns the Head Teacher, the designated teacher will immediately inform the Chair of Governors who will consult with the LA’s Lead Officer for Child Protection.
7.4 The school will follow the London Child Protection Procedures (5th Edition 2013) for managing allegations against staff.
8.0 Whistleblowing

8.0 We recognise that children cannot be expected to raise concerns in an environment where staff fail to do so.

8.1 All staff should be aware of their duty to raise concerns, where they exist, about the attitude or actions of colleagues. All staff are in receipt of the LA Whistleblowing policy (staff handbook).
9.0 Physical Intervention

9.0 Our policy on physical intervention by staff is set out in the Behaviour Policy and acknowledges that staff must only ever use physical intervention as a last resort, and that at all times it must be the minimal force necessary to prevent injury to another person.
9.1 We understand that physical intervention of a nature which causes injury or distress to a child may be considered under child protection or disciplinary procedures.
10.0 Behaviour Policy

10.1 Our Behaviour Policy is set out in a separate policy and acknowledges that to allow or condone bullying, including cyber-bullying, may lead to consideration under child protection procedures.
11.0 Racist Incidents

11.1 Our policy on racist incidents is set out in a separate policy and acknowledges that repeated racist incidents or a single serious incident may lead to consideration under child protection procedures.
12.0  Prevention

12.1 We recognise that the school plays a significant part in the prevention of harm to our pupils by providing pupils with good lines of communication with trusted adults, supportive friends and an ethos of protection.

12.2  The school community will therefore:

12.2.1 Ensure and maintain an ethos where children feel secure and are encouraged to talk and are always listened to.
12.2.2 Ensure that all children know there are adults in the school whom they can approach if they are worried or in difficulty.
12.2.3 Include in the curriculum opportunities for PSHE that equip children with the skills they need to stay safe from harm in the real and digital world and to know to whom they should turn for help. Curriculum opportunities will be sort to support children in critical thinking, developing British Values and good citizenship.
12.2.4 Vulnerable children needing support due to significant events will be identified by the head teacher and supported and nurtured by all staff to support them in overcoming difficulties either at home or at school.
12.2.5 Ensure that any cameras used for taking photographs are provided by the school and that taking pictures on a mobile phone is discouraged and if any are taken they are deleted before the member of staff leaves the school at the end of that day. (Clear guidelines are found in the staff code of conduct and e-safety policy).
12.2.6 The school is aware of its duty to prevent people being drawn into terrorism and to cooperate with Channel panels to assess local risk, identify at-risk pupils and keep them safe online. All concerns will be reported to the head teacher.
12.2.7 All staff are aware that it is possible that a child is putting another child at risk and that any concerns should be reported to the senior designated member of staff.
13.0 Health & Safety

13.1 Our Health & Safety policy, set out in a separate document reflects the consideration we give to the protection of our children both within the school environment and when away from the school when undertaking school trips and visits.
14.0 E-Safety
14.1 Our E-Safety policy is a separate document that recognises the need to have strategies to protect children in the digital world.


Appendix A

Links to other documents and websites:

London Child Protection Procedures 5th Edition 2016 (LSCB)

Enfield Safeguarding Children Board (ESCB)

Keeping Children Safe in Education – Statutory Guidance for Schools and Colleges September 2016 (DfE)

Keeping Children Safe in Education – Information for all school and college staff September 2016 (DfE)

Children Act (1989)

Education Act (2002)

Children Act (2004)