Summary This Policy is written in line with the statutory guidance from the Department for Education (the department) issued under Section 175 of the Education Act 2002, the Education (Independent School Standards) Regulations 2014, and the Non-Maintained Special Schools (England) Regulations 2015. As an educational setting ALTR must have regard to it when carrying out our duties to safeguard and promote the welfare of children.For the purposes of this Policy children includes everyone under the age of 18 and adults from the age of 18 onwards.
About this guidance We use the terms “must” and “should” throughout the guidance. We use the term “must” when the person in question is legally required to do something and “should” when the advice set out should be followed unless there is good reason not to. The guidance should be read alongside: • statutory guidance Working Together to Safeguard Children• departmental advice What to do if you are Worried a Child is Being Abused - Advice for Practitioners.
This Policy is intended to cover all Board Members, Employees, Volunteers, Learners, Link organisations and Employers.
1. Objectives 1.1. To ensure that all children, young people, and vulnerable adults who are involved in activities, training, events and placements facilitated by ALTR are effectively safeguarded in accordance with Keeping children safe in education Statutory guidance for schools and colleges September 2019. 1.2. To ensure that all ALTR employees, visitors and volunteers are aware of and are undertaking full and correct safeguarding procedures in line with Keeping children safe in education Statutory guidance for schools and colleges 2019. This includes the identification, recording and reporting of suspected cases of abuse, Female Genital Mutilation (FGM), extremism and radicalisation. 1.3. To ensure that ALTR remains up to date with legislation and practice relating to safeguarding. 1.4. To raise awareness and actively promote the principles of safeguarding and well-being throughout any ALTR activities. 1.5. To work in partnership with board members, children, young people, vulnerable adults, their parents, carers and other agencies and key stake holders to ensure effective implementation of this Policy.
2. Scope 2.1. To cover any activity undertaken with ALTR2.2. To cover all activities carried out by learners, volunteers, employees, board members and employers.2.3. ALTR link organisations and working partnerships in other settings will need to provide their own Child Protection / Safeguarding Policies, which includes preventing extremism and radicalisation. No alternative setting will be accessed unless adequate safeguarding measures are in place. Students will always be covered by ALTR Policy and procedure.
3. Key Principles 3.1. For the purpose of this document, ‘individual’ or ‘individuals’ refers to all individuals working with, or in contact with, children, young people, or vulnerable adults at any time as part of their employment. This includes staff, volunteers, employers, consultants, visitors, and learners. All employers who have learners on learning programmes with ALTR are required to comply with the safeguarding policy. 3.2. ALTR is passionately committed to a child and vulnerable adult centred approach to safeguarding in all relevant aspects of its teaching and learning, employment training and business. ALTR is committed to ensuring the legal requirements and guidance are adhered to and widely promoted. Health, wellbeing, and safety is of paramount importance for all service users.3.3. ALTR will ensure that all individuals that have direct contact with children, young people, or vulnerable adults as part of their employment, working with ALTR in any other capacity, will have enhanced Disclosure and Barring Service (DBS) clearance. They will display this by wearing the appropriate coloured identity badge. 3.4. External Speakers and Visitors to ALTR without DBS clearance will always be supervised in the company of all learners and wear the appropriately coloured identity badge as a visual notice to all.3.5. Referral and reporting procedures will be in place and strictly adhered to in the event of any concerns relating to the abuse of children, young people, and vulnerable adults. 3.6. ALTR staff will maintain up-to-date knowledge of safeguarding practice and procedures, extended to include the Prevent agenda with training annually and updates as and when required by the designated safeguarding lead.3.7. ALTR prioritises the welfare of children, young people, and vulnerable adults.3.8. ALTR will work alongside all related agencies, companies, bodies, and providers in order to promote and maintain the highest standards of safeguarding.
3.9. ALTR will comply with all applicable regulations set out in. The Protection of Children’s Act 1999. The Safeguarding Vulnerable Groups Act 2006. The Children’s Act 2004. The Education Act 2002. The Sexual Offences Act 2003. The Protection of Freedoms Act 2012. Keeping Children Safe in Education. The Counterterrorism & Security Act 2015. The Modern Slavery Act 2015 Government Guidance – Sexual violence and sexual harassment between children in schools and colleges.
4. Designated Persons Keighly Murphy – Safeguarding and Well-being Manager Email:
keighly@altrrise.comLianne Bedden – Deputy Designated Safeguarding Lead Email: Lianne@altrrise.com
5. Roles & Responsibilities 5.1. Safeguarding Leads a key duty for raising awareness across all staff of issues relating to the welfare of children, young people, and adults at risk. 5.2. The post holder is required to have training in safeguarding issues and inter-agency working, receiving refresher training at least every two years or as and when any new issues arise. Safeguarding Lead is responsible for: Overseeing the referral of cases of suspected abuse or allegations to the relevant investigating agencies using MyConcern. Providing advice and support to other staff on issues relating to safeguarding. Maintaining a detailed and accurate record of any child protection referral, complaint, or concern (even where that concern does not lead to a referral). Liaising with the Local Authorities and other appropriate agencies. Supporting Heads of Centre and liaising with educational establishments and secondary schools that send pupils to RISE or access any of ALTR brand events, to ensure that appropriate arrangements are made for learners. Liaising with employers and training organisations that receive children or young people from ALTR on block placement work experience or long-term placements to ensure that appropriate safeguarding policies are put into place. Ensuring that staff will receive training in safeguarding issues appropriate to their roles and are aware of ALTR safeguarding procedures. Advising the Directors on efficiency and adequacy of resources and training being available to implement this policy. Ensuring arrangements are made to bring this policy to the notice of all employees, volunteers, employers, sub-contractors, and visitors. The policy and its arrangements are regularly reviewed during ALTR Safeguarding Quality Improvement Groups. 5.3. Within ALTR other designated staff that hold a responsibility for safeguarding and are employed with ALTR are TBC. These designated staff: Report to the Safeguarding Lead, who has lead responsibility. Know how to make an appropriate referral. Are available to provide advice and support to staff on issues relating to safeguarding. Are available to listen and respond appropriately to children, young people, vulnerable adults Looked After Children (LAC) and adults at risk studying within ALTR. Deal with individual cases, including attending case conferences and review meetings as appropriate. 5.4. The designated Chair of Board, Lianne Bedden, is responsible for liaising with the Directors and the Safeguarding Lead over matters regarding safeguarding, including: Ensuring ALTR has procedures and policies in place which are consistent with guidelines. Ensuring the Board considers the organisation’s policy on safeguarding each year. Ensuring that each year the Board is informed of how ALTR and its staff have complied with the policy, including, but not limited to a report on the training that staff have undertaken. The designated Chair of Board is responsible for overseeing the liaison between agencies, e.g. Police, Social Services in connection with allegations against the Director. This will not involve undertaking any form of investigation but will ensure good communication between the parties and provide information to assist enquiries. 5.5. Directors have overall responsibility for all matters relating to Safeguarding and will refer any cases of suspected abuse or allegation, to relevant investigating agencies as agreed with the Local Safeguarding Board. The Director will: Ensure that all employees have knowledge and understanding of safeguarding and that it is taken seriously. Ensure that appropriate child protection and safeguarding policies are adopted, implemented, and monitored. Ensure that, where services or activities are provided by sub-contractors or another body, the body concerned has appropriate safeguarding policies and procedures. Foster a culture of openness and support. Ensure that all employees feel able to raise concerns about poor or unsafe practice and such concerns are handled sensitively and in accordance with the whistle blowing procedure. Acknowledge and discuss any concerns about any members of staff. Ensure that the use of new and existing media technologies does not expose learners to any potential harm during their educational hours with ALTR. Work with the IT Coordinator to ensure safeguarding when using digital media and the internet in the education of our learners. Ensure that ALTR has access to the external and internal resources to offer extensive support around Child Protection and Safeguarding. Monitor the processes for promoting learner welfare and safeguarding to ensure that adequate resources are given to it, including staff training. Work with the Safeguarding Lead to ensure procedures are in place to ensure that learners requiring safeguarding measures are monitored in relation to their situation and progress with their learning. Report to the Board at each Board meeting. Ensure that all recruitment procedures follow Safer Recruitment Guidance. Ensure that learners’ safety and welfare is addressed through the curriculum. Director is responsible for referring cases of suspected abuse or allegations to the Local Authority Designated Officer (LADO) (see Allegations of Abuse Against Staff Policy). Director is responsible for dealing with allegations made against members of staff.
6. Child Welfare 6.1 ALTR recognises the need to prioritise the welfare of children, young people, and vulnerable adults with which it works. These are defined as follows: A child is anyone who is 18 years or younger. A young person is anyone who is 19 but has not reached their 20th Birthday. A vulnerable adult is someone who is aged 18 years or over, who is, or may be, in need of community care services by reason of SEND, mental health, or other disability, age or illness. They may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation. Individuals will always operate in line with this safeguarding policy.
6.2 ALTR considers abuse of any kind, neglect, maltreatment, aggressiveness, intimidation, and bullying, all as damaging to the welfare of a child, young person or vulnerable adult. 6.3 Complaints or concerns relating to individuals working with ALTR will be reported to the Director immediately. ALTR’s Whistleblowing Policy or Data Protection Policy do not prevent information sharing with investigating agencies where the information will help to safeguard welfare. ALTR will refer concerns that a child, young person, or vulnerable adult might be at risk of significant harm to Social Care Services/Police or the appropriate agencies as agreed with the relevant Local Safeguarding Board. 6.4 Individuals will be offered training that will help to make them aware of possible signs of abuse/exploitation and act appropriately. 6.5 Children, young people and vulnerable adults will always be respected and encouraged to interact in both formal (evaluation and feedback) and informal (spoken word) communication where possible. 6.6 Individuals will maintain appropriate relationships with children, young people, and vulnerable adults, reducing physical contact and one-on-one situations to the minimum practicable level. 6.7 Individuals will endeavour to avoid being alone with a child, young person, or vulnerable adult whenever in a closed room. Doors will always remain open when lone working. The Safeguarding Lead, when receiving safeguarding disclosures, will work in accordance with the Lone Working Policy. 6.8 ALTR recognises the right of children, young people, vulnerable adults, and/or their parents/guardians, to withdraw from featuring in promotional material, either on video or in photographs. opt out forms will be prioritised and strictly adhered to in relevant situations. 6.9 Peer on Peer abuse: ALTR’s procedures for minimising the risk of Peer on Peer abuse, ensure learners are issued with: Learner code of conduct Learner handbook, contain the contact details for the Safeguarding and Wellbeing Manager and Centre Designated Safeguarding Leads and Deputy Safeguarding Leads Anti-bullying Policy Safeguarding, Child Protection and Vulnerable Adults Policy All learners receive a face-to-face safeguarding induction with Safeguarding Lead when they enrol at ALTR, which addresses Peer on Peer abuse.
7. Children who may be particularly vulnerable 7.1. Some children may have an increased risk of abuse. Many factors can contribute to an increase in risk, including prejudice and discrimination, isolation, social exclusion, communication issues and reluctance on the part of some adults to accept that abuse can occur. LAC are particularly vulnerable as the most common reason for children becoming looked after is because of abuse and/or neglect. ALTR will ensure that employees have the skills, knowledge and understanding necessary to keeping LAC safe. In particular, they will ensure that appropriate employees have the information they need in relation to a child’s looked after legal status and contact arrangements with birth parents or those with parental responsibility. They will also have information about the child’s care arrangements and the levels of authority delegated to the carer by the authority looking after him/her. 7.2. To ensure that all children, young person, or vulnerable adult working alongside ALTR receive appropriate protection, we will give special consideration to those who are: Disabled or have Special Education Needs Living in a domestically abusive situation Affected by parental substance misuse Asylum seekers Regularly absent from school Living away from home (frequent movers) Vulnerable to being bullied, or engaging in bullying Living in temporary accommodation Living a transient lifestyle Living in chaotic and unsupportive home situations Vulnerable to discrimination and maltreatment on the grounds of race, ethnicity, religion, or sexuality Involved directly or indirectly in prostitution or child trafficking Speakers or another first language Children that are subject to a Full Care order (LAC), Child Protection Plan or Children in Need Plan Children that may be vulnerable to messages of violence and extreme ideologies and radicalisation
Peer on Peer abuse Allegations of Peer on Peer abuse, within ALTR, will be investigated. This will include meetings between the Safeguarding Lead, the class teacher, the Learner and their Parent(s)/Carer(s) and any relevant external agencies. This is in line with ALTR’s Support Policy, including the disciplinary process. The victim, perpetrator and any other learner affected by Peer on Peer abuse will be supported in accordance to the Support Policy. Both victims and perpetrators will be dealt with on a case by case basis, taking into account circumstances and individual needs.
8. Definitions and categories of abuse ALTR recognises the following as definitions of abuse; physical, emotional, neglect, and sexual with the additional categories of acts of omission, psychological, financial, or material, institutional, or professional abuse. Someone may abuse or neglect a child or young person by inflicting harm, by failing to act to prevent harm, or by failing to ensure safety and adequate care. Harm may occur intentionally or unintentionally. Children may be abused in a family, an institution or community setting, by those known to them, or by a stranger. Examples of abuse are set out below these examples are by no means exhaustive.
8.1. 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. Possible signs of physical abuse include: Any injuries not consistent with the explanation given for them. Injuries which occur to the body in places which are not normally exposed to falls or rough games. Injuries which have not received medical attention. Reluctance to change for, or participate in, games or swimming. Bruises, bites, burns, and fractures, for example, which do not have an accidental explanation. The child gives inconsistent accounts for the cause of injuries.
8.2. 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. Possible signs of emotional abuse include: Depression, aggression, extreme anxiety, changes or regression in mood or behaviour, particularly where a child withdraws or becomes clingy. Obsessions or phobias. Sudden underachievement or lack of concentration. Seeking adult attention and not mixing well with other children. Sleep or speech disorders. Negative statements about self. Highly aggressive or cruel to others. Extreme shyness or passivity. Running away, stealing, and lying.
8.3. 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. Possible signs of neglect include: Dirty skin, body smells, unwashed, uncombed hair, and untreated lice. Clothing that is dirty, too big, or small, or inappropriate for weather conditions. Frequently left unsupervised or alone. Frequent diarrhoea. Frequent tiredness. Untreated illnesses, infected cuts, or physical complaints which the carer does not respond to. Frequently hungry. Overeating junk food.
8.4. 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 (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. Possible signs of sexual abuse include: The child has an excessive preoccupation with sexual matters and inappropriate knowledge of adult sexual behaviour for their age, or regularly engages in sexual play inappropriate for their age. Sexual activity through words, play or drawing. Repeated urinary infections or unexplained stomach pains. The child is sexually provocative or seductive with adults. Inappropriate bed-sharing arrangements at home. Sleep disturbances with fears, phobias, vivid dreams, or nightmares which sometimes have overt or veiled sexual connotations. Eating disorders such as anorexia or bulimia.
8.5 Domestic Abuse/Violence The cross-government definition of abuse is: “Any incident or pattern of incidents of controlling, coercive or threatening behaviour, violence or abuse between those aged 16 or over who are or have been intimate partners or family members regardless of gender or sexuality. This can encompass but is not limited to the following types of abuse: psychological physical sexual financial emotional
Controlling behaviour is: a range of acts designed to make a person subordinate and/or dependent by isolating them from sources of support, exploiting their resources and capacities for personal gain, depriving them of the means needed for independence, resistance and escape and regulating their everyday behaviour.
Coercive behaviour is an act or a pattern of acts of assault, threats, humiliation and intimidation or other abuse that is used to harm, punish, or frighten their victim.” * This definition, which is not a legal definition, includes so called ‘honour’ based violence, female genital mutilation (FGM) and forced marriage, and is clear that victims are not confined to one gender or ethnic group.” (GOV.UK) Exposure to Domestic Abuse and/or Violence can have a serious, long lasting emotional and psychological impact on children. In some cases, a child may blame themselves for the abuse or may have had to leave the family as a result. Domestic Abuse affecting young people can also occur within their personal relationships, as well as in the context of their home life.
8.6 Bullying and Cyberbullying Cyberbullying is bullying that takes place over digital devices, such as mobile phones and internet use through computers, laptops, and tablets. Cyberbullying can occur through SMS, Text, and Apps or online with social media, forums, or gaming, where people can view, participate in, or share content. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about someone else. It can include sharing personal or private information or images about someone else causing embarrassment and humiliation. Some Cyberbullying crosses the line into unlawful or criminal behaviour. See ALTR’s Anti-Bullying Policy for further information. The most common places where Cyberbullying takes place: Social Media, such as Facebook, Instagram, Snapchat, and Twitter SMS (short Message Service) also known as a ‘text message’ sent through devices. Instant Messaging (via devices, email provider services, Apps, and social media messaging features) Email
8.7 Child Criminal Exploitation – County Lines Criminal exploitation of children is a geographically widespread form of harm that is a typical feature of county lines criminal activity: drug networks or gangs groom and exploit children and young people to carry drugs and money (on occasions weapons) from urban areas to suburban and rural areas, market and seaside towns. The key to identifying potential involvement in county lines are missing episodes, where the victim may have been trafficked for the purpose of transporting drugs. Like other forms of abuse and exploitation, county lines exploitation: Can affect any child or young person (male or female) under the age of 18 years; Can affect any vulnerable adult over the age of 18 years; Can still be exploitation even if the activity appears consensual; Can involve force and/or enticement-based methods of compliance and is often accompanied by violence or threats of violence; Can be perpetrated by individuals or groups, males and females, and young people or adults; and Is typified by some form of power imbalance in favour of those perpetrating the exploitation. Whilst age may be the most obvious, the power of imbalance can also be due to a range of other factors including gender, cognitive ability, physical strength, status, and access to economic or other resources.
8.8 Child Sexual Exploitation Child Sexual Exploitation (CSE) is a form of child sexual abuse. It can affect any child or young person (male or female) under the age of 18 years, including 16- and 17-year olds who can legally consent to have sex. CSE occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants (for example food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection), and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. Sexual exploitation can take many forms ranging from the seemingly ‘consensual’ relationship, where sex is exchanged for affection or gifts, to serious organised crime by gangs and groups. Sexual exploitation involves varying degrees of coercion, intimidation, or enticement, including unwanted pressure from peers to have sex and sexual bullying. CSE does not always involve physical contact; it can also occur through the use of technology; cyber bullying and grooming. However, it is also important to recognise that some young people who are being sexually exploited do not exhibit any external signs of this abuse. The victim may have been sexually exploited even if the sexual activity appears consensual.
8.9 Peer on Peer Abuse When considering if a behaviour between a child or young person to another child or young person has been abusive it is important to consider; whether there is a large difference in power (for example age, size, ability, development between the young people concerned); or whether the perpetrator has repeatedly tried to harm one or more other children; or whether there are concerns about the intention of the alleged perpetrator. Peer on Peer abuse can manifest itself in many different ways and different gender issues can be prevalent. Severe harm may be caused to children by abusive and bullying behaviour of other children, which may be physical, sexual, or emotional (blackmail/threats) and can include gender based violence/sexual assaults, sexting, teenage relationship abuse, peer on peer exploitation, serious youth violence, sexual bullying, harmful sexual behaviour, cyber bullying, initiations, and showing prejudice in race, religion or disability. All Peer on Peer abuse is unacceptable and will be taken seriously, regardless of the gendered nature of abuse. Peer on Peer abuse is categorised under ‘abuse’ and should never be tolerated or passed off as ‘banter’, ‘just having a laugh’ or ‘part of growing up’.
8.10 Teenage Relationship Abuse This is a pattern of abusive behaviours over a course of time used to exert power and control over a dating partner. Violent words and actions are tools an abusive partner uses to gain and maintain power and control over their partner. Types of abuse include emotional, verbal, physical, financial, sexual, stalking, and digital (using technology to threaten, stalk, intimidate or bully).
8.11 Sexual Violence and Sexual Harassment between children in schools and colleges When referring to sexual violence we are referring to sexual offences under the Sexual Offences Act 2003 as described below: Rape: A person (A) commits an offence of rape if: he intentionally penetrates the vagina, anus or mouth of another person (B) with his penis, B does not consent to the penetration and A does not reasonably believe that B consents. Assault by Penetration: A person (A) commits an offence if: s/he intentionally penetrates the vagina or anus of another person (B) with a part of her/his body or anything else, the penetration is sexual, B does not consent to the penetration and A does not reasonably believe that B consents. A person (A) commits an offence of sexual assault if: s/he intentionally touches another person (B), the touching is sexual, B does not consent to the touching and A does not reasonably believe that B consents. Consent is about having the freedom and capacity to choose. Consent to sexual activity may be given to one sort of sexual activity but not another, e.g. to vaginal but not anal sex or penetration with conditions, such as wearing a condom. Consent can be withdrawn at any time during sexual activity and each time activity occurs. Someone consents to vaginal, anal, or oral penetration only if s/he agrees by choice to that penetration and has the freedom and capacity to make that choice. Further information on consent: a child under the age of 13 can never consent to any sexual activity; the age of consent is 16; sexual intercourse without consent is rape.
Sexual Harassment: When referring to sexual harassment we mean ‘unwanted conduct of a sexual nature’ that can occur online and offline. When we reference sexual harassment, we do so in the context of child on child sexual harassment. Sexual harassment is likely to: violate a child’s dignity, and/or make them feel intimidated, degraded, or humiliated and/or create a hostile, offensive, or sexualised environment. Whilst not intended to be an exhaustive list, sexual harassment can include: sexual comments, such as: telling sexual stories, making lewd comments, making sexual remarks about clothes and appearance, and calling someone sexualised namessexual “jokes” or taunting; physical behaviour, such as: deliberately brushing against someone, interfering with someone’s clothes (ALTR will consider when any of this crosses a line into sexual violence - it is important to talk to and consider the experience of the victim) and displaying pictures, photos or drawings of a sexual nature online sexual harassment. This may be standalone, or part of a wider pattern of sexual harassment and/or sexual violence. It may include:non-consensual sharing of sexual images and videossexualised online bullyingunwanted sexual comments and messages, including, on social mediasexual exploitation; coercion and threats. It is important that staff consider sexual harassment in broad terms. Sexual harassment (as set out above) creates an atmosphere that, if not challenged, can normalise inappropriate behaviours and provide an environment that may lead to sexual violence.
8.12 Honour Based Violence So-called ‘honour based’ violence (HBV) encompasses crimes which have been committed to protect or defend the honour of the family and/or the community, including forced marriage, Female Genital Mutilation (FGM) and practices such as breast ironing. All forms of so-called HBV are abuse (regardless of the motivation) and must be reported immediately.
8.13 Forced Marriage A forced marriage is a marriage without the full consent of both parties and where pressure or threats are a factor. This is quite different to an arranged marriage, which both people will have agreed to. Emotional pressure from their family might stop them from saying anything to anyone else. The lack of control over their own decisions can lead to depression and self-harm. Signs and indicators of concern: Truancy / absence from school. Low Motivation. Lack of Punctuality. Self-Harm. Depression. Isolation. Attempted Suicide.Eating Disorders. Brother/Sisters forced to marry or reported missing. Family disputes. Runaways. Domestic violence. Substance misuse. While many of these signs and indicators could be linked to their issues, it is important to consider all potential reasons and keep an open mind. Honour Based Abuse and Forced Marriages are a fundamental abuse of human rights. As of 16th June 2014, changes to legislation made Forced Marriages a criminal offence. Remember the ‘One Chance Rule’.
If someone you know is at risk: Contact the Forced Marriage Unit (FMU) if you know someone who has been taken abroad to be forced into marriage. Give as many details as you can, for example: where the person has gone when they were due back when you last heard from them The FMU will contact the relevant embassy. If they are a British national, the embassy will try to contact the person and help them get back to the UK if that is what they want.
8.14 Female Genital Mutilation: Female genital mutilation (sometimes referred to as female circumcision or ‘cutting’) refers to procedures that intentionally alter or cause injury to the female genital organs for non-medical reasons. The practice is illegal in the UK. It has been estimated that over 65,000 girls under the age of 13 are at risk of female genital mutilation (FGM) in the UK each year, and that 170,000 women and girls in the UK are living with the consequences of FGM. However, the true extent is unknown, due to the "hidden" nature of the crime. Females may be taken to their countries of origin so that FGM can be carried out during the summer holidays, allowing them time to "heal" before they return to school. There is evidence that girls have now undergone this FGM in the UK. Risk Factors: A child talking about a special ceremony. A young person talking about being ‘cut’. A child belonging to certain communities. Planning an extended trip abroad. Knowledge of previous siblings. Indicators it may have taken place: Prolonged absence. Change in behaviour on returning from an extended holiday. Urinary infections, bladder, or menstrual problems. Describing pain in the groin. Avoiding physical activity. Appears uncomfortable including when sitting. Finds it difficult to sit still. Talking about something happening to them or someone hurting them and having to keep a secret.
Making a Report The FGM mandatory reporting duty is a legal duty provided for in the FGM Act 2003 (as amended by the Serious Crime Act 2015). The legislation requires Teachers in England and Wales to make a report to the police where, in the course of their professional duties, they either: are informed by a girl under 18 that an act of FGM has been carried out on her; or observe physical signs which appear to show that an act of FGM has been carried out on a girl under 18 and they have no reason to believe that the act was necessary for the girl’s physical or mental health or for purposes connected with labour or birth For the purposes of the duty, the relevant age is the girl’s age at the time of the disclosure/identification of FGM (i.e. it does not apply where a woman aged 18 or over discloses she had FGM when she was under 18). Complying with the duty does not breach any confidentiality requirement or other restriction on disclosure which might otherwise apply. The duty is a personal duty which requires the Teacher who becomes aware of the case to make a report; the responsibility cannot be transferred. The only exception to this is if you know that another individual from your profession has already made a report; there is no requirement to make a second. For staff that are not teachers, reports concerning FGM must be made directly to Safeguarding Lead who will make any necessary reports directly to the Police. Where there is a risk to life or likelihood of serious immediate harm, professionals should report the case immediately to police, including dialling 999 if appropriate.
8.15 Recognising Young People Who May Be Affected by Gang Activity Gang involvement is a multi-agency issue; partnership working, and information sharing is therefore a key to safeguarding children, young people, vulnerable adults at risk of gang-related harm. Children, young people, vulnerable adults are put at risk by gang activity both through participation in and as victims of gang violence. Learners particularly vulnerable to suffering harm in the gang context are those who are: Not involved in gangs but living in an area where gangs are active. Not involved in gangs, but at risk of becoming victims of gangs; by way of truanting from education, permanent exclusion from school/college or having been a victim of abuse or neglect. Not involved in gangs but at risk of becoming drawn in, for example, siblings or children of known gang members; or Gang-involved and at risk of harm through their gang-related activities (e.g. drug supply, weapon use, sexual exploitation, and risk of attack from own or rival gang members). Victims and offenders are often the same people. When adults treat a young person as just a victim or just an offender, they are not taking into account the complex, cyclical nature of the victim-offender link and the factors that influence young people’s lives. There are particular risk factors and triggers that young people experience in their lives that can lead to them becoming involved in gangs. Many of these risk factors are similar to involvement in other harmful activities such as youth offending or violent extremism. Risk factors for a person becoming involved in gangs may include: Becoming withdrawn from familySudden loss of interest in education - decline in attendance or academic achievementStarting to use new or unknown slang wordsHolding unexplained money or possessionsStaying out unusually late without reasonSudden change in appearance - dressing in a particular style or ‘uniform’Dropping out of positive activitiesNew nicknameUnexplained physical injuriesGraffiti style tags on possessions, schoolbooks, wallsConstantly talking about another young person who seems to have a lot of influence over themBroken off with old friends and hanging around with a new group Increased use of social networking sitesStarting to adopt codes of group behaviour e.g. ways of talking and hand signsExpressing aggressive or intimidating views towards other groups of young people some of whom may have been friends in the pastBeing scared when entering certain areasBeing concerned by the presence of unknown youths in their neighbourhood. This is not an exhaustive list and should be used as a guide, amended as appropriate in light of local knowledge of the risk factors in a particular area.
8.16 Contextualised Safeguarding Contextualised Safeguarding is an approach to understanding, and responding to, young people’s experiences of significant harm beyond their families. It recognises that the different relationships that young people form in their neighbourhoods, schools and online can feature violence and abuse. Parents and Carers have little influence over these contexts, and young people’s experiences of extra-familial abuse can determine parent-child relationships. Link to further information: https://contextualsafeguarding.org.uk/about/what-iscontextual-safeguarding
8.17 Recognising extremism and radicalisation The following guidance is written with regard to the Home Office guidance “Channel: Protecting Vulnerable People from Being Drawn into Terrorism” and “Channel: Vulnerability Assessment Framework”.
Engagement: Example needs, susceptibilities, motivations and contextual influences that make individuals vulnerable to engagement with an extremist group, cause or ideology include:Feelings of grievance and injustice. Feeling under threat. A need for identity, meaning and belonging. Desire for status. A desire for excitement and adventure. A need to dominate and control others. Susceptibility to indoctrination. A desire for political or moral change. Opportunistic involvement. Family or friend’s involvement in extremism. Being at a transitional time of life. Being influenced or controlled by a group. Relevant mental health issues. Pre-existing conviction that their religion / culture is under threat.
Example indicators that an individual is engaged with an extremist group, cause or ideology include: Spending increasing time in the company of other suspected extremists. Changing their style of dress or personal appearance to accord with the group. Their day-to-day behaviour becoming increasingly centred on an extremist ideology, group, or cause. Loss of interest in other friends and activities not associated with the extremist ideology, group, or cause. Possession of material or symbols associated with an extremist cause (e.g. the swastika for far-right groups). Attempts to recruit others to the group/cause/ideology. Communication with others that suggest identification with a group/cause/ideology.Increased Social Media use, changes in their profile/image or name and being overly secretive about it. Extremist groups/individuals use social media to recruit those vulnerable to radicalisation.
Intent to cause harm: Not all those who become engaged by a group, cause or ideology go on to ALTR an intention to cause harm, so this dimension is considered separately.
Intent factors describe the mind-set that is associated with a readiness to use violence and address what the individual would do and to what end. They can include: Over-identification with a group or ideology. ‘Them and Us’ thinking. Dehumanisation of the enemy. Attitudes that justify offending. Harmful means to an end. Harmful objectives.
Example indicators that an individual has an intention to use violence or other illegal means include: Clearly identifying another group as threatening what they stand for and blaming that group for all social or political ills. Using insulting or derogatory names or labels for another group. Speaking about the imminence of harm from the other group and the importance of action now. Expressing attitudes that justify offending on behalf of the group, cause, or ideology. Condoning or supporting violence or harm towards others plotting or conspiring with others.
Capability to cause harm: Not all those who have a wish to cause harm on behalf of a group, cause or ideology are capable of doing so, and plots to cause widespread damage take a high level of personal capability, resources and networking to be successful. What the individual is capable of is therefore a key consideration when assessing risk of harm to the public. Example indicators that an individual is capable of directly or indirectly causing harm include: Having a history of violence. Being criminally versatile and using criminal networks to support extremist goals. Having occupational skills that can enable acts of terrorism (such as civil engineering, pharmacology, or construction). Having technical expertise that can be deployed (e.g. IT skills, knowledge of chemicals, military training, or survival skills). Please refer to ALTR’s Preventing Extremism and Radicalisation Safeguarding Policy for further details.
8.18 Hate crime What are hate incidents? The Police and Crown Prosecution Service have agreed a common definition of hate incidents. They say something is a hate incident if the victim or anyone else thinks it was motivated by hostility or prejudice based on one of the following things: ● Disability ● Race ● Religion ● Transgender identity ● Sexual orientation. This means that if you believe something is a hate incident it should be recorded as such by the person you are reporting it to, i.e. Head of Centre, Safeguarding Lead. Anyone can be the victim of a hate incident.
Other personal characteristics: Those people who live by an alternative sub-culture can be subject to hate incidents. These are incidents based on someone’s appearance and include Goths, Emos, Punks and other similar groups.
What type of incidents can be a hate incident? Hate incidents can take many forms, for example: Verbal abuse like name-calling and offensive jokes. Harassment. Bullying or intimidation by children, adults, neighbours, or strangers. Physical attacks such as hitting, punching, pushing, spitting. Threats of violence. Hoax calls, abusive phone, or text messages hate mail. Online abuse for example on Facebook or Twitter. Displaying or circulating discriminatory literature or posters. Harm or damage to things such as your home, pet, vehicle. Graffiti. Arson. Throwing rubbish into a garden. Malicious complaints for example over parking, smells, or noise.
When is a hate incident also a hate crime? When hate incidents become criminal offences they are known as hate crimes. A criminal offence is something which breaks the law of the land. Any criminal offence can be a hate crime if it was carried out because of hostility or prejudice based on disability, race, religion, transgender identity, or sexual orientation. When something is classed as a hate crime, the courts can impose a tougher sentence on the offender under the Criminal Justice Act 2003. Incidents which are based on other personal characteristics, such as age and belonging to an alternative subculture, are not considered to be hate crimes under the law. These should still be reported, but they will not be prosecuted specifically as hate crimes by the police and the Crown Prosecution Service.
Examples of hate crimes:● Assaults ● Criminal damage ● Harassment ● Murder ● Sexual assault ● Theft ● Fraud ● Burglary ● Hate mail (Malicious Communications Act 1988) ● Causing harassment, alarm, or distress (Public Order Act 1988).
What can you do about a hate incident or crime? If you have experienced a hate incident or crime you must report it to the Safeguarding and Well-being Manager, who can report it to the police. You should also report a hate incident or crime even if it was not directed at you. For example, if another learner behaves inappropriately. When reporting the incident or crime you should say whether you think it was because of disability, race, religion, transgender identity, sexual orientation, or a combination of these things. This is important because when it gets reported to the police it gets recorded as a hate incident or crime. It is also important to keep in mind that some hate crimes start as smaller incidents which may escalate into more serious and frequent attacks - so it is always best to act early. If you are being repeatedly harassed, should you report all the incidents? If you've experienced hate crime, it may have been just one isolated incident. But sometimes, you may be repeatedly harassed by the same person or group of people.
8.19 Modern Slavery Modern slavery is a form of organised crime in which individuals including children and young people are treated as possessions/supplies and exploited for criminal gain. Traffickers and slave drivers’ trick, force and/or persuade children and parents to let them leave their homes. Grooming methods are used to gain the trust of a child and their parents, e.g. the promise of a better life or education, which results in a life of abuse, enslavement, and inhumane treatment. Child modern slavery is identified as child abuse which requires a child protection response. It is an abuse of human rights, and all children, irrespective of their immigration status, are entitled to protection under the law. Children are recruited, moved, or transported and then exploited, forced to work or sold. The Modern Slavery Act 2015 includes two substantive offences) human trafficking, and ii) slavery, servitude and forced or compulsory labour. It also provides two civil prevention orders - the Slavery and Trafficking Prevention Orders (STPO) and Slavery and Trafficking Risk Order (STRO) and provision for child trafficking advocates. Children are not considered able to give ‘informed consent’ to their own exploitation (including criminal exploitation), so it is not necessary to consider the means used for the exploitation - whether they were forced, coerced or deceived, i.e. a child’s consent to being trafficked is irrelevant and it is not necessary to prove coercion or any other inducement. Boys and girls of all ages are affected and can be trafficked into, within (‘internal trafficking’), and out of the UK for many reasons and all forms of exploitation - e.g. sex trafficking - children can be groomed and sexually abused before being taken to other towns and cities where the sexual exploitation continues. Victims are forced into sexual acts for money, food, or a place to stay. Other forms of slavery involve children who are forced to work, criminally exploited, and forced into domestic servitude. Victims have been found in brothels or saunas, farms, in factories, nail bars, car washes, hotels and restaurants and commonly are exploited in cannabis cultivation. Criminal exploitation can involve young people as drug carriers, begging and pickpocketing. Debt bondage (forced to work to pay off debts that realistically they will never be able to), organ harvesting, and benefit fraud are other types of modern slavery. Victims often face more than one type of abuse and slavery, for example they may be sold to another trafficker and then forced into another form of exploitation. Children and young people may be exploited by parents, carers, or family members. Often the child or young person will not realise that family members are involved in the exploitation. Some young people may not be victims of human trafficking but are still victims of modern slavery. Slavery, servitude and forced or compulsory labour may also be present in trafficking cases; however, not every young person who is exploited through forced labour has been trafficked. In all cases, protection and support is available through different agencies (e.g. the police, Home Office, including Border Force, UK Visas and Immigration, local authorities, and voluntary organisations).
Risk Factors and Vulnerable Circumstances Victims may not always be recognised by those who come into contact with them. They may be unwilling to come forward to agencies not seeing themselves as victims or fearing further reprisals from their abusers. Vulnerable circumstances include: Poverty, limited opportunities at home, low levels of education, and the effects of war are some of the key drivers that contribute to trafficking of victimsPoor and displaced families may hand over care of their children to traffickers who promise to provide them with a source of income, education, or skills training, but ultimately exploit themWanting to help their families back at home or seeking better futuresEscaping familial situations of harm and abuse, homelessness or being orphanedA lack of equal opportunities, discrimination or marginalisation and social customs such as children being expected to respect and follow the adult in charge. Faith abuse and other specific practices may be used to control the child. A demand for cheap or free labour or a workforce who can be easily controlled and forced into criminal activityUnaccompanied, internally displaced childrenSome children may say they are unaccompanied when claiming asylum - the trafficker may have told the child that in doing so they will be granted permission to stay in the UK and be entitled to claim welfare benefitsFormer victims of modern slavery or traffickingTrafficked children have an increased risk of going missing from care in the UK, with some re-joining those who exploited them in the first place.
Indicators Signs that a child has been trafficked may not be obvious, or children may show signs of multiple forms of abuse and neglect. Spotting the potential signs of child slavery/trafficking in referrals and children you work with can include: A reluctance to seek help - victims may be wary of the authorities for many reasons such as not knowing who to trust or a fear of deportation or concern regarding their immigration status and may avoid giving details of accommodation or personal detailsThe child seeming like a willing participant in their exploitation, e.g. involvement in lucrative criminal activity - however this does not mean they have benefitted from the proceeds Discrepancies in the information victims have provided due to traffickers forcing them to provide incorrect storiesAn unwillingness to disclose details of their experience due to being in a situation of dependencyBrought or moved from another countryAn unrelated or new child discovered at an addressUnsatisfactory living conditions - may be living in dirty, cramped, or overcrowded accommodationMissing - from care, home, or school - including a pattern of registration and deregistration from different schoolsChildren may be found in brothels and saunasSpending a lot of time doing household choresMay be working in catering, nail bars, caring for children and cleaningRarely leaving their home, with no freedom of movement and no time for playing Orphaned or living apart from their family, often in unregulated private foster care Limited English or knowledge of their local area in which they live False documentation, no passport or identification documentsFew or no personal effects - few personal possessions and tend to wear the same clothingNo evidence of parental permission for the child to travel to the UK or stay with the adultLittle or no evidence of any pre-existing relationship with the adult or even an absence of any knowledge of the accompanying adultSignificantly older partnerUnderage marriage. Physical Appearance - Victims may show signs of physical or psychological abuse, look malnourished or unkempt, or appear withdrawn. Physical illnesses - including work-related injuries through poor health and safety measures, or injuries apparently as a result of assault or controlling measures. There may be physical indications of working (e.g. overly tired in school or indications of manual labour). Sexual health indicators - sexually transmitted infections, or pregnancy; injuries of a sexual nature and/or gynaecological symptoms. Psychological indicators - suffering from post-traumatic stress disorder which may include symptoms of hostility, aggression, and difficulty with recalling episodes and concentrating. Depression/self-harm and/or suicidal feelings; an attitude of self-blame, shame, and extensive loss of control; drug and or/alcohol use.
Protection and Action to be Taken Modern slavery is child abuse, and any potential victim should immediately be referred to the Safeguarding Lead through MyConcern. See section 10 of this Policy for reporting procedures.
8.20 Further information Expert and professional organisations are best placed to provide up-to-date guidance and practical support on specific safeguarding issues. NSPCC offers information for schools on its website www.nspcc.org.uk Broad government guidance on the issues listed below can also be accessed via the www.gov.uk website
Missing Children and Vulnerable Adults ● children missing education https://www.gov.uk/government/publications/children-missing-education ● children missing from home or care
https://www.gov.uk/government/publications/children-who-run-away-or-gomissing-from-home-or-care ● Missing children and adults https://www.gov.uk/government/publications/missing-children-and-adultsstrategy
Other ● Drugs ● Fabricated or induced illness ● Faith abuse ● Gangs and youth violence ● Gender-based violence/violence against women and girls ● Mental health ● Private fostering ● Radicalisation ● Sexting ● Teenage relationship abuse ● Human trafficking.
9. Procedure for dealing with a disclosure When a child, young person or vulnerable adult discloses abuse to a member of ALTR the employee must report the disclosure to the Safeguarding Lead or the Deputy Designated Safeguarding Lead at ALTR immediately. All concerns must be reported within 24 hours. Failure to do so may result in disciplinary action. See flow chart appendices. All external speakers and visitors are issued with the ALTR leaflet setting out guidance about their courses of action in this circumstance and a lanyard with details on the reverse.
The member of staff concerned should refer to the following guidance when hearing the allegation of abuse from a child, young person, or vulnerable adult. The staff member should listen carefully: Notify the person that the disclosure cannot be kept a secret, and you are required to inform the relevant Designated Safeguarding Leads. Allow the person to speak without interruption, remember ‘TED’ (Tell, Explain, Describe). Never trivialise or exaggerate the issue. Never make suggestions Never coach or lead, in any way. Re-assure the person and let them know that they are glad the person has spoken up and that they were right to do so. Always question enough to clarify understanding, but not to probe or interrogate. Always remain calm, this is not an easy thing for them to do. Do not show emotions such as anger, disgust, or disbelief as this may stop the person communicating further. This may be because the person may feel that they are upsetting the staff member or may feel the staff member’s negative feelings are directed towards them. Let the person know that ALTR will take their disclosure very seriously and will take the appropriate action. Employees and volunteers are not required by ALTR to investigate suspicions where they may suspect that a child, young person, or vulnerable adult may be at risk of suffering significant harm. They must always refer such concerns to the Safeguarding Lead or Deputy Designated Safeguarding Lead and never explore concerns or allegations themselves; the designated people will then determine the appropriate course of action.
10. Reporting concerns and disclosures Immediately report concerns/disclosures to the Safeguarding Lead, Deputy Safeguarding Lead or Director. Inform them about any medical attention needed or other requirements needed to safeguarding children, young people, vulnerable adults, or themselves for immediate protection. If the Safeguarding Lead, Deputy Safeguarding Lead or Director are unavailable please refer to your internal list of trained Safeguarding assistant leaders in the staff handbook and or on the leaflet for visitors and on the back of the lanyard. Records will be kept of all such incidents on Myconcern. Their outcomes will be held by the Safeguarding Lead/Deputy Safeguarding Lead in accordance with the Data Protection Act. The law provides that these outcomes may be shared with Children’s Services, the Police, DBS, and Local Safeguarding Boards, upon request.
11. Recording Concerns Record all disclosures by using the appropriate forum, as advised by the Safeguarding Lead or Deputy Designated Safeguarding Lead. This will either be the electronic reporting system, MyConcern or alternative forms provided by the Safeguarding Lead. Effective recording: Reports must be factual and accurate and include as much detail as possible. Opinions should be clearly stated e.g. “I thought this might be because…In my opinion…” List any witnesses who may corroborate your testimony. Differentiate between fact, opinion, interpretation, observation, and allegation. Always record in the child’s words no matter how distressing e.g. “The child told me…” Report all concerns, as advised, using ALTR’s current online reporting system, located on the internet, no later than 12 hours after the disclosure. Allegation of Peer on Peer abuse will be recorded by all ALTR staff using Myconcern and on the bullying register, in line with our reporting procedure.
12. Confidentiality 12.1. ALTR employees and volunteers will inform the child, young person, or vulnerable adult at the earliest possible stage of the disclosure that information will be shared with appropriate persons. 12.2. ALTR will ensure that all data about learners is handled in accordance with the requirements of the Data Protection Act 1998, and any national laws and legislations and local guidance. 12.3. All ALTR employees or volunteers who gain access to sensitive information about a learner or the learner’s family must take all reasonable steps to ensure that such information is only disclosed to those people who need to know. 12.4. ALTR ensures that confidentiality and trust will be maintained within limits, but staff must act on the basis that the safety of the person disclosing is the overriding concern. The degree of confidentiality will be governed by the need to protect those concerned.
13. Learners awareness of Safeguarding 13.1. ALTR will issue all learners with induction materials explaining how to report safeguarding matters. This is to make learners aware of what constitutes a safeguarding issue by keeping communal notice boards up to date with relevant information. 13.2. ALTR assures that all policies and procedures, including those on abuse, bullying and internet safety, are implemented. 13.3. Learners that participate on programmes through ALTR are made aware of methods to report concerns to ensure opportunities are not missed.
14. Allegations against members of staff 14.1. Any Allegations that are made about any employee of ALTR (including any volunteers or Board Members) the allegation will be dealt with in accordance with national guidance and agreements, as implemented locally. 14.2. The Director rather than the Safeguarding Lead will handle such allegations, unless the allegation is against the Director, where the Chair of Board will handle the response on behalf of ALTR). 14.3. Chair of board may also be involved from a HR position as any serious allegations against a member of staff may require the individual to be suspended pending investigation. 14.4. The Director will gather information about the allegation, and report these without delay to LADO.
15. Allegations by a learner against another learner 15.1. If allegations are made by a learner against another learner, the Safeguarding and Well-being Manager/Deputy Safeguarding Lead must be informed and will refer to the relevant organisations, as deemed appropriate. Please inform us by completing ALTR’s current online reporting system for Safeguarding and Prevent.
