Safeguarding and child protection policies

Safeguarding & Child Protection

 

The work of Releasing Potential involves working closely with many young people.  Releasing Potential seeks to enable those young people to enjoy a safe environment.  This means that Releasing Potential will endeavour to protect the young people from any risks from staff, outside members of the public and each other. Releasing Potential’s work with children pays due regard at all times to Working Together to Safeguard Children 2014 and Keeping Children Safe in Education 2016. It is our policy to ensure that all staff read and sign for having read Part 1 of Keeping Children Safe in Education and that this is updated annually.

1  Risks from staff

In order to protect the young people from any risk from staff members Releasing Potential will take the following steps:

  • All staff working for Releasing Potential will need to undergo a full DBS check to ensure their name does not appear on any child protection register. Two recent references will be taken from previous employers or trustworthy professionals.  Releasing Potential will undertake to ensure that these references are appropriate and will seek further reassurances should there be any problem.
  • When Releasing Potential works with staff from other agencies or centres, Releasing Potential will require assurances that the staff members have been cleared for working with children. Unless the staff come from the employing agency, Releasing Potential will ensure that a member of their own staff accompanies the young people.
  • Staff will be discouraged from spending time alone with the young people and where this is necessary they will follow sensible guidelines relating to the timing and nature of the event.
  • Due to the nature of the work some physical contact may be necessary between staff and young people. This will be kept to a minimum and where possible the young person will be encouraged to help themselves. Except for when essential due to the nature of the activity, staff will avoid physical contact with the young people.
  • Staff are encouraged to create a ‘whistle blowing’ environment where inappropriate behaviour is challenged and reported, and where secrecy is not allowed to develop.

2  Risks from members of the public

Many of the activities undertaken by Releasing Potential occur in public places, and may allow for potential contact with members of the public. To minimise these risks Releasing Potential will take the following steps:

  • Each location used by Releasing Potential will be subject to a risk assessment including child protection issues.
  • The young people will be advised to avoid contact with members of the public and will be supervised in potentially hazardous situations.
  • When the young people are set a task which involves them being out of sight of a staff member they will always be in groups of at least three. Young people under 13 years of age will never be left unsupervised.

3  Risks from the young people

Sometimes the young people Releasing Potential work with can be a risk to each other.  To minimise this risk Releasing Potential will take the following steps:

  • Any young person deemed to be a potential risk will have a risk assessment completed upon them before they join any group. If necessary, Releasing Potential will request a worker is attached to that young person from the relevant agency.
  • The young people will be supervised by a least one member of staff most of the time, where the nature of the activity requires for the young people to be left alone they will always be in groups of at least three and never where a young person represents a specific potential risk. A group should not be unsupervised for more than 30 minutes and never when the young people are under 13 years of age.

4  Good Practice Guidelines for Staff

Treat all children and young people with, respect and dignity befitting their age; watch language, tone of voice and where you put your body.

Do not engage in any of the following:
–   Invading the privacy of children when showering or toileting
–   Making sexually suggestive comments about or to a young person even in ‘fun’
–   and intrusive touching of any sort
–   Any scapegoating, ridiculing or rejecting a child or young person.

Learn to control and discipline children without using any physical punishment.

Make sure another adult is present if a child needs special attention.

Do not let youngsters involve you in excessive attention seeking, especially if it is overtly sexual or physical in nature.

As far as possible, do not invite a child or young person to a situation where you are alone with them.  Make sure other adults are about.

Avoid giving lifts to children or young people on their own, other than for short journeys.  If they are alone in the car ensure that you can drive safely without coming into contact with the young person, ask them to move if possible.

Avoid sharing sleeping accommodation with an individual child or young person.

Working with physically disabled children

 

  1. A person has a disability if her or she has a physical or medical impairment that has substantial and long term adverse effect on his or her ability to carry out normal every day activities.’ (DDA 1995)
  2. Disabled children have exactly the same human rights to be safe from abuse and neglect, to be protected from harm and have the opportunity to achieve optimal development, in line with Every Child Matters outcomes, according to their circumstances and age, as other children.
  3. Safeguarding children practice should empower disabled children by giving them a voice
  4. All children have a right to independence, which includes a degree of choice around risk taking
  5. Staff can seriously add to the effect of any abuse if they are disempowering
  6. Staff need to be aware of practical ways of empowering children with disabilities and to share empowering skills with co-workers, especially when dealing with incidents of abuse or suspected abuse
  7. Disempowering disabled children in quite small, unintentional ways may silence them
  8. Empowerment may be needed over a considerable length of time to enable the disclosure of abuse, and, therefore, it needs to be a common thread running through all contact with disabled children
  9. If Releasing Potential accepts a referral for a disabled child, the organisation will arrange specific staff training on best and most up to date  practice with the particular impairment
  10. Releasing Potential disabilities lead is Mike King.
4.1  Definitions of Abuse

There are four definitions of different types of abuse. Releasing Potential staff need to aware of these definitions.

Physical Abuse

Physical abuse 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 feigns the symptoms of, or deliberately causes ill health to a child whom they are looking after.

Emotional Abuse

Emotional abuse is the persistent emotional ill treatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may involve causing children frequently to feel frightened or in danger, or the exploitation or corruption of children.

Sexual Abuse

Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative (e.g. rape and buggery) or non-penetrative acts. They may include non-contact activities, such as involving children in looking at, or in the production of, pornographic material or watching sexual activities, or encouraging children to behave in sexually inappropriate ways.

Neglect

Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs.  It may involve a parent or carer failing to provide adequate food, shelter and clothing, failing to protect a child from physical harm or danger, or the failure to ensure access to appropriate medical care of treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

5  Disclosure

5.1 What to do in case of disclosure:

Check List: Use if a young person discloses details of abuse:

  • Treat the matter very seriously
  • Do not promise to keep it a secret
  • Listen very carefully
  • Do not press for information but try to clarify names, dates, times, places and nature of abuse
  • Find out whether they have disclosed this information to others
  • Check whether Social Services have already been informed
  • Explain that you will have to inform a senior member of staff and the matter will be taken further
  • Write detailed notes as soon as you can. Try to note the words used, the way they were said and the facts of who was concerned, the dates, times, places and nature of abuse
  • As soon as possible inform a Director of Releasing Potential Ltd or the most senior member of staff available.
  • The person informed will then take over responsibility for handling the situation
  • If you are unable to contact a member of Releasing Potential management and the issue is urgent, staff should contact children’s social care immediately on the most appropriate following number:

Hampshire Children’s Safeguarding Professional Line: 01329 225379

West Sussex MASH: 01403 229900

West Sussex MASH out of Hours: 03330 2226664

  • If an allegation is made about a member of Releasing Potential staff the person who receives the complaint must inform the Safeguarding Lead immediately without speaking to anyone else. The Safeguarding Lead will then contact the Local Authority Designated Officer who will advise and may wish to manage the process from then on. If the allegation concerns the SEO or CEO, the staff member should contact the relevant LADO directly.

Hampshire LADO: 01962 876364

West Sussex LADO: 0330 2223339

6  Child Protection Co-ordinator

Releasing Potential has appointed Catherine Brennan, SEO, as the Child Protection Co-ordinator. The Child Protection Co-ordinator is responsible for all child protection related matters:

  • Treat the matter very seriously
  • Do not promise to keep it a secret
  • Listen very carefully
  • Do not press for information but try to clarify names, dates, times, places and nature of abuse
  • Find out whether they have disclosed this information to others
  • Check whether Social Services have already been informed
  • Explain that you will have to inform a senior member of staff and the matter will be taken further
  • Write detailed notes as soon as you can. Try to note the words used, the way they were said and the facts of who was concerned, the dates, times, places and nature of abuse
  • As soon as possible inform a Director of Releasing Potential Ltd or the most senior member of staff available
  • The person informed will then take over responsibility for handling the situation
  • In the event of a complaint being made against the Child Protection Coordinator, the Trustees will be responsible for ensuring the appropriate investigations are made.
Roles and responsibilities

Overall responsibility for safety and wellbeing of children at Releasing Potential: CEO, Mike King

Designated Safeguarding Managers: Lara Penfold, Fran Short, Katy Green

  • Provide support and guidance to staff on safeguarding and Child protection concerns
  • Ensure staff are working within Safeguarding and CP policy and procedures
  • Ensure that Safeguarding is discussed as a standing item at all debriefs and team meetings
  • Liaise with CP Co-ordinator on safeguarding reports.

All staff and volunteers:

  • Provide a safe environment in which children can learn.
  • Identify children who may be in need of extra help or who are suffering or likely to suffer significant harm.
  • All staff have a responsibility to take appropriate action by reporting concerns as needed.

7  Physical Restraint of Young People

Releasing Potential has a hands-off policy towards the young people and will only use physical restraint to prevent the real and imminent threat of physical harm to a young person or member of staff. Directors and Trustees have taken the position that we would prefer damage done to property rather than to the physical/emotional well-being of a young person. Releasing Potential believes that the use of physical restraint will often inflame a situation rather than defuse it. Releasing Potential seeks to work with the young people by negotiation and common understanding and will never restrain a young person to prevent them leaving a site, unless this puts the young person in real danger of harm. The use of physical restraint can break down trust previously established between the staff and young people.

In the rare event of the need to restrain a young person, the most senior or experienced member of staff will be expected to do this, using as little physical contact as possible. When restraining a young person a member of staff is expected to use the long bones and not joints as points of contact. During the restraint Releasing Potential staff will endeavor to maintain the dignity of the young person and not to hurt or injure them in any way.  In the event of the young person needing to be restrained for anything longer than a minute the police will be called to take control of the situation.  The hold will be released at the earliest possible moment and steps taken to quickly defuse the situation and talk to the young person about what has occurred.

Once the physical restraint of a young person has occurred the staff member involved must complete a Use of Physical Restraint Form at the earliest opportunity.

Excessive use of physical restraint or use of restraint in anger may lead to disciplinary action by Releasing Potential.  It is emphasised again that the company operates a hands-off policy in all but the most extreme situations. It is our experience that situations dealt with calmly and quietly can make the use of physical restraint unnecessary and build better relationships with the young people.

8  E-safety

8.1 Purpose
  • Treat the matter very seriously
  • Do not promise to keep it a secret
  • Listen very carefully
  • Do not press for information but try to clarify names, dates, times, places and nature of abuse
  • Find out whether they have disclosed this information to others
  • Check whether Social Services have already been informed
  • Explain that you will have to inform a senior member of staff and the matter will be taken further
  • Write detailed notes as soon as you can. Try to note the words used, the way they were said and the facts of who was concerned, the dates, times, places and nature of abuse
  • As soon as possible inform a Director of Releasing Potential Ltd or the most senior member of staff available
  • The person informed will then take over responsibility for handling the situation.
8.2  Main areas of risk
8.2.1  Content
  • Exposure to inappropriate content, including online pornography, ignoring age ratings in games (exposure to violence associated with often racist language), substance abuse
  • Lifestyle websites, for example pro-anorexia/self-harm/suicide sites
  • Hate sites
  • Content validation: how to check authenticity and accuracy of online content
8.2.2  Contact
  • Grooming
  • Cyber-bullying in all forms
  • Identity theft (including ‘frape’ (hacking Facebook profiles) and sharing passwords
8.2.3  Conduct
  • Privacy issues, including disclosure of personal information
  • Digital footprint and online reputation
  • Health and well-being (amount of time spent online (Internet or gaming)
  • Sexting (sending and receiving of personally intimate images) also referred to as SGII (self-generated indecent images)
  • Copyright (little care or consideration for intellectual property and ownership – such as music and film)
8.3  Scope

This policy applies to all members of Releasing Potential community (including staff, students / pupils, volunteers, parents / carers, visitors, community users) who have access to and are users of school / academy ICT systems, both in and out of RP.

The Education and Inspections Act 2006 empowers the CEO to such extent as is reasonable, to regulate the behaviour of students / pupils when they are off the RP site and empowers members of staff to impose disciplinary penalties for inappropriate behaviour. This is pertinent to incidents of cyber-bullying or other e-safety incidents covered by this policy, which may take place outside of the school / academy, but is linked to membership of the school / academy. The 2011 Education Act increased these powers with regard to the searching for and of electronic devices and the deletion of data (see appendix for template policy). In the case of both acts, action can only be taken over issues covered by the published Behaviour Policy.

RP will deal with such incidents within this policy and associated behaviour and anti-bullying policies and will, where known, inform parents / carers of incidents of inappropriate e-safety behaviour that take place out of school.

8.4  Roles and responsibilities

CEO:

  • To take overall responsibility for e-safety provision
  • To ensure that RP uses an approved, filtered Internet Service, which complies with current statutory requirements
  • To be aware of procedures to be followed in the event of a serious e-safety incident.

E-Safety Co-ordinator / Designated Child Protection Lead:

  • Takes day to day responsibility for e-safety issues and has a leading role in establishing and reviewing the school e-safety policies / documents
  • Promotes an awareness and commitment to e-safeguarding throughout the school community
  • Ensures that e-safety education is embedded across the curriculum
  • Liaises with school ICT technical staff
  • Communicates regularly with SLT and the designated e-safety Trustees to discuss current issues, review incident logs and filtering / change control logs
  • Ensures that all staff are aware of the procedures that need to be followed in the event of an e-safety incident
  • Ensures that an e-safety incident log is kept up to date
    facilitates training and advice for all staff
  • Liaises with the Local Authority and relevant agencies
  • Is regularly updated in e-safety issues and legislation, and be aware of the potential for serious child protection issues to arise from:
    – sharing of personal data
    – access to illegal / inappropriate materials
    – inappropriate on-line contact with adults / strangers
    – potential or actual incidents of grooming
    – cyber-bullying and use of social media.

IT Technician:

  • To report any e-safety related issues that arises, to the e-safety coordinator.
  • To ensure that users may only access the school’s networks through an authorised and properly enforced password protection policy, in which passwords are regularly changed
  • To ensure that provision exists for misuse detection and malicious attack e.g. keeping virus protection up to date)
  • To ensure the security of the RP ICT system
  • To ensure that access controls / encryption exist to protect personal and sensitive information held on school-owned devices
    –  RP’s policy on web filtering is applied and updated on a regular basis
    –  That he / she keeps up to date with the school’s e-safety policy and technical information in order to effectively carry out their e-safety role and to inform and update others as relevant
    –  That the use of the network/ remote access / email is regularly monitored in order that any misuse / attempted misuse can be reported to the E-Safety Co-ordinator / Officer / CEO for investigation / action / sanction
  • To ensure appropriate backup procedures exist so that critical information and systems can be recovered in the event of a disaster.
  • To keep up-to-date documentation of the school’s e-security and technical procedures.

Teaching staff:

  • To oversee the delivery of the e-safety element of the Computing curriculum
  • To liaise with the e-safety coordinator regularly
  • To embed e-safety issues in all aspects of the curriculum and other school activities
  • To supervise and guide pupils carefully when engaged in learning activities involving online technology
    (including, extra-curricular and extended school activities if relevant)
  • To ensure that pupils are fully aware of research skills and are fully aware of legal issues relating to electronic content such as copyright laws.

All staff:

  • To read, understand and help promote the school’s e-safety policies and guidance
  • To be aware of e-safety issues related to the use of mobile phones, cameras and hand held devices and to monitor their use and implement current school policies with regard to these devices
  • To report any suspected misuse or problem to the e-safety coordinator
  • To maintain an awareness of current e-safety issues and guidance e.g. through CPD
  • To model safe, responsible and professional behaviours in their own use of technology
  • To ensure that any digital communications with pupils should be on a professional level and only through school based systems, never through personal mechanisms, e.g. email, text, mobile phones etc.

9  Child Sexual Exploitation

Child Sexual Exploitation (CSE) is a form of child abuse which involves children and young people, male and female, of a range of ethnic origins and ages, in some cases as young as 10, receiving something in exchange for sexual activity. Perpetrators are found in all parts of the country an are not restricted to particular ethnic groups.

Staff should be aware of key indicators of children being sexually exploited which can include:

  • going missing for periods of time or regularly coming home late
  • regularly missing school or education or not taking part in education
  • appearing with unexplained gifts or new possessions
  • associating with other young people involved in exploitation
  • suffering from sexually transmitted infections
  • mood swings or changes in emotional wellbeing
  • drug and alcohol misuse and
  • displaying inappropriate sexualized behavior.

Many children and young people who are victims of sexual exploitation do not recognize themselves as such.

Return interviews for children who have been missing from education cam help establish the reasons why they ran away and the support required and may prevent repeat incidents. Staff should work within the Releasing Potential structures and their relationships of mutual trust with the children to carry out return interviews when appropriate and to record and pass on this information to colleagues via Daily Logs and to the Safeguarding Lead in an email report.

In assessing whether a child or young person is a victim of sexual exploitation or at risk of becoming a victim, careful consideration should be given to the issue of consent. It is important to bear in mind that:

  • a child under the age of 13 is not legally capable of consenting to sex or any other kind of sexual touching
  • sexual activity with a child under 16 is also an offence
  • it is an offence for a person to have a sexual relationship with a 16 or 17 year old if they hold a position of trust or authority in relation to them
  • where sexual activity with a 16 or 17 year old does not result in an offence being committed, it may still result in harm, or the likelihood of harm being suffered
  • non-consensual sex is rape whatever the age of the victim and
  • if the victim is incapacitated through drink or drugs, or the victim, or his or her family has been subject to
  • violence or threat of it, they cannot be considered to have given true consent and therefore offences may have been committed.

Releasing Potential uses the Portsmouth LSCB CSE assessment tool to determine the risk of CSE in individual cases where staff suspect it may be.

Where CSE or the risk of it is suspected, staff should discuss the case with a manager or the DSL. If after discussion there remain concerns, LSCB procedures should be triggered, including referral to the LA children’s social care and Police, regardless of whether the victim is engaging with services or not.

10  Female Genital Mutilation

FGM comprises all procedures involving partial or total removal of external female genitalia or other injury to the female genital organs. It is illegal in the UK and a form of child abuse with long-lasting harmful consequences.

Section 5B of the Female Genital Mutilation Act 2003 places a statutory duty on teachers along with regulated health and social care professionals in England and Wales, to report to the Police where they discover (either through disclosure by the victim or by visual evidence) that FGM appears to have been carried out on a girl under 18. Those failing to report such cases will face disciplinary sanctions. It will be rare for teachers to see visual evidence, and they should not be examining pupils, but the same definition of what is meant by ‘to discover that an act of FGM appears to have been carried out’ is used for all professionals for whom this mandatory reporting duty applies.

Teachers must personally report to the police cases where they discover that an act of FGM appears to have been carried out. Unless the teacher has a good reason not to, they should also consider and discuss any such case with the DSL and involve children’s social care as appropriate. The same duty does not apply in relation to at risk or suspected cases (ie where the teacher does not discover that an act of FGM appears to have been carried out, either through disclosure by the victim or visual evidence) or in cases where the woman is 18 or over.

11  Forced marriage

Forcing a person into a marriage is a crime in England and Wales. A forced marriage is one entered into without the full and free consent of one or both parties and where violence, threats or any other form of coercion is used to case a person to enter into a marriage. Threats can be physical or emotional and psychological. A lack of full and free consent can be where a person does not consent or where they cannot consent (if they have learning difficulties, for example).

If staff have any concerns over forced marriage they should discuss with a manager or the DSL. The Forced Marriage Unit can give advice or information: 020 7008 0151 or fmu@fco.gov.uk

12  Preventing radicalisation

Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism. There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. It can happen in many different ways and settings. Specific background factors may contribute to vulnerability which are often combined with specific influences such as family, friends or online, and with specific needs for which an extremist or terrorist group may appear to provide an answer.

The internet and use of social media has become a major factor in the radicalisation of young people.

As with other safeguarding risks staff should be alert to changes in children’s behaviour which could indicate that they may be in need of help or protection. Staff should use their judgement in identifying children who may be at risk of radicalisation and act proportionately, which may include making a referral to the Channel programme.

All Releasing Potential staff complete the online Prevent training, and are encouraged to access the government’s educate against hate website.

13  Children missing from Education

Releasing Potential understands the importance of monitoring attendance in relation to safeguarding children.  We work to guidance contained in Keeping Children Safe in Education 2016. See Attendance Policy.

14  Anti-bullying

Every child at Releasing Potential has the right to a secure and safe environment. All members of the RP community have a responsibility to ensure that this exists and that any incidents of bullying are dealt with appropriately. RP will take seriously and investigate all incidents of bullying.

14.1  Definition

“Bullying is a deliberate act done to cause distress. It can range from ostracizing, name-calling, teasing and extortion through to physical assault on persons and/or property. It can be an unresolved single frightening incident which casts a shadow over a child’s life or series of such incidents.”

Other aspects of bullying behavior include:

  • Verbal, physical or psychological intimidation
  • Attempts to make others feel inferior making demands
  • Offensive remarks of a racial or sexual nature
  • Derogatory remarks concerning family, home life, appearance, race or sexual orientation.
  • Cyber bullying.
14.2 Recognising bullying

There are a number of behavioural signs, which may indicate that a child is being bullied. These include:

  • School refusal
  • Absences
  • Withdrawal
  • Stomach aches, headaches, lack of sleep etc.
  • Deterioration in schoolwork
  • Bad behaviour
  • Physical marks, bruises, scratches, etc.
  • Wishing to remain in class during lunch or break
  • Wishing to remain with adults.
14.3 Anti-bullying Procedures

Releasing Potential will:

  • Investigate all incidents of bullying
  • Take a serious view of bullying
  • Take appropriate action
  • Make available resource materials particularly SEAL
  • Ensure that this policy is given a high profile throughout RP groups especially by staff
  • Ensure that all Trustees, staff, parents and pupils are aware of this policy
  • Ensure good supervision of pupils at all times
  • Include anti-bullying procedures and information in staff inset.
14.4 Action by Staff

Members of staff will:

  • Promote RP’s anti-bullying policy in class, in assemblies, in SEAL lessons
  • Use drama, role-play and discussion to consider issues of bullying
  • If appropriate interview bullies and the bullied separately
  • Involve the bully and bullied in what happens
  • If appropriate use restorative justice strategies to  resolve the problems between the young people
  • Inform the parents of both bully and bullied
  • Use strategies to change the bully’s behaviour
  • Use restorative techniques where possible
  • Involve other members of staff as appropriate.
  • Encourage pupils to tell adults of incidents of bullying
  • Encourage peer group pressure against bullying and bullies
  • Apply RP sanctions including detentions and other punishments as appropriate in consultation with other relevant members of staff.
14.5 Recording

It is essential that written records are kept of incidents, interviews and action taken. Therefore, members of staff are reminded to record incidents using the schools’ behaviour management recording procedures and work alongside the schools’ pastoral system. This should be done by the member of staff dealing with the matter and in serious or prolonged cases of bullying this will involve progress leaders and ultimately members of the school’s leadership team.

15  Self-injury

15.1 Purpose

In keeping with Releasing Potential’s vision, values, and aims, this policy aims to address the issue of self injury. It wiLl focus on the following:

  • How to deal with young people who self injure and how to offer support in the short and long term
  • To provide support depending on the individual needs of the young person
  • To help all young people  RP works with to improve their self esteem and emotional literacy
  • To support staff members who come into contact with young people who self injure
  • To prevent self injury spreading within groups of young people at RP
  • To have clear guidelines for staff on who needs to be informed when a young person self injures.
15.2 What is self injury?

Self injury is any deliberate, non-suicidal behaviour which inflicts physical harm on a person’s own body, and is aimed at relieving emotional distress.

Relationship to other Policies: Safeguarding, Behaviour

15.3 Risk factors associated with self injury
  • Mental health disorders including depression and eating disorders
  • Problems with drugs and/or alcohol
  • Recent trauma eg bereavement or parents’ divorce
  • Negative thought patterns and low self esteem
  • Bullying
  • Abuse, sexual/physical/emotional.
15.4 Suicide

While self injury and suicide are separate areas, those who self injure and those who commit suicide are both in emotional distress. It is vital that all emotional distress among young people is taken seriously to minimize the chances of self injury or suicide. All warning signs and disclosures of suicidal thoughts should be taken extremely seriously.

15.5 Confidentiality

Staff should adhere to RP rules on information sharing (see Safeguarding Policy).  Every effort should be made to encourage the young person to involve their parents in the issues or decisions they are facing. The young person must be invovled wherever possible, and consulted on her/his views whenever a decision to inform parents is made.

15.6 Roles and responsibilities:

15.6.1 RP Managers will:

  • Appoint a designated staff member to be responsible for self injury matters and liaiase with them. This may be the same person as the Designated Safeguarding/CHILD Protection Officer
  • Ensure the designated person receives appropriate training on self injury
  • Ensure that the policy is followed
  • Ensure that first aid kits and staff training are up to date and readily avaialble in case of incident.
15.6.2 All staff are expected to:
  • Listen to pupils in emotional distress calmly and in a non-judgmental way
  • Report self injury to designated staff member in appropriate timescale
  • Avoid making promises about confidentiality which they can’t keep
  • Promote problem solving techniques and non-harmful ways to deal with emotional distress
  • Enable young people to access help and support from other agencies
  • Provide accurate information on self injury
  • Widen own knowledge about self injury and mental health disorders
  • Be aware of health and safety issues such as first aid and cleaning blood spillage.
15.6.3 Designated staff member will:
  • Keep records of self injury incidents and concerns
  • Liaise with other agencies about help avaialble for those who self injure
  • Keep up to date with information about self injury
  • Liaise with MD/GM
  • Contact parents when appropriate. Involve young person in this process. Inform parent about help and support available. Monitor yp’s progress after an incident
  • Understand when to seek support for thier own feelings when dealing with self injury.

Havant School Site:

Releasing Potential School

7 Kingcroft Court

Ridgway

Havant

Hampshire

PO9 1LS

Charity No: 1097440

DfE number: 850-6093

Chichester School Site:

Releasing Potential School

4 St James' Works

St Pancras

Chichester

West Sussex

PO19 7NN