CHILD PROTECTION POLICY Named Governor: Mrs J.Green Named DSL: Ms L.Cabena Named Deputy DSL: Mr S. Miller DSL trained: Ms O.Hicks (Sixth Form) Family Liaison Officer: Ms D.Hopkins Other Level 3 CP trained staff: Mr J. Allen Miss K. Tzoganakou Mr M. Billyeald Mr S. Khan Mr J. Morris All pastoral managers See also: Staff Safeguarding Children Policy Safeguarding Children and Young People Vulnerable to Violent Extremism Policy Safer Recruitment Policy E-Safety Policy Staff Conduct Keeping Children Safe in Education: Statutory Guidance for Schools and Colleges – Part 1 (DfE September 2016) Child Protection and Safeguarding – Sharing Information Guidance

This policy was adopted by the Student Welfare Committee in September 2016. Next review due Autumn Term 2017, or earlier if the need arises.

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CHILD PROTECTION POLICY

Codicil Insert RECENT CHANGES TO THIS POLICY This policy was reviewed and ratified by the Governing Body on September 2016 The following persons are authorised to approve minor changes between reviews: Chair of Governors Mr P Christopher Safeguarding Lead Governor Mrs J Green Since ratification by the Governing Body the following changes have been made –

Date of Change:

Please now read the policy with this amended wording in place

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1. Statement of intent King Edward VI Sheldon Heath Academy fully recognises its responsibilities for Child Protection. The safety and well-being of all students is the Academy’s highest priority. Academy staff aim to know the individual student and to provide a secure and caring environment where every student can achieve academic excellence. The Academy expects respect, good manners and fair play to be shown by everyone so that all students can develop their full potential and feel positive about themselves as individuals. The Academy will fulfil local and national responsibilities as laid out in the following documents:  Working Together to Safeguard Children (DfE 2015)  The Procedures of Birmingham Safeguarding Board  The Children Act 1989, revised in 2004  The Education Act 2002 S175/S157  Keeping Children Safe in Education: Statutory Guidance for Schools and Colleges (DfE September 2016)  Safeguarding Disabled Children (DfE July 2009) The Child Protection policy applies to all staff, Governors and volunteers working in the Academy. There are five main elements to this policy:  Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to work with children.  Raising awareness of child protection issues and equipping children with the skills needed to keep them safe.  Developing and then implementing procedures for identifying and reporting cases, or suspected cases of abuse.  Supporting students who have been abused in accordance with his/her agreed child protection plan.  Establishing a safe environment in which children can learn and develop.

2. Rationale The Academy is committed to the highest standards in protecting and safeguarding students and will therefore:  Ensure that all reasonable measures are taken to minimise the risks of harm to students’ welfare.  Ensure that all appropriate actions are taken to address concerns about the welfare of a child, working to agreed local policies and procedures in full partnership with other local agencies. The Academy recognises that because of the day to day contact with children, Academy staff are well placed to observe the outward signs of abuse and will therefore:  Establish and maintain an environment where children feel secure, are encouraged to talk, and are listened to (see also the anti-bullying policy).  Ensure children know that there are adults in the Academy whom they can approach if they are worried.  Include opportunities in assemblies for children to develop the skills they need to recognise and stay safe from abuse.  Recognise that the Academy can contribute to the prevention of abuse. In order to protect students from abuse, Academy staff will:  Recognise signs and symptoms of abuse. 3

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Respond quickly and effectively to cases of suspected abuse. Monitor and support children at risk. Use the curriculum to raise students’ awareness of safeguarding, build confidence and skills. Work closely with parents/carers and support external agencies. Be aware that one student may suffer abuse inflicted by another student or group of students. In such cases of student-on-student abuse the same reporting procedures will be adhered to as when dealing with any other allegation of abuse. Be checked as to their suitability to work in close proximity with students and young adults in accordance with the guidance given in Keeping Children Safe in Education 2016.

The Academy will follow the procedures set out by the Local Safeguarding Children Board and take account of guidance issued by the DfE to:  Ensure a member of the senior leadership team is the Designated Safeguarding Lead (DSL) for child protection and has received appropriate and regular training and support for this role.  Ensure there is a nominated Governor responsible for Child Protection.  Ensure every member of staff (including temporary and supply staff and volunteers) and Governor knows the name of the designated senior person responsible for Child Protection and their role.  Ensure all staff and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the designated senior person responsible for Child Protection.  Ensure that parents have an understanding of the responsibility placed on the Academy and staff for Child Protection by setting out clear obligations in the Academy prospectus.  Notify the allocated worker if there is an unexplained absence of more than one day of a student who is on the Child Protection register or has a Child in Need Plan.  Develop effective links with relevant agencies and co-operate as required with their enquiries regarding Child Protection matters including attendance at case conferences.  Keep written records of concerns about children, even where there is no need to refer the matter immediately.  Ensure all records are kept securely; separate from the main student file, and in locked locations.  Develop and then follow procedures where an allegation is made against a member of staff or volunteer (see also whistleblowing policy).  Ensure safe recruitment practices are always followed in line with Safeguarding Children and Safer Recruitment in Education.

3. Raising Awareness - Early identification a) All staff In line with the Working Together 2015 document, where there is particular emphasis on early identification of concerns and the provision of early help, if a child is suffering significant harm or is likely to do so action should be taken to protect that child. Action should also be taken to promote the welfare of a child in need of additional support, even if they are not suffering harm or are at immediate risk. The Academy is committed to supporting all children and young persons or their families as soon as issues emerge; all Academy staff play a role in identifying concerns early and take action so that the child 4

receives the help needed. All staff may raise concerns directly with Children’s Services. All Academy staff members should be aware of the signs of abuse and neglect so that they are able to identify cases of children who may be in need of help or protection. Knowing what to look for is vital to the early identification of abuse and neglect. If staff members are unsure they should always speak to the designated safeguarding lead or named deputies on the first instance or a colleague with Level 3 CP training if necessary. A child may be experiencing abuse if he or she is:  Frequently dirty, hungry or inadequately dressed.  Left in unsafe situations, or without medical attention.  Constantly “put down”, insulted, sworn at or humiliated.  Seems afraid of parents or carers.  Severely bruised or injured.  Displays sexual behaviour which does not seem appropriate for their age.  Growing up in a home where there is domestic violence.  Living with parents or carers involved in serious drug or alcohol abuse. This list does not cover every child abuse possibility. Professionals should, in particular, be alert to the potential need for early help for a child who:  is disabled and has specific additional needs;  has special educational needs;  is a young carer;  is showing signs of engaging in anti-social or criminal behaviour;  is in a family circumstance presenting challenges for the child, such as substance abuse, adult mental health, domestic violence; and/or  is showing early signs of abuse and/or neglect. Some of the signs and behaviours which may indicate that a child is being abused are:  Repeated minor injuries.  Children who have poor hygiene, are dishevelled or appear malnourished.  Children who have lingering illnesses which are not attended to, deterioration in school work, or significant changes in behaviour, e.g. severe tantrums.  An air of detachment or “don’t care” attitude.  Overly compliant behaviour.  A “watchful attitude”  Sexually explicit behaviour, aggressive and inappropriate sex play  A child who is reluctant to go home or is kept away from school for no apparent reason.  Does not trust adults, particularly those who are close.  “Tummy pains” with no medical reason.  Eating problems, including overeating, loss of appetite.  Disturbed sleep, nightmares, bed wetting.  Suicide attempts.  Running away from home.  Self-harming, self-inflicted wounds.  Reverting to younger behaviour.  Depression, withdrawal.  Relationships with adults which are sensitive and exclude others. 5

These signs are not evidence themselves but may be a warning, particularly if a child exhibits several of them or a pattern emerges; staff should always act on the best interest of the child. A child going missing from education is a potential indicator of abuse or neglect. Academy staff members should follow procedures for dealing with children who go missing from education, particularly on repeat occasions, to help identify the risk of abuse and neglect including sexual abuse or exploitation and to help prevent the risks of their going missing in future. b) Students The Academy has a culture of open and effective communication between students and staff and a good pastoral support structure. There is a focus on preparing students to make informed and reasoned choices, judgments and decisions. Students are well supported both through the academic and the pastoral curriculum to develop the confidence required to recognise abuse and stay safe. All students know there are adults to whom they can turn to if they are worried, including their personal or form tutor, their Head of House, the house pastoral manager and other specific staff. The Academy works to ensure that bullying is identified and promptly dealt with in order that any harm caused by other students can be minimised (see separate policy on bullying). All students will be encouraged to show respect for others and to take responsibility for protecting themselves. Parents and Carers are expected to help children to behave in nonviolent and non-abusive ways towards both staff and fellow students. c) Parents/Carers Copies of this policy, together with other policies relating to issues of child protection are on the Academy’s website and paper copies are available on request. The Academy hopes that parents will always feel able to take up any issues or worries that they may have with the Academy. The Academy will never ignore an allegation of child abuse and will always follow the designated procedures when such allegations are made. Open communications are essential.

4. Community Cohesion The Education Act 2006 recognises that it is the duty of all schools to promote community cohesion through the school ethos and therefore creating a whole school approach. The Academy, through teaching and learning, through narrowing the gap in student outcomes and through external engagement and extended services will endeavour to ensure a whole Academy approach to community cohesion and will also follow the principles of the government’s Prevent strategy.

5. Cultural themes issues affecting minority groups The Academy recognises the importance of understanding particular cultural themes affecting minority groups that are or have the potential to be serious child protection issues, including but not limited to:  Female Genital Mutilation (FGM) - It is illegal in the UK to subject a girl or a woman to female genital mutilation (FGM). The Academy will follow the guidance in Appendix 1, when identifying FGM or when they have a concern that a student is at risk of, or has undergone FGM.  Forced marriage - Forced marriage involving anyone under the age of 18 6

constitutes a form of child abuse. A child who is forced into marriage is at risk of significant harm through physical, sexual or emotional abuse.  ‘Honour-based violence’ or ‘honour-based crime’ – Committed intending to ‘protect or defend family honour’ by preventing and punishing a person’s violations of family or community ‘norms’.  Witchcraft - Children who are accused of witchcraft or spirit possession are at risk of abuse, although this has been recorded in relatively few cases to date. Indeed, children are more likely to be accused of witchcraft and evil spirit possession than adults. When abuse does occur it can be physical, sexual and emotional. All the above aspects of child protection are addressed separately in appendix 1.

6. Academy Procedures- Receiving and Dealing with Disclosures If staff members have any concerns about a child (as opposed to a child being in immediate danger) they should discuss their concern(s) with the DSL to agree a course of action, although any staff member can make a referral to Children’s Services. Other options could include referral to specialist services or early help services and should be made in accordance with the referral threshold set by the Birmingham Safeguarding Children Board. If anyone other than the DSL makes the referral they should inform the DSL, as soon as possible. The local authority should make a decision within one working day of a referral being made about what course of action they are taking and should let the referrer know the outcome. Staff should follow up on a referral should that information not be forthcoming. If after a referral the child’s situation does not appear to be improving the DSL (or the person that made the referral) should press for re-consideration to ensure their concerns have been addressed and, most importantly, that the child’s situation improves. If early help is appropriate the DSL should support the staff member in liaising with other agencies and setting up an inter-agency assessment as appropriate. If early help and or other support is appropriate the case should be kept under constant review and consideration given to a referral to children’s social care if the child’s situation doesn’t appear to be improving. If a teacher, in the course of their work in the profession, discovers that an act of Female Genital Mutilation appears to have been carried out on a girl under the age of 18 the teacher must report this to the police – see details on Appendix 1. If, a child is in immediate danger or is at risk of harm a referral should be made to children’s social care and/or the police immediately. Anyone can make a referral. Where referrals are not made by the DSL, the DSL should be informed, as soon as possible, that a referral has been made. All concerns, discussions and decisions made and the reasons for those decisions should be recorded in writing. The Academy uses CPOMs to record all safeguarding concerns. If a member of staff has a concern, they should enter the details onto CPOMs and ensure that the DSL or Deputies are notified as soon as possible. If the child is at risk of immediate harm or significant danger, then the DSL must be informed immediately. If in doubt about recording requirements staff should discuss with the designated safeguarding lead. The flowchart in appendix 2 clearly states Academy procedures for receiving and dealing with a disclosure. The flowchart is regularly reviewed and shared with all staff. Furthermore:  Staff suspecting abuse, or hearing a sustainable allegation, will immediately report their concerns to the designated member of staff, giving time, date and persons 7

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present during disclosure or observation. Staff should note concerns etc. using the student’s own words wherever possible. The designated member of staff will refer these cases to, or discuss them with, the relevant agency (including the child's nominated or key worker in cases of students already known to Children’s Services). Initial referral will be via telephone and confirmed in writing as soon as appropriate within 24 hours, in line with the Right Services Right Time Guidance. When making a referral of suspected or alleged abuse, the designated member should ask to be informed of the timing of the strategy discussion between the statutory agencies, which will decide whether and how to investigate. The designated member of staff will also arrange to discuss concerns with parents, except in cases where such discussions may affect the safety of the child.

Children subject to a Child Protection Plan:  A member of staff, either the designated member of staff, or the member of staff who knows the child best, will be prepared to contribute to the strategy discussion any knowledge the Academy has with regard to the child.  The Academy will closely monitor the progress of those students who are subject to a Child Protection Plan and will alert the child's social worker or care group if he/she is absent from Academy (on the first day of absence) or there are any other concerns. Members of staff should report such concerns to the designated member of staff.  All relevant members of staff will monitor the attendance and attainment of these students and report any concerns to the designated member of staff.  The designated member of staff for Looked After Children will liaise with the social worker and Looked After Children in Education (LACES advisor to produce Personal Education Plan (PEP) for each child looked after by the local authority. Relevant Children’s Services staff and other appropriate agencies will be informed if a lookedafter child is absent (on the first day of absence) and no reason has been forthcoming.  All case conference records will be securely kept. In the absence of the DSL, the Deputy DSL will be responsible for carrying out the necessary procedures. If, at any point, there is a risk of immediate serious harm to a child a referral should be made to children’s social care (or any successor body) immediately. Anybody can make a referral. If the child’s situation does not appear to be improving the staff member with concerns should press for re-consideration. Concerns should always lead to help for the child at some point. Staff are also made aware that occasions may arise where allegations are made against them – see relevant section on staff disciplinary policy and on safeguarding policy. Staff and volunteers should feel able to raise concerns about poor or unsafe practice and potential failures in the Academy’s safeguarding regime. Where a staff member feels unable to raise the issue with their employer or feels that their genuine concerns are not being addressed, other whistleblowing channels may be open to them – see safeguarding policy.

7. Supporting students with a disclosure The Academy recognises that children who are abused or witness violence may find it difficult to develop a sense of self-worth. They may feel helplessness, humiliation and some sense of blame. The Academy may be the only stable, secure and predictable element in the lives of children at risk. When at the Academy their behaviour may be challenging and defiant or they may be withdrawn. The Academy will endeavour to support the student 8

through:  The content of the curriculum.  The Academy ethos which promotes a positive, supportive and secure environment and gives students a sense of being valued.  The Academy behaviour policy which is aimed at supporting vulnerable students in the Academy. The Academy will ensure that the student knows that some behaviour is unacceptable but they are valued and not to be blamed for any abuse which has occurred. The Academy does not condone aggressiveness or bullying.  Liaising and working together with other agencies that support the student such as Children’s Services, Child and Adult Mental Health Service, Information, Advice and Support Service (IASS) and Educational Psychology Service as well as those agencies involved in the safeguarding of children.  Ensuring that, where a student on the child protection register leaves, their information is transferred to the new school or college as soon as possible and separately from the main student file, a receipt is obtained and that the child's social worker is informed.

8. The Role of Academy Staff The 2016 Teacher Standards state that teachers, including head teachers, should safeguard children’s well-being and maintain public trust in the teaching profession as part of their professional duties. All Academy staff have a responsibility to:  Safeguard children and provide a safe environment in which children can learn.  Trained and by aware of the signs of potential abuse and neglect.  Identify early children who maybe in need of extra help or who are suffering or are likely to suffer significant harm.  Be open to hearing concerns from students, without seeking to investigate these concerns.  Take appropriate action, working with other services as needed.  Maintain an attitude of “it could happen here”.  Always act in the best interest of the child. A child going missing from an education setting is a potential indicator of abuse or neglect (appendix 4). Academy staff members should follow the procedures for dealing with children who go missing, particularly on repeated occasions. They should act to identify any risk of abuse and neglect, including sexual abuse or exploitation.

9. The role of the Academy Governors The Governors of the Academy acknowledge the importance of Child Protection in the Academy and will ensure that sufficient resources are made available to enable the necessary tasks to be properly carried out under the relevant procedures. The Governors will ensure that child protection issues are addressed through the curriculum as appropriate, particularly in Personal, Social and Health Education. The Governors acknowledge the contribution they can make, through the curriculum, to the long-term prevention of child abuse. The Governors of the Academy will ensure that appropriate child protection policies and procedures are in place and are reviewed on an annual basis. The designated Governor will meet with the DSL and support them in carrying out their role. The DSL will produce a section 175 audit annually in consultation with the Designated Governor and the Academy’s Principal. In addition, the Governing Body will ensure that: 9

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The Academy operates “safer recruitment” procedures and ensures appropriate checks are carried out on all new staff and relevant volunteers. There is at least one member of the senior leadership team acting as a D SL for child protection. The DSL attends regular and appropriate training that supports their role. The Principal and all other staff who work with children undertake training at the minimum of three yearly intervals. Temporary staff and volunteers are made aware of the Academy’s arrangements for child protection and their responsibilities. The Academy contributes to inter-agency working in line with statutory guidance The Academy has procedures for handling allegations of abuse made against members of staff (including the Principal) or volunteers. There are appropriate safeguarding responses to children who go missing from education, particularly on repeat occasions, to help identify the risk of abuse and neglect including sexual abuse or exploitation and to help prevent the risks of their going missing in future. Students are taught about safeguarding, including online, through teaching and learning opportunities, as part of providing a broad and balanced curriculum. This policy is made available to parents and carers if requested. Any deficiencies or weakness brought to its attention are remedied without delay.

Governing bodies and proprietors must ensure that they comply with their duties under legislation. They must have regard to Keeping Children Safe in Education (May 2016) to ensure that the policies, procedures and training in the Academy are effective and comply with the law at all times. The Governing Body has a legal responsibility to ensure that the Academy has an effective safeguarding policy and procedures in place and monitors that the Academy complies with them.

10.

The role of the Designated Safeguarding Lead (DSL)

The main responsibilities of the DSL are:  Be the first point of contact for parents, students and all staff and external agencies in all matters of child protection and to provide support, advice and expertise on all matters concerning safeguarding.  To coordinate child protection procedures at the Academy and to review and update regularly these procedures and their implementation.  To ensure that all members of staff receive the appropriate child protection training regularly and to maintain records of this training.  To advise and act upon all suspicion, belief and evidence of abuse reported, to liaise with the Local Authority Designated Officer LADO, children’s’ services and other agencies on the behalf of the Academy.  Keep the Principal informed of all actions unless the Principal is the subject of an investigation.  To monitor the keeping, confidentiality and storage of records in relation to child protection and where a child leaves, ensure his child protection file is transferred to the new school or college as soon as possible and separately from the main student file, a receipt is obtained and that the child's social worker is informed.  Liaise with the Principal to inform him or her of issues especially ongoing enquiries under section 47 of the Children Act 1989 and police investigations.  To monitor records of students at the Academy who are subject to a child protection plan to ensure that this is maintained and updated as notification is received. 10

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Link with the local LSCB to make sure staff are aware of training opportunities and the latest local policies on safeguarding.  To liaise with other professionals to ensure that children who are subject to child protection plans are monitored and where appropriate to take part in child protection conferences or reviews. The role is described in detail in the Academy’s safeguarding policy.

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Staff (see Staff Disciplinary Policy & Safeguarding Policy)

Parents should be confident that careful procedures are in place to ensure that all staff appointed are suitable to work in close proximity to children and young people. Similar stringent procedures are in place with regard to voluntary helpers and non-teaching staff. Staff are also made aware that occasions may arise where allegations are made against them. If this should occur, all will be entitled to a fair hearing and procedures are in place to address this. Any complaint about staff behaviour should be made to the Principal unless the complaint relates to the Principal; if the complaint relates to the Principal it must be reported immediately to the Chair of Governors in line with the Academy’s whistleblowing policy. Complaints which give rise to child protection issues will be reported by Academy staff using LA child protection proceedings, through the Local Authority Designated Officer (LADO). This procedure should also be used in any case in which it is alleged that a member of staff, governor, visiting professional has:  Behaved in a way that has harmed a child or may have harmed a child;  Possibly committed a criminal offence against or related to a child; or  Behaved in a way that indicates s/he is unsuitable to work with children. All staff need to be aware of their vulnerability to allegations and must address their practice accordingly. All staff must adhere to the Academy’s policy/guidance in respect to safe conduct. Where an allegation by a student is shown to be deliberately invented or malicious, the Academy will consider whether to take disciplinary action in accordance with the relevant policy. Where a parent has made a deliberately invented or malicious allegation, the Principal will consider whether to require that parent to withdraw their child or children from the Academy on the basis that they have threatened the Academy or a member of staff unreasonably.

12.

Missing Children

A child going missing from education is a potential indicator of abuse or neglect. Staff should follow the Academy’s procedures for unauthorised absence and for dealing with children that go missing from education, particularly on repeat occasions, to help identify the risk of abuse and neglect, including sexual exploitation, and to help prevent the risks of their going missing in future. It is essential that all staff are alert to signs to look out for and the individual triggers to be aware of when considering the risks of potential safeguarding concerns such as travelling to conflict zones, Female Genital Mutilation and forced marriage. All staff are informed of the separate procedure to be used for searching for, and if necessary, reporting and student missing from the Academy. The procedure includes the requirement to record any incident, the action taken and the reasons given by the student for being missing. The Academy follows the LA policy on missing children (appendix 3).

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13.

Use of reasonable force

Reasonable force may only be used to prevent a child from hurting himself or another, from damaging property or from causing disorder. It should only be used as a last resort, when all efforts to defuse the situation have failed. Another member of staff should, if possible, be present to act as a witness. All incidents of the use of reasonable force should be recorded in writing and reported immediately to the Principal and the DSL who will decide what to do next. The Academy will take into account the DfE’s guidance Use of Reasonable force 2013.

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Recruitment and Safer Recruitment

The Academy follows the Government’s recommendations for the safer recruitment and employment of staff who work with children as well as all relevant legislation. The Governing Body and the Principal act reasonably in making decisions about the suitability of prospective employees based on checks and evidence including: criminal record checks (DBS checks), barred list checks and prohibition checks together with references and interview information. See separate policy for details. Every new member of staff, including part-timers, temporary, visiting and contract staff working in the Academy and every new volunteer receives induction training that includes:  This policy.  The Academy’s code of conduct.  The identity of the DSL and the deputy DSL and their role.  A copy of part 1 of Keeping Children Safe in Education 2016. The Academy has a legal duty to refer to the DBS anyone who has harmed, or poses a risk of harm, to a child or vulnerable adult; where the harm test is satisfied in respect of that individual; where the individual has received a caution or conviction for a relevant offence, or if there is reason to believe that individual has committed a listed relevant offence; and that individual has been removed from working (paid or unpaid) in regulated activity, or would have been removed had they not left. A settlement/compromise agreement will not be used. Where a teacher has been dismissed, or would have been dismissed had he/she not resigned, separate consideration will be given as to whether a referral to the National College for Teaching and Leadership (NCTL) should be made. When students are involved in off-site activities, assurance will be obtained that appropriate child protection checks and procedures are applied to any staff employed by the contracted organisation. Where work experience is concerned, the academy will ensure that policies and procedures are in place to protect children from harm. The Academy will carefully consider the specific circumstances of the work experience, in particular the nature of the supervision and the frequency of the activity being supervised, to determine what, if any, checks are necessary.

15.

Child Protection Training

The DSL will have access to all update training and will be expected to attend all such sessions. Following this training the DSL will immediately:  Update relevant Academy policies as appropriate.  Inform the senior leadership team of any changes to policy and practice.  Lead on the implementation of any changes to policy and practice. The DSL will maintain close links with the Local Safeguarding Children Board (LSCB) for 12

Birmingham and regularly reports to the named Governor for Child protection, to the Governors’ welfare committee and to the Principal. The DSL will ensure that some CPD time is used each academic year to remind staff, and update them, about their child protection responsibilities in line with DFE Guidance: Keeping Children Safe in Education 2016. The DSL will ensure annual training to staff that addresses specific issues including but not limited to:  Neglect  Abuse  Physical abuse  Sexual abuse  Emotional abuse  Sexual exploitation  Responses from Parents (see appendix 4)  Disabled children (see appendix 4)  Bullying including cyberbullying  Domestic violence  Drugs  Fabricated or induced illness  Faith abuse  Female genital mutilation (FGM)  Forced marriage  Gangs and youth violence  Gender-based violence/violence against women and girls (VAWG)  Mental health  Private fostering  Radicalisation  Sexting  Relationship abuse  Trafficking  Forced Marriage  Under-age Marriage  Genital mutilation/female circumcision  Ritualistic Abuse  Children Missing Education  Child missing from home or care  Missing children and adults’ strategy  Hate  Child Exploitation and E-Safety  Safeguarding Disabled Children  Honour Based Violence The DSL will ensure that all staff, including FM and catering staff read the child protection policy and the DfE Guidance: Keeping Children Safe in Education 2016 every year. When evidence is found of staff not following correct procedures in specific cases, then re training will be put in place at once.

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16.

Important contacts

Any person who has a concern but does not wish to speak to the Academy directly may contact any of the following people or agencies to report their concern and/or seek advice: Chair of Governors – Mr P Christopher Foundation Office Edgbaston Park Road Birmingham B15 2UD

Named Governor for Child Protection Mrs J Green Foundation Office Edgbaston Park Road Birmingham B15 2UD

Birmingham Children’s Information and Advice Service number 0121 675 4806: 0121 303 1888 (emergency). An emergency can be reported directly to children’s social care by telephoning the MASH on 0121 303 1888. For more information on procedures: http://www.proceduresonline.com/birmingham/scb/chapters/full_contents.html#guides

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Appendix 1

Cultural themes issues affecting minority groups

1.

FGM

Female Genital Mutilation (FGM) comprises all procedures involving partial or total removal of the 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. Professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a girl being at risk of FGM, or already having suffered FGM. The following is from the department of Health’s publication “Female genital mutilation: multiagency practice guidelines”, that can be found at sub.https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/216669/dh_1 24588.pdf Definition FGM involves procedures that include the partial or total removal of the external female genital organs for cultural or other non-therapeutic reasons. The practice is medically unnecessary, extremely painful and has serious health consequences, both at the time when the mutilation is carried out and in later life. Aims This document seeks to provide advice and support to teachers and staff at schools who have responsibilities to safeguard children and protect adults from the abuses associated with female genital mutilation (FGM). FGM is a form of child abuse and violence against women and girls, and therefore should be dealt with as part of existing child and adult protection structures, policies and procedures. Actions If staff have a concern they should activate local safeguarding procedures, using existing national and local protocols for multi-agency liaison with police and children’s social care. When mandatory reporting commences in October 2015 these procedures will remain when dealing with concerns regarding the potential for FGM to take place. Where a teacher discovers that an act of FGM appears to have been carried out on a girl who is aged under 18, there will be a statutory duty upon that individual to report it to the police.

Mandatory Reporting Duty Section 5B of the Female Genital Mutilation Act 2003 (as inserted by section 74 of the Serious Crime Act 2015) will place a statutory duty upon teachers, along with social workers and healthcare professionals, to report to the police where they discover (either through disclosure by the victim or 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 to whom this mandatory reporting duty applies. The Mandatory reporting duty commenced in October 2015. Teachers must personally report to the police cases where they discover that an act of FGM appears to have been carried out. Failure to report such cases will result in disciplinary sanctions. Unless the teacher has a good 15

reason not to, they should also still consider and discuss any such case with the school or college’s designated safeguarding lead and involve children’s social care as appropriate. The duty does not apply in relation to at risk or suspected cases (i.e. 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. In these cases, teachers should follow local safeguarding procedures. Below are some practice guidelines designed to be educative and provide advice; they are not a substitute for existing statutory guidance. Key points  It is illegal in the UK to subject a girl or woman to FGM or to assist a non-UK person to carry out FGM overseas. For the purpose of the criminal law in England, Wales and Northern Ireland, FGM is mutilation of the labia majora, labia minora or clitoris.  FGM is prevalent in 28 African countries as well as in parts of the Middle East and Asia.  It has been estimated that over 20,000 girls under the age of 15 are at high risk of FGM in the UK each year and that 66,000 women in the UK are living with the consequences, although its true extent is unknown due to the hidden nature of the crime.  FGM is practised by families for a variety of complex reasons but often in the belief that it is beneficial for the girl or woman.  FGM constitutes a form of child abuse and violence against women and girls, and has severe short-term and long-term physical and psychological consequences. Principles supporting the guidelines The following principles should be adopted by all agencies in relation to identifying and responding to girls (and unborn girls) and women at risk of, or who have experienced, FGM and their parent(s):  The safety and welfare of the child is paramount.  All agencies act in the interests of the rights of the child as stated in the UN Convention (1989).  FGM is illegal in the UK.  FGM is not a matter that can be left to be decided by personal preference – it is an extremely harmful practice. Professionals should not let fears of being branded ‘racist’ or ‘discriminatory’ weaken the protection required by vulnerable girls and women.  Accessible, acceptable and sensitive health, education, police, social care and voluntary sector services must underpin interventions.  It is acknowledged that some FGM practising families do not see it as an act of abuse. However, FGM has severe significant physical and mental health consequences both in the short and long term, and must not be excused, accepted or condoned.  As an often embedded ‘cultural practice’, engagement with families and communities will be required to achieve a long-term abandonment and eradication of FGM.  All decisions or plans should be based on good quality assessments (using, for example, the Common Assessment Framework) and be sensitive to the issues of race, culture, gender, religion and sexuality; and should avoid stigmatising the girl or woman affected, and the practising community, as far as possible given the other principles above.

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Guidelines for schools, colleges and universities 1 How staff can make a difference Girls who are threatened with or who have undergone FGM may withdraw from education, restricting their educational and personal development. They may feel unable to go against the wishes of their parents and consequently may suffer emotionally. Staff may become aware of a student because they appear anxious, depressed and emotionally withdrawn. They may be presented with a sudden decline in their performance, aspirations or motivation. There may be occasions when a student comes to school or college but then absents themselves from lessons, possibly spending prolonged periods in the bathroom. Students who fear they may be at risk of FGM often come to the attention of, or turn to, a teacher, lecturer or other member of staff before seeking help from the police or social services. Sometimes the student’s friends report it to staff. Teachers, lecturers and other members of staff are in an ideal position to identify and respond to a victim’s needs at an early stage. Educational establishments should aim to create an ‘open environment’ where students feel comfortable and safe to discuss the problems they are facing – an environment where FGM can be discussed openly, and support and counselling are provided routinely. Students need to know that they will be listened to and their concerns taken seriously. 2 Schools, colleges and universities can create an ‘open’ and supportive environment by:  circulating and displaying materials about FGM;  displaying relevant information, e.g. details of the NSPCC’s Helpline and ChildLine services, Careline, National Domestic Violence Helpline and appropriate black and minority ethnic women’s;  ensuring that a private telephone is made available should students need to seek advice from the above organisations or other relevant groups discreetly;  informing/raising awareness about issues around FGM with colleagues – as well as including appropriate training in continuing professional development;  ensuring that the designated member of staff with responsibility for safeguarding children is well versed in the issues around FGM;  referring students to an education welfare officer, a child protection lead, pastoral tutor, learning mentor or school counsellor as appropriate;  encouraging young people to access appropriate advice, information and support;  making materials such as books and DVDs available;  introducing FGM into the school curriculum within relevant classes, such as:  Personal, Social and Health Education (PSHE) in England, and Personal and Social Education (PSE) in Wales – particularly in ‘Sex and the Law’ for Key Stages 3, 4 and 5, and ensuring accurate naming of body parts in Key Stage 1 which can be the first stage in ensuring that girls are aware of their bodies and rights o Citizenship o Religious Knowledge o Drama o History o Sociology. 3 What to do when you are concerned that a student may be at risk of, or has undergone, FGM Staff may be concerned about a student due to:  Specific factors that may heighten a girl’s or woman’s risk of being affected by FGM  The position of the family and the level of integration within UK society – it is believed that communities less integrated into British society are more likely to carry out FGM. 17

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Any girl born to a woman who has been subjected to FGM must be considered to be at risk, as must other female children in the extended family.  Any girl who has a sister who has already undergone FGM must be considered to be at risk, as must other female children in the extended family.  Any girl withdrawn from Personal, Social and Health Education or Personal and Social Education may be at risk as a result of her parents wishing to keep her uninformed about her body and rights. Indications that FGM may be about to take place soon  The age at which girls undergo FGM varies enormously according to the community. The procedure may be carried out when the girl is newborn, during childhood or adolescence, at marriage or during the first pregnancy. However, the majority of cases of FGM are thought to take place between the ages of 5 and 8 and therefore girls within that age bracket are at a higher risk.  It is believed that FGM happens to British girls in the UK as well as overseas (often in the family’s country of origin). Girls of school age who are subjected to FGM overseas are thought to be taken abroad at the start of the school holidays, particularly in the summer holidays, in order for there to be sufficient time for her to recover before returning to her studies. There can also be clearer signs when FGM is imminent:  It may be possible that families will practise FGM in the UK when a female family elder is around, particularly when she is visiting from a country of origin.  A professional may hear reference to FGM in conversation, for example a girl may tell other children about it.  A girl may confide that she is to have a ‘special procedure’ or to attend a special occasion to ‘become a woman’.  A girl may request help from a teacher or another adult if she is aware or suspects that she is at immediate risk.  Parents state that they or a relative will take the child out of the country for a prolonged period.  A girl may talk about a long holiday to her country of origin or another country where the practice is prevalent Indications that FGM may have already taken place. It is important that professionals look out for signs that FGM has already taken place so that:  the girl or woman affected can be offered help to deal with the consequences of FGM;  enquiries can be made about other female family members who may need to be safeguarded from harm;  Criminal investigations into the perpetrators, including those who carry out the procedure, can be considered to prosecute those breaking the law and to protect others from harm. There are a number of indications that a girl or woman has already been subjected to FGM:  A girl or woman may have difficulty walking, sitting or standing.  A girl or woman may spend longer than normal in the bathroom or toilet due to difficulties urinating.  A girl may spend long periods of time away from a classroom during the day with bladder or menstrual problems.  A girl or woman may have frequent urinary or menstrual problems.  There may be prolonged or repeated absences from school or college.  A prolonged absence from school or college with noticeable behaviour changes (e.g. withdrawal or depression) on the girl’s return could be an indication that a girl has recently undergone FGM.  A girl or woman may be particularly reluctant to undergo normal medical examinations.  A girl or woman may confide in a professional. 18

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A girl or woman may ask for help, but may not be explicit about the problem due to embarrassment or fear. Alternatively, a student may approach a member of staff because they are concerned that they are at risk, or to disclose that they have undergone FGM.

All efforts should be made to establish the full facts from the student at the earliest opportunity. Once the full facts have been established, the member of staff should be able to decide on the level of response required. If there is an indication that the child or young person is at risk of FGM or has undergone FGM, or she has expressed fears of reprisals or violence, the information must be shared with both the police and children’s social care. Staff should:  talk about FGM in a professional and sensitive manner, in line with Section 4.2;  explain that FGM is illegal in the UK and that they will be protected by the law;  recognise and respect their wishes where possible, but child welfare must be paramount. FGM is child abuse and against the law. If a member of staff believes that the girl is at risk of FGM, or has already undergone FGM, the police and social services must be informed even if this is against the girl’s wishes. If you do take action against the student’s wishes, you must inform them of the reasons why;  activate local safeguarding procedures, using existing national and local protocols for multi-agency liaison with the police and children’s or adults’ social care;  ensure that the girl is informed of the long-term health consequences of FGM to encourage her to seek and accept medical assistance; liaise with the designated teacher with responsibility for safeguarding children;  refer the student, with their consent, to appropriate medical help, counselling and local and national support groups;  Ensure that safeguarding and protection is considered for any female family members. Staff should not:  treat such allegations merely as a domestic issue;  ignore what the student has told them or dismiss out of hand the need for immediate protection;  decide that it is not their responsibility to follow up the allegation;  Approach the student’s family or those with influence within the community, in advance of any enquiries by the police, adult or children’s social care, either by telephone or letter. It is not the role of teachers, lecturers and staff to investigate allegations of abuse of a student and therefore, if the student is under 18 years, all referrals should be made in accordance with the relevant safeguarding children guidance. These referrals will usually be to children’s social care or the police. Remember:  The student may not wish to be referred to a social worker, police officer or a guidance/pastoral/head teacher from her own community.  Consult other professionals, particularly an experienced manager/colleague, the local police child protection or domestic violence unit.  Speaking to the student’s parents about the action you are taking may place the student at risk of emotional and/or physical harm. Therefore, do not approach the family as they may deny the allegations, expedite any travel arrangements and hasten their plans to carry out the procedure.

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4 What to do when a student stops attending school Details of the steps that local authorities need to take to meet their duty to identify all children not receiving a suitable education are described in Statutory Guidance for Local Authorities in England to Identify Children not receiving a Suitable Education or Statutory Guidance to Help Prevent Children. If a teacher or other member of staff suspects that a student has been removed from, or prevented from, attending education as a result of FGM, a referral should be made to the local authority adult or children’s social care and the police. Staff may consider speaking to the student’s friends to gather information – although they should not make clear that FGM is suspected as this may get back to the family who may hasten any plans to perform the procedure. Remember:  There may be occasions when an education welfare officer or teacher visits the family in the UK to find out why the student is not attending school or college. The family may tell the teacher that the student is being educated overseas. Sometimes, the family may suggest that the teacher speaks to the student on the telephone.  If this occurs, the teacher should refuse to speak on the telephone and (if the student is a British national) insist that the student is presented at the nearest British Embassy or High Commission. There have been occasions when students have not been able to talk freely over the telephone or a different individual has spoken to the teacher. Staff should not:  remove the student from the school register without first making enquiries and/or referring the case to the police and local authority adult or children’s social care;  Dismiss the student as taking unauthorised absence. .

2.

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 cause 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 disabilities, for example). Nevertheless, some communities use religion and culture as a way to coerce a person into marriage. Schools and colleges can play an important role in safeguarding children from forced marriage. Forced Marriage Forced marriage involving anyone under the age of 18 constitutes a form of child abuse. A child who is forced into marriage is at risk of significant harm through physical, sexual or emotional abuse. Forced marriage can have a negative impact on a child’s health and development, and can also result in sexual violence including rape. If a child is forced to marry, he or she may be taken abroad for an extended period of time which could amount to child abduction. In addition, a child in such a situation would be absent from school resulting in the loss of educational opportunities, and possibly also future employment opportunities. Even if the child is not taken abroad, they are likely to be taken out of school so as to ensure that they do not talk about their situation with their peers. According to Forward UK, forced marriage is a global phenomenon but is most prevalent in Africa and Southern Asia. Hundreds of people in the UK (particularly girls and young women) from all communities are forced into marriage each year. Most cases of forced marriage that take place in the UK or involve UK nationals involve South Asian families, though there have also been reported incidents from East Asian families, as well as Middle Eastern, European and African families. In 2011, the Foreign and Commonwealth Office’s Forced Marriage Unit (FMU) provided advice or support related to a possible forced marriage in 1468 instances. Of these, 66

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involved those with disabilities and 10 involved victims who identified themselves as LGBT. In addition, 78 percent of the instances involved female victims or potential victims, and 22 percent male. Is early or forced marriage legal? Marriage is a formalised, binding partnership between consenting adults. Child marriage involves either one or both spouses being children and may take place under civil, religious or customary laws with or without formal registration. A child is usually someone under 18. According to the Convention on the Elimination on All Forms of Discrimination against Women (CEDAW) - marriage before the age of 18 shouldn’t be allowed since children don’t have the ‘full maturity and capacity to act’. The 1948 Universal Declaration of Human Rights states that marriage should be ‘entered only with the free and full consent of the intending spouses’. Where one of the parties getting married is under 18, consent cannot always be assumed to be ‘free and full’. Why does early and forced marriage happen? The causes of early and forced marriage are complex, interrelated and dependent on individual circumstances and context. But the practice is driven by these main factors:  gender inequality – women and girls often occupy a lower status in societies as a result of social and cultural traditions, attitudes, beliefs that deny them their rights and stifle their ability to play an equal role in their homes and communities;  poverty – in families on a low income, girls may be viewed as an economic burden. The perception of girls’ potential to earn an income as comparatively poor pushes girls out of their homes and into marriage;  negative traditional or religious practices – in many countries the importance of preserving family ‘honour’ and girls’ virginity is such that parents push their daughters into marriage well before they are ready. There is a belief that marriage safeguards against ‘immoral’ or ‘inappropriate behaviour’;  failure to enforce laws – sometimes families are not even aware they are breaking the law. In some countries early marriage is so prevalent, prosecutions are seldom brought;  conflicts, disasters and emergencies – disasters and emergencies increase economic pressures on households and many families that wouldn’t previously have considered early marriage turn to it as a last resort.  What are the consequences of early and forced marriage? Early and forced marriage contributes to driving girls into a cycle of poverty and powerlessness. They are likely to experience: o violence, abuse and forced sexual relations – women who marry younger are more likely to be beaten and to believe that husbands can justify it; o poor sexual and reproductive health – child brides are more likely to contract HIV than their unmarried counterparts because of their greater sexual exposure, often with an older husband who by virtue of his age is more at risk of being HIV positive; o illiteracy and lack of education – girls tend to drop out of school shortly before or when they get married. There is a commonplace view that once a girl is married she has crossed the threshold into adulthood and no longer needs an education. What are the risk indicators for Children who have been forced to marry? According to the Foreign and Commonwealth Offices’ Forced Marriage Unit and the London LSCB Child Protection Procedures, warning signs that a child or young person may be at risk of forced marriage or may have been forced to marry can include, but are not limited to:  Extended absence from school/college, truancy, drop in performance, low motivation, excessive parental restriction and control of movements and history of siblings leaving education early to marry;  A child talking about an upcoming family holiday that they are worried about, fears that they will be taken out of education and kept abroad;

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Evidence of self-harm, treatment for depression, attempted suicide, social isolation, eating disorders or substance abuse; Evidence of family disputes/conflict, domestic violence/abuse or running away from home; Unreasonable restrictions such as being kept at home by their parents (’house arrest’) or being unable to complete their education; A child being in conflict with their parents; A child going missing/running away; A child always being accompanied including to school and doctors’ appointments; A child directly disclosing that they are worried s/he will be forced to marry.

Forced Marriage Protocols Local Safeguarding Children Boards around England have adopted Forced Marriage Protocols that set out the procedures to be followed in cases of suspected or potential forced marriage. The protocols are based on the statutory guidance The Right to Choose. They are designed specifically for those working directly with children and young people, those working with or supervising others who have direct contact with children and young people, and concerned members of the public, and clarify what steps to take when suspicions or concerns regarding forced marriage arise. Role of Professionals If a member of staff at the Academy believes that a child is at risk of being forced to marry or has undergone forced marriage and has suffered or is at risk of suffering harm they should follow the Academy’s Child protection policy and report it to the DLP who will consider whether to make a child protection referral to the LA. If it is suspected that a child is at immediate risk of being forced to undergo a forced marriage, then the LA must be contacted straightaway. Role of Education Professionals School teachers and others working in the education setting are well-placed to identify a child at risk of forced marriage, in particular as in many cases the practice is carried out abroad during school holidays. The intention of a long holiday to the country of origin or where forced marriage is prevalent should be considered a factor that may heighten a child’s risk of being forced to marry. Similarly, a child’s prolonged absence from school could be a sign that a child may be at risk of forced marriage. Those working in educational facilities may also be aware of older siblings who have left school early or who did not return to school following a long holiday in the country of origin. Important Issues to Consider Though Working Together to Safeguard Children emphasises the involvement of a child or young person’s family, in cases of forced marriage this may increase the risk of significant harm as the family may deny that a child is being forced to marry but move forward any plans for the marriage to take place. In addition, the statutory guidance The Right to Choose states that “In cases of forced marriage, discussion with the family or any involvement of the family or local community members will often place the child or young person at greater risk of harm.” While the police and children’s services will normally be responsible for carrying out formal enquiries into allegations of forced marriage, it may be appropriate for a practitioner to make informal enquiries before referring a case to the police or children’s services. However, in no circumstances should a practitioner make it explicitly known that s/he has concerns regarding forced marriage as this may put the child or young person at further risk. Practitioners should be aware of how to handle information relating to forced marriage appropriately, and in particular should be familiar with the law and policy regarding information sharing and confidentiality. Talking about forced marriage can be difficult for some women or men, and therefore some professionals may find the Forced Marriage Protocol useful as it offers suggestions regarding how to approach the subject and how to talk about it, as well as what information to record. In 22

some cases, an interpreter will be required and it is important that this person be appropriately trained so as to avoid negative reactions to forced marriage. In addition, the interpreter should not be a family member or person known to the individual, as this could impact on the victim or potential victim’s willingness to speak openly. Direct assistance for victims of forced marriage, education programmes and funding for groups working with actual or potential victims is clearly of the utmost importance.

3.

Honour-based crimes

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 ‘norms’, including Female Genital Mutilation (FGM), forced marriage, and practices such as breast ironing. All forms of so called HBV are abuse (regardless of the motivation) and should be handled and escalated as such. If in any doubts staff should speak to the designated safeguarding lead. Professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a child being at risk of HBV, or already having suffered HBV. According to the Metropolitan Police Service, an honour-based crime might be committed against someone who:  becomes involved with a boyfriend or girlfriend from a different culture or religion;  wants to get out of an arranged marriage;  wants to get out of a forced marriage;  wears clothes or takes part in activities that might not be considered traditional within a particular culture. Honour-based crimes may or may not involve violence. According to the Metropolitan Police Service, an honour-based crime is not necessarily violent, and can include:  personal attacks of any kind, including physical and sexual violence;  forced marriage;  forced repatriation (sending someone back to a country from which they originate without their consent);  written or verbal threats or insults;  threatening or abusive phone calls, emails and instant messages. Honour-based crimes are perpetrated against a member of a family or community, usually by other members of the family or community. According to the Crown Prosecution Service’s guidance, this kind of crime is usually committed by male family members against women within the family network. In addition, the honour-based violence usually occurs in a domestic setting, and therefore all legislation, guidance and policies regarding domestic or intimate partner violence are relevant. Honour-based crimes always constitute an abuse of human rights and there is no legal justification for them. Such crimes take place around the world, and are motivated by tradition and culture rather than justified or required by any religion. Honour-based crime is carried out to ‘defend’ or ‘protection’ family honour, as described above and perceived dishonour can be brought on a family in a number of ways. In the UK, one of the most common ‘justifications’ for honour crimes is the refusal to enter into a forced or arranged marriage or leaving an unhappy marriage. Other reasons that a family may give to ‘justify’ or explain why an honour-based crime has occurred are:  To control unwanted behaviour and sexuality (including perceived promiscuity or being lesbian, gay, bisexual or transgender);  As a response to family, community or peer group pressure;

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Strengthening family links; Protecting perceived cultural and/or religious ideals; Preventing unsuitable relationships; Assisting claims for residence and citizenship in the UK; Perceived immoral behaviour, including: Inappropriate make-up or dress Possession and/or use of a mobile phone Kissing or showing any other forms of intimacy in public Rejecting a forced marriage Being a victim of rape or other serious sexual assault Inter-faith relationships, and Seeking a divorce

Honour-based crimes and Forced Marriage According to the Honour Based Violence Awareness Network, in many communities, honourbased violence is closely linked to forced marriage, and in many communities “may be considered related phenomena.” The Network states that if there is a history of forced marriage in a family or community, this can be a strong predictor of the likelihood or risk of honour-based violence. “Women may both be forced to marry to expiate an offence against ‘honour’, or be considered to have violated ‘honour’ through refusing to accept a marriage forced upon them by their family.” Who is at risk of being a victim of honour-based crimes? According to the Iranian and Kurdish Women’s Rights Organisation, in 2011 more than 2,800 honour crimes of varying degrees of severity were reported in the UK. The five worst affected areas in 2011 were London (495 incidents), West Midlands (378 incidents), West Yorkshire (350 incidents), Lancashire (227 incidents), Manchester (189 incidents). In addition, there were 12 reported honour killings in the UK in 2011. The London Local Safeguarding Children’s Board has reported that honour- based violence can take place in a wide range of communities, including but not limited to Turkish, Kurdish, Afghani, South Asian, African, Middle Easter, South and Eastern European. The London LSCB has also pointed out that cultures that are heavily male dominated may practice honour-based violence. How are honour-based crimes a child protection issue? Honour-based crimes are a child protection issue when they affect a child or young person, and statistics and research shows that often, such crimes do affect children and young people. According to findings from a Metropolitan Police Service strategic profile on forced marriage, victims between the age of 16 and 20 are most at risk of being forced into marriage. Similarly, the majority of victims that have engaged in the support and assistance of the Home Office Forced Marriage Unit are aged between 15 and 24. Given the strong intersection between forced marriage and honour-based crimes described above, there is reason to believe that children and young people in the UK may be victims of honour-based crimes, making it a child protection issue as well as a violence against women issue. The effects of honour based crimes on children and young people should not be underestimated, and practitioners should be aware that young victims may be trapped in abusive and harmful situations with no ability to seek help or escape. It is also highly likely that there is significant under-reporting of honour-based crimes as many victims may be fearful or apprehensive of implicating their family and community members. According to the Crown Prosecution Service (CPS), children and young people in such situations may face forced marriage, rape, physical assaults, kidnapping, threats of violence (including murder), female genital mutilation, or witnessing violence directed towards a sibling or another family member. Honour-based crimes are therefore very clearly a child protection issue, and it is imperative that

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frontline practitioners are aware of this form of crime and those who may be at risk of being victims.

4.

Witchcraft and spirit possession

Witchcraft: Witchcraft may mean different things to different people, but for the purposes of this article, it refers to the belief that supernatural or magical powers cam be used to inflict harm upon members of a community or their property, or for benevolent purposes such as healing. Those involved in witchcraft are referred to as witches, and historically it was believed that all witches were allied with the devil. Spirit possession: Spirit possession is the belief that spirits, gods, or demons can take control of a human body. The effects of this are generally noticeable changes in behaviour and in physical and mental health. The belief in spirit possession exists in a number of world religions, including Islam, Christianity, Buddhism, Haitian Voodoo, Wicca, as well as in Southeast Asian, South American and African traditions. It is believed that spirit possession may be voluntary or involuntary and, as with witchcraft, may have beneficial or detrimental consequences. Who is at risk of being accused of witchcraft in the UK? Belief in spirit possession and witchcraft is not confined to particular countries, communities or cultures. However, a 2007 report by the Safeguarding Children’s Rights Special Initiative found that belief in witchcraft and spirit possession is particularly widespread among African communities in the UK. In most cases, children are accused by adults of being possessed by an evil spirit or using their powers of sorcery to do harm to others. Research conducted by UNICEF in Africa concluded that children who are most at risk of accusations of witchcraft fall within one or more of the following categories:  They are more likely to be boys than girls  Children who have lost both parents and have been sent to live with another relative.  Children who have lost one parent, the other having remarried. Disagreements with the step ‐father or ‐ mother may be the origin of an accusation.  Children living with a physical disability (any physical abnormality: large head, swollen belly, red eyes, etc.), those with a physical illness (epilepsy, tuberculosis, etc.) or developmental or genetic disorder (autism, Down’s Syndrome, etc.) or especially gifted children.  Children showing any unusual behaviour, for example children who are stubborn, aggressive, thoughtful or withdrawn. In short, all kinds of behaviour that, in a specific context defined by witchcraft discourse, appears as unusual or abnormal.  “Bad birth” children may also be open to witchcraft accusations. The vast majority of child abuse cases that have been found to be linked to witchcraft in the UK happened in first or second generation migrant families. According to Government guidance, children are more at risk of accusations of witchcraft or spirit possession in circumstances where:  There has been a change in family dynamics. The family structure is more likely to be complex so that determining exact relationships of the various actors in the child’s life is difficult.  A family is disillusioned with life or has an unfulfilled expectation of migration and the child has become a scapegoat for this disillusionment  There are concerns over the mental health of the carers. The reasons that a child may be accused of witchcraft or spirit possession vary widely, as do motivations for such accusations. As outlined above, a child with a physical or developmental abnormality may be accused because of his or her difference. Similarly, a badly behaved child may be thought to be possessed or a witch by his or her parents or carers, or others within the community.

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How is witchcraft a child protection issue? Children who are accused of witchcraft or spirit possession are at risk of abuse, although this has been recorded in relatively few cases to date. Indeed, children are more likely to be accused of witchcraft and evil spirit possession than adults. When abuse does occur it can be physical, sexual and emotional. Accusations of witchcraft can also result in neglect of the child. In some cases, it has resulted in death. According to the Government guidance, abuse linked to witchcraft or spirit possession may specifically involve the following:  PHYSICAL ABUSE: in the form of beating, shaking, burning, cutting, stabbing, semistrangulating, tying up the child, or rubbing chilli peppers or other substances on the child’s genitals or eyes, or placing chilli peppers or other substances in the child’s mouth;  EMOTIONAL AND/OR PSYCHOLOGICAL ABUSE: in the form of isolation, for example, not allowing a child to eat or share a room with family members or threatening to abandon them, or telling a child they are evil or possessed. The child may also accept the abuse if they are coerced into believing they are possessed;  NEGLECT: in the form of failure to ensure appropriate medical care, supervision, regular school attendance, good hygiene, nourishment, clothing or keep the child warm;  SEXUAL ABUSE: children abused in this way may be particularly vulnerable to sexual exploitation, perhaps because they feel powerless and worthless and feel they will not be believed if they tell someone about the abuse. Motives for abusing children suspected of witchcraft are varied. In some cases, abuse can be motivated by a conscious wish to exploit or harm the child. In others, it can be motivated from beliefs that a child will benefit from punishment or deliverance. Although abuse usually takes place in the home, it may also occur in the place of worship where alleged diagnoses and exorcism take place. Evidence has shown that abusers can be family members, family friends, faith leaders or other care givers.

5.

Further information on a Child Missing from Education

All children, regardless of their circumstances, are entitled to a full time education which is suitable to their age, ability, aptitude and any special educational needs they may have. Local authorities have a duty to establish, as far as it is possible to do so, the identity of children of compulsory school age who are missing education in their area. A child going missing from education is a potential indicator of abuse or neglect. School and college staff should follow the school’s or college’s procedures for dealing with children that go missing from education, particularly on repeat occasions, to help identify the risk of abuse and neglect, including sexual exploitation, and to help prevent the risks of their going missing in future. Schools should put in place appropriate safeguarding policies, procedures and responses for children who go missing from education, particularly on repeat occasions. It is essential that all staff are alert to signs to look out for and the individual triggers to be aware of when considering the risks of potential safeguarding concerns such as travelling to conflict zones, FGM and forced marriage. The law requires all schools to have an admission register and, with the exception of schools where all pupils are boarders, an attendance register. All pupils must be placed on both registers. All schools must inform their local authority of any pupil who is going to be removed from the admission register where the pupil:

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  

 

has been taken out of school by their parents and the school has received written notification from the parent they are being educated outside the school system e.g. home education; has ceased to attend school and no longer lives within reasonable distance of the school at which they are registered; has been certified by the school medical officer as unlikely to be in a fit state of health to attend school before ceasing to be of compulsory school age, and neither he/she nor his/her parent has indicated the intention to continue to attend the school after ceasing to be of compulsory school age; are in custody for a period of more than four months due to a final court order and the proprietor does not reasonably believe they will be returning to the school at the end of that period; or, have been permanently excluded.

The local authority must be notified when a school is to remove a pupil from its register for any of the five grounds above. This should be done as soon as these grounds for removal from the register are met, and in any event no later than removing the pupil’s name from the register. It is essential that schools comply with this duty, so that local authorities can, as part of their duty to identify children of compulsory school age who are missing education and follow up with any child who might be in danger of not receiving an education and who might be at risk of abuse or neglect.  All schools must inform the local authority of any pupil who fails to attend school regularly, or has been absent without the school’s permission for a continuous period of 10 school days or more, at such intervals as are agreed between the school and the local authority.

6.

Further information on Child Sexual Exploitation

Child sexual exploitation (CSE) involves exploitative situations, contexts and relationships where young people receive something (for example food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in sexual activities. 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. What marks out exploitation is an imbalance of power in the relationship. The perpetrator always holds some kind of power over the victim which increases as the exploitative relationship develops. Sexual exploitation involves varying degrees of coercion, intimidation or enticement, including unwanted pressure from peers to have sex, sexual bullying including cyberbullying and grooming. However, it also important to recognise that some young people who are being sexually exploited do not exhibit any external signs of this abuse.

7.

Further information on Preventing Radicalisation

Protecting children from the risk of radicalisation should be seen as part of schools’ wider safeguarding duties, and is similar in nature to protecting children from other forms of harm and abuse. During the process of radicalisation it is possible to intervene to prevent vulnerable people being radicalised. 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 the use of social media in particular has become a major factor in the radicalisation of young people.

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As with managing 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. School staff should use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately which may include making a referral to the Channel programme. Prevent From 1 July 2015 specified authorities, including all schools as defined in the summary of this guidance, are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015 (“the CTSA 2015”), in the exercise of their functions, to have “due regard to the need to prevent people from being drawn into terrorism”. This duty is known as the Prevent duty. It applies to a wide range of public-facing bodies. Bodies to which the duty applies must have regard to statutory guidance issued under section 29 of the CTSA 2015 (“the Prevent guidance”). Paragraphs 57-76 of the Prevent guidance are concerned specifically with schools (but also cover childcare). It is anticipated that the duty will come into force for sixth form colleges and FE colleges early in the autumn. The statutory Prevent guidance summarises the requirements on schools in terms of four general themes: risk assessment, working in partnership, staff training and IT policies. Schools are expected to assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology. This means being able to demonstrate both a general understanding of the risks affecting children and young people in the area and a specific understanding of how to identify individual children who may be at risk of radicalisation and what to do to support them. Schools and colleges should have clear procedures in place for protecting children at risk of radicalisation. These procedures may be set out in existing safeguarding policies. It is not necessary for schools and colleges to have distinct policies on implementing the Prevent duty. The Prevent duty builds on existing local partnership arrangements. For example, governing bodies and proprietors of all schools should ensure that their safeguarding arrangements take into account the policies and procedures of Local Safeguarding Children Boards (LSCBs). The Prevent guidance refers to the importance of Prevent awareness training to equip staff to identify children at risk of being drawn into terrorism and to challenge extremist ideas. Individual schools are best placed to assess the training needs of staff in the light of their assessment of the risk to pupils at the school of being drawn into terrorism. As a minimum, however, schools should ensure that the designated safeguarding lead undertakes Prevent awareness training and is able to provide advice and support to other members of staff on protecting children from the risk of radicalisation. Schools must ensure that children are safe from terrorist and extremist material when accessing the internet in schools. Schools should ensure that suitable filtering is in place. It is also important that schools teach pupils about online safety more generally. The Department for Education has also published advice for schools on the Prevent duty. The advice is intended to complement the Prevent guidance and signposts other sources of advice and support. Channel School staff should understand when it is appropriate to make a referral to the Channel programme. Channel is a programme which focuses on providing support at an early stage to people who are identified as being vulnerable to being drawn into terrorism. It provides a mechanism for schools to make referrals if they are concerned that an individual might be

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vulnerable to radicalisation. An individual’s engagement with the programme is entirely voluntary at all stages. Section 36 of the CTSA 2015 places a duty on local authorities to ensure Channel panels are in place. The panel must be chaired by the local authority and include the police for the relevant local authority area. Following a referral the panel will assess the extent to which identified individuals are vulnerable to being drawn into terrorism, and, where considered appropriate and necessary consent is obtained, arrange for support to be provided to those individuals. Section 38 of the CTSA 2015 requires partners of Channel panels to co-operate with the panel in the carrying out of its functions and with the police in providing information about a referred individual. Schools and colleges which are required to have regard to Keeping Children Safe in Education are listed in the CTSA 2015 as partners required to cooperate with local Channel panels. There is a separate, more detailed policy on staff safeguarding children against radicalisation

8. Any other form of abuse linked to religious or cultural beliefs If staff have a concern that a student may be at risk of or has suffered harm as a result of any cultural or religious beliefs (e.g. FGM or breast ironing, spirit possession, etc), they should activate local safeguarding procedures, using existing national and local protocols for multiagency liaison with police and children’s social care.”

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Appendix 2

Receiving and Dealing with a Disclosure Child makes a disclosure Reassure Receive Stay calm and reassure the child that they have done the right thing. Don’t make promises including promises on confidentiality. Do try to alleviate feelings of guilt and shame, empathise with the child.

Listen, remain neutral and accept what the child says.

Report Immediately inform the DSL and enter concern in CPOMS. The DSL will ask you to sign the register and will ask you to complete a short report. Be objective and use the child’s words where possible. The DSL will make a referral to Children’s Services, if appropriate. Other agencies and staff will be informed on a need to know basis.

Do not hesitate to enquire how your report was followed up by the DSL. If you are not reassured by the response, report your concerns to the Principal.

DSL - Ms L.Cabena (Senior Assistant Vice Principal) Deputy DSL - Mr S.Miller (Assistant Vice Principal) Other Level 3 CP trained staff: Mr J. Allen, Miss K. Tzoganakou, Mr S. Khan, Mr M. Billyeald, Mr J. Morris, all pastoral support managers 30

Action when a child has suffered or is likely to suffer harm This diagram illustrates what action should be taken and who should take it where there are concerns about a child. If, at any point, there is a risk of immediate serious harm to a child a referral should be made to children’s social care immediately. Anybody can make a referral.

1. 2.

3.

4.

In cases which also involve an allegation of abuse against a staff member, see Part four of this guidance. Early help means providing support as soon as a problem emerges at any point in a child’s life. Where a child would benefit from co-ordinated early help, an early help inter-agency assessment should be arranged. Chapter one of Working together to safeguard children provides detailed guidance on the early help process. Under the Children Act 1989, local authorities are required to provide services for children in need for the purposes of safeguarding and promoting their welfare. This can include s17 assessments of children in need and s47 assessments of children at risk of significant harm. Full details are in Chapter one of Working together to safeguard children. This could include applying for an Emergency Protection Order (EPO).

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Appendix 3 BSCB SAFEGUARDING PROCEDURES Children Missing from Care, Home and Education Guidance See appendix 5 Definition In this Section a missing child is a child whose whereabouts are unknown. There are a number of situations in which a child may go missing and each circumstance changes the degree of risk and concern for the child’s welfare. A child may go missing alone, with other members of his/her family, with other young people, or with one or more adults outside his/her family. Based on the ‘Statutory guidance on children who run away or go missing from home or care’ (DfE 2014) the definitions which should be used when working with children, young people and their families are set out as follows:  Child: anyone who has not yet reached their 18th birthday. ‘Children’ and ‘young people’ are used throughout this guidance to refer to anyone under the age of 18;  Young runaway: a child who has run away from their home or care placement, or feels they have been forced or lured to leave;  Missing child: a child reported as missing to the police by their family or carers;  Looked after child: a child who is looked after by a local authority by reason of a care order, or being accommodated under section 20 of the Children Act 1989;  Responsible local authority: the local authority that is responsible for a looked after child’s care and care planning;  Host local authority: the local authority in which a looked after child is placed when placed out of the responsible local authority’s area;  Care leaver: an eligible, relevant or former relevant child as defined by the Children Act 1989;  Missing from care: a looked after child who is not at their placement or the place they are expected to be (e.g., school) and their whereabouts is not known;  Away from placement without authorisation: a looked after child whose whereabouts is known but who is not at their placement or place they are expected to be and the carer has concerns or the incident has been notified to the local authority or the police;  Care leavers cover young people from aged 16-24; Children Missing from Care and Care Leavers Care Leavers From the age of 16 young people in care are referred to as care leavers, however, it is important to note that local authorities have very similar duties and responsibilities towards 16 and 17 year old care leavers as they do to children in care and for the purposes of this guidance, the response to a missing care leaver age 16 and 17 year old should be the same. Local authorities continue to have a range of responsibilities towards children leaving care until the young person’s 21st and in some instances their 25th birthday. It is good practice to follow the guidance set out below whilst a young person remains ‘leaving care’. Care leavers, particularly 16 and 17 year olds, are vulnerable to sexual exploitation and may go missing from their home or accommodation. Local authorities must ensure that care leavers under the age of 18 live in “suitable accommodation” as defined in Section 23B (10) of the Children Act 1989 and Regulations 9(2) of the Care Leavers Regulations, The Care Leavers (England) Regulations 2010. In particular young people should feel safe in their accommodation and the areas where it is located. Local authorities should ensure that pathway plans set out where a young person may be vulnerable to exploitation, trafficking or going missing, and put in place support services to minimise this risk.

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Out of Area Placements When a child is placed out of their local authority area, the responsible authority must make sure that the child has access to the services they need in advance of placement. Notification of the placement must be made to the host authority and other specified services. If children placed out of their local authority run away, this protocol should be followed, in addition to complying with other processes that are specified in the policy of the host local authority. It is possible that the child will return to the area of the responsible authority so it is essential that liaison between the police and professionals in both authorities is well managed and coordinated. A notification process for missing/ absent episodes should be agreed between responsible and host local authorities as a part of the care plan and the placement plan. Looked after Children who are away from Placement without Authorisation Sometimes a looked after child may be away from their placement without authorisation. While they are not missing, they may still be placing themselves at risk (e.g. they may be at the house of friends where there are concerns about risks of sexual exploitation). The carer or social worker should take reasonable steps to ascertain the wellbeing of the child including, when appropriate, visiting the location. However, if there is a concern the child may be at significant risk of harm to themselves or to others then police should also be notified in order that appropriate safeguarding measures can be taken. This should not be confused with reporting a child missing. Prevention and Planning – Risk Assessment Local authorities have a duty to place a looked after child in the most appropriate placement to safeguard the child and minimise the risk of the child running away. The care plan and the placement plan should include details of the arrangements that will need to be in place to keep the child safe and minimise the risk of the child going missing from their placement. Remember:  The Care Plan – should include strategies to avoid unauthorised absences and/or a child going missing. It should also include strategies to reduce the duration and risks associated if the child does have unauthorised absences/go missing;  The Placement Plan – should include strategies for preventing the child from taking unauthorised absences/going missing;  A risk assessment should be completed for all children for whom there is concern that they may run away. Distance from home, family and friends should be considered as a risk factor;  Provide the child with advice about an independent advocate and take the child’s views in to account;  Statutory reviews should consider any absences and revise strategies to prevent repeat absences and/or missing incidents and the care plan should be revised accordingly. Where a child already has an established pattern of running away, the Care Plan should include a strategy to keep the child safe and minimising the likelihood of the child running away in the future. This should be discussed and agreed as far as possible with the child and with the child’s carers and should include detailed information about the responsibilities of all services, the child’s parents and other adults involved in the family network. Independent Reviewing Officers (IROs) should be informed about missing/ absent episodes and they should address these in statutory reviews. The pre incident risk assessment should be updated after missing incident and should be regularly reviewed. Designated health professionals for Looked After Children (LAC) should be informed of children missing from care who are deemed to be ‘high risk’. They should be included in any multiagency strategy meetings or activity to manage the child’s retrieval and any subsequent health needs. Designated education professionals should be informed and included in the review process.

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Actions when the whereabouts of a Looked after Child is not known Whenever the whereabouts of a looked after child is not known, the foster carer or the manager on duty in the children’s home is responsible for carrying out preliminary checks to see if the child can be located. For example, if a child was supposed to have returned home from school but has not arrived within the normal journey time, checks could include finding out if there are transport delays, phone calls to the child, phone calls to the school to see if the child has been delayed etc. If these initial checks do not succeed in locating the child or there are still concerns that, despite contact being made with the child they are at risk, the individuals and agencies listed below should be informed. It is clearly important that a deadline is set at the outset of these initial checks so that they don’t continue beyond a reasonable timeframe. What timeframe is reasonable should be based on an assessment of the risks relating to the individual child. In some cases, there might be particular reasons to be worried for the child’s safety immediately and the individuals agencies detailed below should be contacted straight away – this in conjunction with on-going attempts to contact the child and find out why they aren’t where they are supposed to be. The individuals and agencies who should be contacted when a child is missing or they are away from placement without authorisation:  The local police;  The authority responsible for the child’s placement – if they have not already been notified prior to the police being informed;  The parents and any other person with parental responsibility, unless it is not reasonably practicable to do so, or would be inconsistent with the child’s welfare; and  The Independent Reviewing Officer (IRO). The local Vulnerable Person’s Pen Picture should be used when reporting the child missing to the police. As a minimum requirement, all reports should include the following information:  The child’s name/s; date of birth; status; responsible authority;  Where and when they went missing;  Who, if anyone, they went missing with;  What was the child wearing plus any belongings such as bags, phone etc.;  Description and recent photo;  Medical history, if relevant;  Time and location last seen;  Circumstances or events around going missing;  Details of family, friends and associates;  Updated risk assessment. The carer/s should take all reasonable steps, which a good parent would take, to secure the safe and speedy return of the child based on their own knowledge of the child and the information in the child’s placement plan. If there is suspected risk of harm to the child the carer/s should liaise immediately with the police. Following initial discussions between the allocated children’s social care worker and the police, they should agree an immediate strategy for locating the child and an action plan. This to include a range of actions to locate and ensure the safe return of the child, including:  Arrangements for attempts to be made to contact the child on a daily basis by, for example, calling their mobile phone or the phones of friends or relatives that they may be with;  The Independent Reviewing Officer (IRO) should also try and contact the child;  Visiting their parents’ address/es and of any friends or relatives with whom they may be staying;  Police should consider requesting a trace on the child’s mobile phone and/or oyster card. If the child remains missing from more than 72 hours the social worker will arrange a missing person’s strategy meeting to share information and coordinate action to locate the child.

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  

Any publicity will be led by the Police, the use of harbouring notices etc. will be agreed at the missing person’s strategy meeting. Recovery Orders may be used where the child is Looked After; During the investigation to find the missing/run away child, regular liaison and communication should take place between the police, Birmingham City Council children’s social care services and the host authority (if an out of area placement) and any other agencies involved; Birmingham City Council should ensure that plans are in place to respond promptly once the child is found and for determining if the placement remains appropriate.

Actions when a Child has been found When the child has been located, care staff/ foster carers should promptly inform the child’s social worker and the independent reviewing officer that the child has returned. Arrangements should have been made for Safe and Well checks and Independent Return Review interviews: Safe and Well Checks Safe and well checks are carried out by the police as soon as possible after the child has returned. Their purpose is to check for any indications that the child has suffered harm, where and with whom they have been, and to give them an opportunity to disclose any offending by or against them. Where a child goes missing frequently, it may not be practicable for the police to see them every time they return. In these cases a reasonable decision should be taken in agreement between the police and the child’s parent or carer with regard to the frequency of such checks bearing in mind the established link between frequent missing episodes and serious harm, which could include gang involvement, forced marriage, maltreatment or abuse at home, bullying or sexual exploitation. The assessment of whether a child might run away again should be based on information about:  Their individual circumstances;  Family circumstances and background history;  Their motivation for running away;  Their potential destinations and associates;  Their recent pattern of absences;  The circumstances in which the child was found or returned; and  Their individual characteristics and risk factors such as whether a child has learning difficulties, mental health issues, depression and other vulnerabilities. Independent Return Review The independent return review is an in-depth interview and should be carried out by an independent professional (e.g. a social worker, teacher, health professional or police officer, not involved in caring for the child and who is trained to carry out these interviews). The child should be seen on their own unless they specifically request to have someone with them. The child should be offered the option of speaking to an independent representative or advocate. The IRO should be informed. The responsible local authority should ensure the return review interview takes place, working closely with the host authority where appropriate. Contact should be made with the child within 72 hours of them being located or returning from absence, to arrange the independent return review interview in a neutral place where they feel safe. The interview and actions that follow from it should:  Identify and deal with any harm the child has suffered – including harm that might not have already been disclosed as part of the ‘Safe and Well check’– either before they ran away or whilst missing;  Understand and try to address the reasons why the child ran away;  Help the child feel ‘safe’ / understand that they have options, to prevent repeat instances of them running away;  Understand what the child would like to see happen next whether short term and/or long term;  Gather the parents or carers views of the circumstances, if appropriate;

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

Provide the child with information on how to stay safe if they choose to run away again, including helpline numbers.

It is especially important that the independent Return Review interview takes place when a child:  Has been reported missing on two or more occasions;  Is frequently absent without authorisation;  Has been hurt or harmed while they have been missing;  Is at known or suspected risk of sexual exploitation or trafficking;  Is at known or suspected risk of involvement in criminal activity or drugs;  Has contact with persons posing risk to children; and/or  Has been engaged (or is believed to have engaged) in criminal activities during their absence. Follow up The local authority children’s social care services, police and other agencies involved with the child should work together to assess the child and build up a comprehensive picture of:  Why the child went missing;  What happened while they were missing;  Who they were with when they went missing and where they were found;  What support they require upon returning home; and  Whether a statutory review of the care plan is required. Where children refuse to engage with the interviewer, parents and/or carers should be offered the opportunity to provide any relevant information and intelligence they may be aware of. This should help to prevent further instances of the child running away and identify early the support needed for them. Repeat Running Away If a child continually runs away actions following earlier incidents need reviewing and alternative strategies should be considered. To reduce repeat running away and improve the longer-term safety of children and young people, the agencies involved may want to provide:  Better access and timely independent return interviews, particularly for the most vulnerable;  Safety planning with the child for their missing;  Better access to support whilst a young person is away, which may come from the voluntary sector. There may be local organisations in the area that can provide repeat runaways with an opportunity to talk about their reasons for running away, and can link runaways and their families with longer-term help if appropriate. Local authorities should work with organisations that provide these services in their area. Children’s homes staff and foster carers should be trained and supported to offer a consistent approach to the care of children, including being proactive about strategies to prevent children from running away; and to understand the procedures that must be followed if a child goes missing. The competence and support needs of staff in children’s homes and foster cares in responding to missing from care issues should be considered as part of their regular appraisal and supervision. The Children’s Homes Regulations 2015 require children’s homes to have a missing child policy. They also require that before implementing, or making substantive changes to an existing policy, children’s homes shall consult with relevant partners and have regard to any relevant local authority or police protocols on missing children. Finally, where a child is, or has been, persistently absent without permission from the children’s home; or is at risk of harm, the children’s home shall ask the local authority that looks after the child to review that child’s care plan.

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Please also refer to the Department of Education’s, ‘Statutory guidance on children who run away or go missing from home or care: Flowchart to accompany the statutory guidance’. Children Missing from Home When Birmingham City Council and the West Midlands Police Force analyse trends and patterns in relation to children, who run away or go missing from home, particular attention should be paid to repeat ‘missing ‘and ‘absent’ episodes. Birmingham City Council and Birmingham Safeguarding Children Board should be alert to the risk of sexual exploitation or involvement in drugs, gangs or criminal activity such as trafficking and be aware of local “hot spots” as well as concerns about any individuals, who children run away to be with. Birmingham City Council and Birmingham Safeguarding Children Board should also consider the ‘hidden missing’, who are children who have not been reported missing to the police, but have come to an agency’s attention after accessing other services. There may also be trafficked children who have not previously come to the attention of children’s services or the police. Research demonstrates that children from black and minority ethnic groups, and children that go missing from education are less likely to be reported as missing. Local authorities and the police should be proactive in places where they believe under reporting may be more likely because of the relationships some communities, or individuals, have with the statutory sector. Children missing from home are subject to risks and vulnerabilities similar to those for children who are looked after. NHS designated and named professionals hold a statutory role with regards to safeguarding in the local health community, and must be included in the information sharing and management processes being put in place for children deemed to be at high risk. Notifying the Police The police will respond to all notifications of children categorised as ‘missing’ as medium or high risk in accordance with this guidance. Where a child is categorised as being absent, the details will be recorded by the police, who will also agree review times and any on-going actions with the person reporting. The information required by the police to assist in locating and returning the child to a safe environment is as follows:  The child’s name/s; date of birth; status; responsible authority;  Where and when they went missing;  Who, if anyone, they went missing with;  What the child was wearing plus any belongings they had with them such as bags, phone etc;  Description and recent photo;  Medical history, if relevant;  Time and location last seen;  Circumstances or events around going missing;  Details of family, friends and associates. Actions when a Child is Missing Whenever there are concerns that a child who is missing may be suffering, or likely to suffer, significant harm child protection procedures must be initiated in collaboration with children’s social care services. See Referrals Procedure. A risk assessment should be completed in line with this protocol and action by the police will include:  An active and measured response by police and other agencies in order to trace the missing child and support the person reporting;  A proactive investigation and search in accordance with the circumstances to locate the missing child as soon as possible;  Putting family support in place;  Notifying the UK Missing Persons Bureau of the case;

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

Notifying CEOP and children’s social care services.

Where a child is living at home, and is the subject of a child protection plan, or, the subject of a s47 enquiry, additional action is required. This includes:  Ensuring that a strategy meeting is arranged as soon as practicable and in any event within 7 days. If the child has returned prior to the date of the strategy meeting, it is not a requirement for the meeting to go ahead. Representatives from both the Police Missing Persons Unit and Public Protection Unit should attend the strategy meeting, as well as other practitioners involved with the child;  In addition, a member of the senior management team or similar command level must be involved in the examination of initial enquiry lines and approval of appropriate staffing levels. Actions when a Child has been Found Where the child is known to children's social care services or meets the criteria for referral to children's social care services, the Local Authority will ensure that an assessment takes place and there are a range of service options available to address the child's needs following the safe and well check and independent return review interview. Young people who have run away and are at risk of homelessness may be placed in supported accommodation, with the provision of specialist support, for example, for those who may have been sexually exploited. Safe and Well Checks Safe and well checks should be carried out by the police as soon as possible after the child has returned. Their purpose is to check for any indications that the child has suffered harm, where and with whom they have been, and to give the child an opportunity to disclose any offending against them. Where a child goes missing frequently, it may not be practicable for the police to see them every time they return. In these cases a reasonable decision should be taken in agreement between the police and the child’s parent with regard to the frequency of such checks bearing in mind the established link between frequent missing episodes and serious harm. In addition consideration should be given to a referral to children’s social care services for an assessment to understand the reasons why the child is going missing and to further assess the risk of harm. The assessment of whether a child might run away again should be based on information about:  Their individual circumstances;  Family circumstances and background history;  Their motivation for running away;  Their potential destinations and associates;  Their recent pattern of absences;  The circumstances in which the child was found or returned; and  Their individual characteristics and risk factors such as whether a child has learning difficulties, mental health issues, depression and other vulnerabilities. Independent Return Review The Independent Return Review is an in-depth interview and should be carried out by an independent professional (e.g. a social worker, teacher, health professional or police officer, who does not usually work with the child and is trained to carry out these interviews). Children sometimes need to build up trust with a person before they will discuss in depth the reasons why they ran away. The police should make a referral to the children’s social care services to ensure that a return review interview takes place. Contact should be made with the child within 72 hours of them being located or returning from absence, to arrange an independent return review interview in a neutral place where they feel safe.

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The interview and actions that follow from it should:  Identify and deal with any harm the child has suffered – including harm that might not have already been disclosed as part of the ‘Safe and Well check’– either before they ran away or whilst missing;  Understand and try to address the reasons why the child ran away;  Help the child feel ‘safe’ and understand that they have options, to prevent repeat instances of them running away;  Understand what the child would like to see happen next whether short term and/or long term;  Gather the parents or carers views of the circumstances, if appropriate;  Provide the child with information on how to stay safe if they choose to run away again, including helpline numbers. It is especially important that the independent return review interview takes place when a child:  Has been reported missing on two or more occasions;  Is frequently absent without parental agreement;  Has been hurt or harmed while they have been missing;  Is at known or suspected risk of sexual exploitation or trafficking;  Is at known or suspected risk of involvement in criminal activity or drugs;  Has contact with persons posing risk to children; and/or  Has been engaged (or is believed to have engaged) in criminal activities during their absence. Following the safe and well check and independent return review, the local authority children’s services, police and voluntary services should assess the child’s needs and work together:  To build up a comprehensive picture of why the child went missing;  What happened while they were missing;  Who they were missing with and where they were found; and  What support they require upon returning home Where children refuse to engage with the interview, parents should be offered the opportunity to provide any relevant information and intelligence they may be aware of. This should help to prevent further instances of the child running away and identify early the support needed for them. Information about local help lines and agencies working with runaways should be provided to the child and family. Children Missing from Education (CME) Definition of Children Missing Education For the purpose of the Statutory Guidance on Children Missing Education (2015), children missing education are defined as those who are not on a school roll or receiving suitable education otherwise than at school. Those who are regularly absent or have missed 10 school days or more without permission may be at risk of becoming ‘children missing education’. Recognition and Response Enquiries into the circumstances surrounding a child who is missing from school can be effectively supported by schools adopting an admissions procedure which requires a parent/carer to provide documentary evidence of their own and the child’s identity and status in the UK, and the address that they are residing at. These checks should not become delaying factors in the admissions process. If a member of school/educational establishment/college staff becomes aware that a child may have run away or gone missing, they should try to establish with the parents/ carers, what has happened. If this is not possible, or the child is missing, the designated safeguarding teacher/advisor should, together with the class teacher, assess the child's vulnerability. From the first day that a child does not attend school and there is no explanation or authorisation of the absence, the following steps should be taken:

39

 

A trained staff member will make contact with the parents/carers (person with parental responsibility for the child) to seek reassurance that the child is safe at home; The outcome of the contact should be assessed and if there are any concerns a consultation with the school/establishment/colleges designated safeguarding adviser should take place to consider the child’s vulnerability.

In the following circumstances a referral to children’s social care and /or the police should always be made promptly:  The child may be the victim of a crime;  The child is subject of a Child Protection plan;  The child is subject of s47 enquiries;  The child is looked after;  There is a known person posing a risk to children in the household or in contact with the household;  There is a history of the family moving frequently;  There are serious issues of attendance. The answers to further questions could assist a judgement whether or not to inform LA children’s social care and the police:  In which age range is the child?  Is this very sudden and unexpected behaviour?  Have there been any past concerns about the child associating with significantly older young people or adults?  Was there any significant incident prior to the child’s unexplained absence?  Has the child been a victim of bullying?  Are there health reasons to believe that the child is at risk? e.g.  Does the child need essential medication or health care?  Was the child noted to be depressed prior to the absence?  Are there religious or cultural reasons to believe that the child is at risk? e.g.  Rites of passage or forced marriage planned for the child?  Has the child got a disability and/or special educational needs?  Have there been past concerns about this child and family which together with the sudden disappearance are worrying? e.g. o Is there any known history of drug or alcohol dependency within the family? o Is there any known history of domestic violence? o Is there concern about the parent/carer’s ability to protect the child from harm? The length of time that a child remains out of school could, of itself, be an alerting factor of risk of harm to the child. Accordingly if a situation is not resolved within 3 days the Education Welfare Service should be contacted, then referrals should be made to the police and LA children’s social care, as appropriate over the next two weeks. Extended leave of absence can be authorised by the head teacher, at which point a return date is set. In these cases the time line for enquiries starts from when the child does not attend school on the expected return date, not from the day the extended leave started. Notifications and Actions Day one If the answers to any of the points set out in the previous section indicates that there are concerns about the child’s safety then a referral should be made to the police and children’s social care on day one. The education welfare service should be informed and requested to assist in locating the child. Step one:  Contact the local police station (24 hour response);

40

 

Any suspicion/evidence of crime must be clearly stated; The circumstances and all available information regarding the child and family will be required.

Step two:  The missing person report will be risk assessed and the local police response team will carry out immediate actions;  The investigation will be progressed by the police response team, in conjunction with either the local Missing Persons Unit and/or the CID. Step three:  The missing person report will generate a notification to the police;  The police will work with, and refer information to Birmingham City Council children’s social care;  LA children’s social care, who must be contacted as soon as possible in these circumstances, will also liaise with the the Police Public Protection Unit in order to identify, and act upon, any suspicion of child abuse or child related crime. Step four: The school / educational establishment / college should work in collaboration with children’s social care and the police and a safeguarding education representative should participate in any strategy discussions, s47 enquiries and Child Protection Conferences which may arise. Reasonable enquiry: If the judgement reached on day one is that there is no reason to believe that the child is suffering, or likely to suffer, significant harm, then the school may delay making a referral. The process of ‘reasonable enquiry’ has not been identified in regulations, however this includes school staff checking with all members of staff whom the child may have had contact with, and with the pupil’s friends and their parents, siblings and known relatives at this school and others. School staff should also make telephone calls to any numbers held on record or identified, sending a letter to the last known address, home visits by some school based staff and consultation with local authority staff. Days two to twenty-eight If the above response was unsuccessful, the school should contact the local authority Children Missing in Education (CME) Team, Tel: 0121 303 4983. The local authority should make enquiries by visiting the child’s home and asking for information from the family’s neighbours and their local community, as appropriate. The CME Team should also check databases within the local authority, use agreed protocols to check local databases, e.g. LA housing, health and the police; check with agencies known to be involved with the family, with the local authority the child moved from originally, and with any local authority to which the child may have moved. The child’s circumstances and vulnerability should be reviewed and reassessed regularly jointly by the school’s nominated safeguarding advisor and the CME Officer in consultation with children’s social care and the police as appropriate. Child missing from school for more than four weeks A child may not be removed from the school roll before the end of four weeks. After 4 weeks the child’s Common Transfer file should be uploaded to the Department for Education secure site for the transfer of pupil information when a pupil moves between schools. The Local Authority Children Missing in Education Team must also be informed. Transfer of information when a pupil changes school The Education (Pupil Information) (England) Regulations 2000 (SI 2000/297) (as amended by SI 2001/1212 and SI 2002/1680) governs the transfer of information between schools.

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

Regulation 10(3) states that ‘The head teacher of the pupil’s old school shall send the information within fifteen school days of the pupil’s ceasing to be registered at the school’.

However: Regulation 10 (4) states that ‘This regulation does not apply where it is not reasonably practicable for the head teacher of the old school to ascertain the pupil’s new school or where the pupil was registered at his old school for less than four weeks’. If the CME team or any other agency becomes aware the child has moved to another school the service should ensure all relevant agencies are informed so that arrangements can be made to forward records from the previous school. 

Children who are Foreign Nationals and go Missing Definitions This section applies to children who are ‘subject to restriction’. I.e. who have:  Proceeded through immigration control without obtaining leave to enter; or  Left the border control area Border Force accommodation without permission; or  Been granted temporary admission; or  Been granted temporary release or bail; or  Released on a restriction order; or  Served with a ‘notice of liability to deport’ or is the dependant of a foreign national offender whose status in the UK is under consideration by criminal casework – these dependants could be British Citizens or have extant leave. Action and Responsibilities when the whereabouts of a Child ‘subject to restrictions’ is not known Home Office staff must make a missing person’s referral to the police, the UK Missing Person Bureau and the local authority children’s social care in a number of circumstances including:  When a child ‘subject to restriction’ is identified as having run away from their parents;  Where they are looked after and have gone missing from their placement;  Where they are being hidden by their parents and where there is concern for the child’s safety because they are being hidden by, or have gone missing with, their family. A copy of the missing persons notification form must be faxed or emailed to the Multi-Agency Safeguarding Hub and the UK MPB. If Home Office staff believe that a child is being coerced to abscond or go missing, they must treat this as a concern that the child has suffered or is likely to suffer significant harm and report it to the local police and children’s social care services. Notifications will also be made where a missing child is found by Home Office staff. See Home Office Guidance: Missing Children and Vulnerable Adults Guidance. The local authority and health are responsible for:  Reporting any missing child who is in their care to the police;  Notifying the Home Office when a child is reported missing to the police or is found. The police are responsible for:  Investigating all children reported missing by the Home Office - following receipt of a missing person’s notification;  Conducting joint investigations with the Home Office where necessary;  Circulating a missing child on the Police National Computer (PNC). The Police central point of contact is the PNC Team in Liverpool.

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The local authority will also notify the Home Office Evidence and Enquiry Unit when a child in their care goes missing or when a missing child returns or is found. The Home Office must maintain regular weekly contact with the local authority and the police until the child is found and record all contact with the police and local authority. Action when the Child ‘subject to restriction’ is found Found by Home Office Staff The local police and local authority must be informed immediately. In consultation with the local police and local authority children’s social care, a decision will be made as to where the child is to be taken, if they are not to be left at the address where they are encountered. The Home Office must follow up enquiries with the local police and children/adult services in order to identify if there are any safeguarding issues. Found by the police or local authority The Home Office Command and Control Unit [1] will be the single point of contact for the local police and the Evidence and Enquiry Unit [2] will be the single point of contact for local authorities to notify the Home Office that a child has been found.

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Appendix 4

DEFINITIONS AND INDICATORS OF ABUSE Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others (e.g. via the internet). They may be abused by an adult or adults or another child or children. 1. NEGLECT Neglect is 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 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. The following may be indicators of neglect (this is not designed to be used as a checklist):  Constant hunger;  Stealing, scavenging and/or hoarding food;  Frequent tiredness or listlessness;  Frequently dirty or unkempt;  Often poorly or inappropriately clad for the weather;  Poor school attendance or often late for school;  Poor concentration;  Affection or attention seeking behaviour;  Illnesses or injuries that are left untreated;  Failure to achieve developmental milestones, for example growth, weight;  Failure to develop intellectually or socially;  Responsibility for activity that is not age appropriate such as cooking, ironing, caring for siblings;  The child is regularly not collected or received from school; or  The child is left at home alone or with inappropriate carers 2. 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 fabricates the symptoms of, or deliberately induces, illness in a child. The following may be indicators of physical abuse (this is not designed to be used as a checklist):  Multiple bruises in clusters, or of uniform shape;  Bruises that carry an imprint, such as a hand or a belt;  Bite marks; 44

            

Round burn marks; Multiple burn marks and burns on unusual areas of the body such as the back, shoulders or buttocks; An injury that is not consistent with the account given; Changing or different accounts of how an injury occurred; Bald patches; Symptoms of drug or alcohol intoxication or poisoning; Unaccountable covering of limbs, even in hot weather; Fear of going home or parents being contacted; Fear of medical help; Fear of changing for PE; Inexplicable fear of adults or over-compliance; Violence or aggression towards others including bullying; or Isolation from peers

3. SEXUAL ABUSE 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 act of sexual abuse, as can other children The following may be indicators of sexual abuse (this is not designed to be used as a checklist):  Sexually explicit play or behaviour or age-inappropriate knowledge;  Anal or vaginal discharge, soreness or scratching;  Reluctance to go home;  Inability to concentrate, tiredness;  Refusal to communicate;  Thrush, persistent complaints of stomach disorders or pains;  Eating disorders, for example anorexia nervosa and bulimia;  Attention seeking behaviour, self-mutilation, substance abuse;  Aggressive behaviour including sexual harassment or molestation;  Unusual compliance;  Regressive behaviour, enuresis, soiling;  Frequent or open masturbation, touching others inappropriately;  Depression, withdrawal, isolation from peer group;  Reluctance to undress for PE or swimming; or  Bruises or scratches in the genital area. 4. SEXUAL EXPLOITATION Child sexual exploitation is a form of sexual abuse where children are sexually exploited for money, power or status. It can involve violent, humiliating and degrading sexual assaults. In some cases, young people are persuaded or forced into exchanging sexual activity for money, drugs, gifts, affection or status. Consent cannot be given, even where a child may believe they are voluntarily engaging in sexual activity with the person who is exploiting 45

them. Child sexual exploitation does not always involve physical contact and can happen online. A significant number of children who are victims of sexual exploitation go missing from home, care and education at some point. Some of the following signs may be indicators of sexual exploitation:  Children who appear with unexplained gifts or new possessions;  Children who associate with other young people involved in exploitation;  Children who have older boyfriends or girlfriends;  Children who suffer from sexually transmitted infections or become pregnant;  Children who suffer from changes in emotional well-being;  Children who misuse drugs and alcohol;  Children who go missing for periods of time or regularly come home late; and  Children who regularly miss school or education or do not take part in education. Child sexual exploitation occurs when a child or young person, or another person, receives “something” (for example food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money) as a result of the child/young person performing sexual activities, or another person performing sexual activities on the child/young person. The presence of any significant indicator for sexual exploitation should trigger a referral to children’s social care. The significant indicators are:  Having a relationship of concern with a controlling adult or young person (this may involve physical and/or emotional abuse and/or gang activity).  Entering and/or leaving vehicles driven by unknown adults;  Possessing unexplained amounts of money, expensive clothes or other items;  Frequenting areas known for risky activities;  Being groomed or abused via the Internet and mobile technology; and  Having unexplained contact with hotels, taxi companies or fast food outlets. 5. EMOTIONAL ABUSE Emotional abuse is the persistent emotional maltreatment 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 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 the 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 also involve seeing or hearing the ill-treatment of another person. It may involve serious bullying (including cyber bullying), 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 The following may be indicators of emotional abuse (this is not designed to be used as a checklist):  The child consistently describes him/herself in very negative ways – as stupid, naughty, hopeless, ugly;  Over-reaction to mistakes;  Delayed physical, mental or emotional development;  Sudden speech or sensory disorders;  Inappropriate emotional responses, fantasies;  Neurotic behaviour: rocking, banging head, regression, tics and twitches; 46

     

Self-harming, drug or solvent abuse; Fear of parents being contacted; Running away; Compulsive stealing; Appetite disorders - anorexia nervosa, bulimia; or Soiling, smearing faeces, enuresis.

N.B.: Some situations where children stop communication suddenly (known as “traumatic mutism”) can indicate maltreatment. 6. RESPONSES FROM PARENTS Research and experience indicates that the following responses from parents may suggest a cause for concern across all four categories:  Delay in seeking treatment that is obviously needed;  Unawareness or denial of any injury, pain or loss of function (for example, a fractured limb);  Incompatible explanations offered, several different explanations or the child is said to have acted in a way that is inappropriate to her/his age and development;  Reluctance to give information or failure to mention other known relevant injuries;  Frequent presentation of minor injuries;  A persistently negative attitude towards the child;  Unrealistic expectations or constant complaints about the child;  Alcohol misuse or other drug/substance misuse;  Parents request removal of the child from home; or  Violence between adults in the household. 7. DISABLED CHILDREN When working with children with disabilities, practitioners need to be aware that additional possible indicators of abuse and/or neglect may also include:  A bruise in a site that might not be of concern on an ambulant child such as the shin, might be of concern on a non-mobile child;  Not getting enough help with feeding leading to malnourishment;  Poor toileting arrangements;  Lack of stimulation;  Unjustified and/or excessive use of restraint;  Rough handling, extreme behaviour modification such as deprivation of medication, food or clothing, disabling wheelchair batteries;  Unwillingness to try to learn a child’s means of communication;  Ill-fitting equipment. for example callipers, sleep boards, inappropriate splinting;  Misappropriation of a child’s finances; or  Inappropriate invasive procedures.

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Appendix 5

Statutory guidance on children who run away or go missing from home or care Introduction 1. Safeguarding and promoting the welfare of children is a key duty on local authorities and requires effective joint working between agencies and professionals. When a child goes missing or runs away they are at risk. Safeguarding children therefore includes protecting them from this risk. Local authorities are responsible for protecting children whether they go missing from their family home or from local authority care. 2. There are no exact figures for the number of children who go missing or run away, but estimates suggest that the figure is in the region of 100,000 per year. Children may run away from a problem, such as abuse or neglect at home, or to somewhere they want to be. They may have been coerced to run away by someone else. Whatever the reason, it is thought that approximately 25 per cent of children and young people that go missing are at risk of serious harm. There are particular concerns about the links between children running away and the risks of sexual exploitation. Missing children may also be vulnerable to other forms of exploitation, to violent crime, gang exploitation, or to drug and alcohol misuse. 3. Looked after children missing from their placements are particularly vulnerable. In 2012, two reports highlighted that many of these children were not being effectively safeguarded: the Joint All Party Parliamentary Group (APPG) Inquiry on Children Who Go Missing from Care and the accelerated report of the Office of the Children’s Commissioner’s on-going inquiry into Child Sexual Exploitation in Gangs and Groups. Key issues identified suggested that:  children in residential care are at particular risk of going missing and vulnerable to sexual and other exploitation; and  Local Safeguarding Children Boards have an important role to play in monitoring and interrogating data on children who go missing. 4. The Ofsted report ‘Missing Children’ published in February 2013 on local authorities’ work in relation to children missing from home and care highlighted a number of concerns. These were that:  risk management plans for individual looked after children were often not developed or acted on;  placement instability was a key feature of looked after children who ran away;  reports about looked after children missing from their care placement were not routinely provided to senior managers in local authorities; and  there was little evidence that safe and well checks or return interviews were taking place. 5. Although looked after children are particularly vulnerable when they go missing, the majority of children who go missing are not looked after, and go missing from their family home. They can face the same risks as a child missing from local authority care. The same measures are often required to protect both groups of children. The first part of this guidance therefore refers to protecting all children from the risks associated with going missing, whether from home or from care. A separate section sets out the additional steps to be taken in regard to children missing from care. 48

6. This guidance sets out the steps local authorities and their partners should take to prevent children from going missing and to protect them when they do go missing. It is not intended to provide a comprehensive review of best practice, research or evidence regarding missing children. This guidance replaces the statutory guidance issued in 2009, in line with changes in evidence, policy and the statutory framework covering looked after children. Status of this guidance 7. This guidance is issued under Section 7 of the Local Authority Social Services Act 1970, which requires local authorities in exercising their social services functions to act under the general guidance of the Secretary of State. Local authorities must comply with this guidance when exercising these functions, unless local circumstances indicate exceptional reasons that justify a variation. 8. It also complements:  Working Together to Safeguard Children and related statutory guidance (2013);  the Missing Children and Adults Strategy (2011);  Safeguarding Children and Young People from Sexual Exploitation (2009);  the Tackling Child Sexual Exploitation Action Plan (2011); and  the Children Act 1989 guidance and regulations volumes on care planning and review. Who is this guidance for? 9. The guidance is addressed to Chief Executives, Directors of Children’s Services and Lead Members for Children’s Services. It will be of interest to Local Safeguarding Children Boards (LSCB) Chairs, senior managers within organisations providing services for children and families (including police, health, schools and the voluntary sector), as well as social care professionals, health and education practitioners and those who care for looked after children. Police forces should read this document in conjunction with Authorised Professional Practice guidance on Missing Persons. Definitions used in this guidance 10. The terms below are used throughout this document with the following definitions:  Child: anyone who has not yet reached their 18th birthday. ‘Children’ therefore means ‘children and young people’ throughout this guidance.  Young runaway: a child who has run away from their home or care placement, or feels they have been forced or lured to leave.  Missing child: a child reported as missing to the police by their family or carers.  Looked after child: a child who is looked after by a local authority by reason of a care order, or being accommodated under section 20 of the Children Act 1989.  Responsible local authority: the local authority that is responsible for a looked after child’s care and care planning.  Host local authority: the local authority in which a looked after child is placed when placed out of the responsible local authority’s area.  Care leaver: an eligible, relevant or former relevant child as defined by the Children Act 1989.  Missing from care: a looked after child who is not at their placement or the place they are expected to be (eg, school) and their whereabouts is not known.  Away from placement without authorisation: a looked after child whose whereabouts is known but who is not at their placement or place they are 49

expected to be and the carer has concerns or the incident has been notified to the local authority or the police. Police definitions 11. Since April 2013 police forces have been rolling out new definitions of ‘missing’ and ‘absent’ in relation to children and adults reported as missing to the police. These are:  missing: anyone whose whereabouts cannot be established and where the circumstances are out of character, or the context suggests the person may be subject of crime or at risk of harm to themselves or another; and  absent: a person not at a place where they are expected or required to be. 12. The police classification of a person as ‘missing’ or ‘absent’ will be based on ongoing risk assessment. Note that ‘absent’ within this definition would not include those defined as “away from placement without authorisation” above: a child whose whereabouts are known would not be treated as either ‘missing’ or ‘absent’ under the police definitions. Guidance on how police forces will apply these definitions to children was issued by ACPO in April 2013. Paragraph 19 below explains how local protocols for safeguarding young runaways or children missing from home or care should reflect these definitions.

Roles and responsibilities Local authority 13. Section 13 of the Children Act 2004 requires local authorities and other named statutory partners4 to make arrangements to ensure that their functions are discharged with a view to safeguarding and promoting the welfare of children. This includes planning to prevent children from going missing and to protect them when they do. Through their inspections of local authority children’s services, Ofsted will include an assessment of measures with regard to missing children as part of their key judgement on the experiences and progress of children who need help and protection. 14. Local authorities should name a senior children’s service manager as responsible for monitoring policies and performance relating to children who go missing from home or care. The responsible manager should look beyond this guidance to understand the risks and issues facing children missing from home or care and to review best practice in dealing with the issue. Some further resources are listed at Annex B of this guidance. Local Safeguarding Children Board (LSCB) 15. In fulfilling their statutory roles, LSCBs should give due consideration to the safeguarding risks and issues associated with children missing from home or care. To do this, they will need to see that partners from children’s social care, police, health, education and other services work effectively together to prevent children from going missing and to act when they do go missing. They should ensure that the local Runaway and Missing From Home and Care (RMFHC) protocol (see paragraph 19) is adequate and up to date. They should receive and scrutinise regular reports from the local authority analysing data on children missing from home and from care. As part of this, they should review analysis of return interviews. They should also review regular reports from children’s homes used by the local authority or within the local authority area on the effectiveness of their measures to prevent children from going missing. 50

Multi agency working 16. The local authority and police should work together to risk assess cases of children missing from home or care and to analyse data for patterns that indicate particular concerns and risks. As part of their framework to safeguard children, individual local authorities and police forces should have an agreed RMFHC protocol. 17. Local authorities should also consider those children who have not been reported missing to the police, but have come to an agency’s attention from accessing other services. There may also be trafficked children who may not have previously come to the attention of children’s services or the police. For example, the Office of the Children’s Commissioner’s report (see Paragraph 3) highlights that children from black and minority ethnic groups, and children that go missing from education, are less likely to be reported as missing. Local authorities and the police should be proactive in places where they believe under reporting may be more likely because of the relationships some communities, or individuals, have with the statutory services. Voluntary sector 18. Those working in the voluntary sector, as well as youth workers working in both statutory and voluntary services, are experienced in building trusted relationships with children. Their projects can often provide a range of additional services, such as family mediation and specialist support to parents. They can also help play a part in engaging with children to develop a support package to meet their needs if they are at risk of running away. Jobcentre Plus 19. In some circumstances, 16 and 17 year olds will be eligible to claim a Social Security benefit. Although the numbers of 16 and 17 year olds that are currently in receipt of benefit are low, most Jobcentre Plus (JCP) offices will come into contact with 16 and 17 year olds, some of who may be at risk of running away or who are already missing from their families or from care. JCP under 18 advisers are required to create and maintain close working links with local authority personal advisers, identifying and forwarding information required by local authorities.

Runaway and Missing From Home and Care (RMFHC) protocol 20. Local authorities should agree with local police and other partners a protocol for dealing with children who run away or go missing in their area. Where appropriate, they should also have agreed protocols with neighbouring authorities or administrations. The protocols should be agreed and reviewed regularly with all agencies and be scrutinised by the LSCB. Police force operational areas often cover more than a single local authority area. RMFHC protocols should therefore be agreed by agencies on a regional or sub-regional basis to ensure a consistent approach. The key elements that should be described in the protocol are detailed below. Responding to missing children  details of the lead person in local authority, police and other agencies responsible for children missing from home or care  an agreed inter-agency framework for assessing and classifying the degree of risk when a child goes missing from home or care or when a missing child comes to agency notice  guidance on what responses different agencies will offer in relation to each degree of risk

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an agreed list of measures to ensure that police ‘missing’ and ‘absent’ definitions are applied to children with due consideration given to their age, vulnerability and developmental factors details of what assessments will be carried out following missing and absent episodes, particularly assessments under S17 and S47 of the Children Act 1989 and how this information should be shared responses for groups facing specific risks of going missing, such as children with learning difficulties who may have little understanding of their actions or the risks to them, or to previously trafficked children who may be at risk of returning to exploitation which agencies will support the family while the child is missing and after they return details of how safe and well checks are conducted arrangements for independent return interviews, agencies which can provide them and how they will be offered to young runaways

Additional arrangements relating to looked after children  the actions residential or foster carers should take to locate the child before they are reported as missing (such as trying to contact the child by phone or contacting known friends)  appropriate responses to children going missing or away from placement without authorisation, including an assessment of risk, the actions and arrangements for making reports to the police when looked after children go missing  agreed local authority reporting and recording systems on children missing and away from placement without authorisation, including children placed in other local authority areas  details of any agencies providing independent advocacy services to looked after children  arrangements to monitor outcomes and analyse patterns including of children placed in the area by other local authorities Intelligence and prevention  arrangements for information sharing between the local authority, the police and other agencies  arrangements for information sharing between different local authorities when a child runs away to another area  details of data to be analysed on a regular basis, arrangements and frequency for data monitoring by LSCB and partners  agreed safeguards for runaways and missing children to identify those at risk of significant harm, particularly looking at the length of the missing episode, frequency of running away, risk factors, family history of the child  details of preventative approaches to avoid further instances of running away, including the provision of alternative accommodation when appropriate  details of work with children, including both those in care and those not in care, so that they understand the risks associated with running away and the support that is available to them

When a child goes missing 21. The response set out in the RMFCH protocol should be put into action as soon as a child is reported as missing. 52

Access to support 22. When a child has run away or is missing from home they should be able to easily access support services, such as help lines or emergency accommodation. Support should also be made available to families to help them understand why the child has run away and how they can support them on their return. Risk assessment 23. The police will prioritise all incidents of children categorised as ‘missing’ from home or care as medium or high risk. Where a child is categorised as ‘absent’, the details will be recorded by the police, who will also agree review times and any on-going actions with child’s family, carer or responsible local authority. 24. A missing child incident would be prioritised as ‘high risk’ where:  the risk posed is immediate and there are substantial grounds for believing that the child is in danger through their own vulnerability; or  the child may have been the victim of a serious crime; or  the risk posed is immediate and there are substantial grounds for believing that the public is in danger. 25. The high risk category requires the immediate deployment of police resources. Police guidance makes clear that a member of the senior management team or similar command level must be involved in the examination of initial enquiry lines and approval of appropriate staffing levels. Such cases should lead to the appointment of an Investigating Officer and possibly a Senior Investigating Officer and a Police Search Advisor (PolSA). There should be a media strategy and / or close contact with outside agencies. Family support should be put in place. The UK Missing Persons Bureau should be notified of the case immediately. CEOP and local authority children’s services should also be notified. 26. A missing child incident would be prioritised as ‘medium risk’ where the risk posed is likely to place the subject in danger or they are a threat to themselves or others. This category requires an active and measured response by police and other agencies in order to trace the missing person and support the person reporting. This will involve a proactive investigation and search in accordance with the circumstances to locate the missing child as soon as possible. 27. Where a child is categorised as ‘absent’ within the police definition, the details will be recorded by the police. Review timings and any on-going actions will be agreed as set out in the RMFCH protocol. The case will remain the subject of constant review, particularly in the light of new information and changes in circumstances.

When a child is found 28. The attitude of professionals, such as police officers and social workers, towards a child who has been missing can have a big impact on how they will engage with subsequent investigations and protection planning. However “streetwise” they may appear, they are children and may be extremely vulnerable to multiple risks. A supportive approach, actively listening and responding to a child’s needs, will have a greater chance of preventing the child from going missing again and safeguarding them against other risks. Safe and well checks 29. Safe and well checks are carried out by the police as soon as possible after a child reported as missing has been found. Their purpose is to check for any indications 53

that the child has suffered harm, where and with whom they have been, and to give them an opportunity to disclose any offending by or against them. Further guidance is available in the ACPO guidance on Missing People. 30. Where a child goes missing frequently, it may not be practicable for the police to see them every time they return. In these cases a reasonable decision should be taken in agreement between the police and the child’s parent or carer, or their social worker, with regard to the frequency of such checks bearing in mind the established link between frequent missing episodes and serious harm, which could include gang involvement, forced marriage, bullying or sexual exploitation. The reason for a decision not to conduct a safe and well check should be reported on the case file. Independent return interviews 31. When a child is found, they must be offered an independent return interview. Independent return interviews provide an opportunity to uncover information that can help protect children from the risk of going missing again, from risks they may have been exposed to while missing or from risk factors in their home. 32. The interview should be carried out within 72 hours of the child returning to their home or care setting. This should be an in-depth interview and is normally best carried out by an independent person (ie, someone not involved in caring for the child) who is trained to carry out these interviews and is able to follow-up any actions that emerge. Children sometimes need to build up trust with a person before they will discuss in depth the reasons why they ran away. 33. The interview and actions that follow from it should:  identify and deal with any harm the child has suffered – including harm that might not have already been disclosed as part of the ‘safe and well check’ – either before they ran away or whilst missing;  understand and try to address the reasons why the child ran away;  help the child feel safe and understand that they have options to prevent repeat instances of them running away;  provide them with information on how to stay safe if they choose to run away again, including helpline numbers. 34. The interview should be held in a neutral place where the child feels safe. The interview provides an opportunity hear from the child about why they went missing and to understand the risks and issues faced by the child while missing. This could include exploring issues where a child:  has been reported missing on two or more occasions;  is frequently away from placement (or their home) without authorisation;  has been hurt or harmed while they have been missing;  is at known or suspected risk of sexual exploitation or trafficking;  is at known or suspected risk of involvement in criminal activity or drugs;  has contact with people posing risk to children; and/or  has been engaged (or is believed to have engaged) in criminal activities while missing. 35. The assessment of whether a child might run away again should be based on information about:  their individual circumstances, including family circumstances;  their motivation for running away; 54

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their potential destinations and associates; their recent pattern of absences; the circumstances in which the child was found or returned; and their individual characteristics and risk factors such as whether a child has learning difficulties, mental health issues, depression and other vulnerabilities.

36. Following the safe and well check and independent return interview, local authority children’s services, police and voluntary services should work together:  to build up a comprehensive picture of why the child went missing;  to understand what happened while they were missing;  to understand who they were with when they were missing and where they were found; and  what support they require upon returning to home or their care placement in accordance with the ‘Working Together’ guidance. 37. Safe and well checks and independent return interviews provide an opportunity to inform case planning, for wider strategic planning and for professionals to take into account children’s views. The outcomes of the checks and interviews should therefore be recorded on case files so that they can shared with professionals. 38. Where children refuse to engage with the independent interviewer, parents and carers should be offered the opportunity to provide any relevant information and intelligence of which they may be aware. This should help to prevent further instances of the child running away and identify early the support needed for them. 39. When children missing from home are located but have not been reported missing to the police by their families, parents and carers should be encouraged to report any future episodes of running away. This may require particular work in some communities, for example those with high levels of gang crime. Local authorities should pro-actively consider investigating further to identify early any safeguarding concerns, or whether the child and their family need further support. Emergency accommodation 40. It is important that emergency accommodation can be accessed directly at any time of the day or night. Bed and breakfast (B&B) accommodation is not considered suitable for any child under the age of 18 even on an emergency accommodation basis. 41. The police have powers to take immediate action to protect a child. Should it be necessary to take the child into police protection, the child must be moved as soon as possible into local authority accommodation. The local authority should consider what type of accommodation is appropriate in each individual case. It is important that children are not placed in accommodation that leaves them vulnerable to exploitation or trafficking. 16 and 17 year olds 42. When a 16 or 17 year old runs away or goes missing they are no less vulnerable than younger children and are equally at risk, particularly of sexual exploitation or involvement with gangs. A 16 or 17 year old who has run away may present as homeless. In this case, local authority children’s services must assess their needs as for any other child. Where this assessment indicates that the child is as child in need 55

and requires accommodation under section 20 of the Children Act 1989, they will become looked after. 43. The accommodation provided must be suitable, risk assessed and meet the full range of a child’s needs. Sustainability of the placement must be considered. Children who have run away and are at risk of homelessness may be placed in supported accommodation. For example, the accommodation may include provision of specialist support for those who have been sexually exploited. 44. Local authorities should have regard to statutory guidance issued in April 20107 to children’s services authorities and local housing authorities about their duties under Part 3 of the Children Act 1989 and Part 7 of the Housing Act 1996 to secure or provide accommodation for homeless 16 and 17 year olds. Children who repeatedly run away and go missing 45. Repeatedly going missing should not be viewed as a normal pattern of behaviour. For example, repeat episodes of a child going missing can indicate sexual exploitation. In addition to strategies and issues already highlighted, the following should also be considered when dealing with this specific group. 46. If a child has run away two or more times, local authorities should ensure a discussion is held, either with the child, their family or both, to offer further support and guidance. Actions following earlier incidents should be reviewed and alternative strategies considered. Access to and timeliness of independent return interviews should also be reviewed. 47. There may be local organisations in the area that can provide repeat runaways with an opportunity to talk about their reasons for running away, and can link runaways and their families with longer-term help if appropriate. They may also be able to provide support to children while they are away from home or care. Local authorities should work with organisations that provide these services in their area. Collecting, sharing and analysing data on children who go missing 48. Early and effective sharing of information between professionals and local agencies is essential for the identification of patterns of behaviour. Relevant data may include times and duration of missing episodes, information from return interviews, absence data from schools, etc. This may be analysed to identify areas of concern for an individual child, or to identify ‘hotspots’ of activity in a local area. This will help authorities to identify risks in their area, such as exploitation, gangs or crime related activity that might not be apparent. It will also help identify trends, for example, whether children are going missing from a particular children’s home or other patterns across the local authority. 49. Data and analysis of children who go missing both from home and from care should be included in regular reports to council members, especially to the lead member for children’s services and in reports by the local authority to the LSCB. Additional actions to protect looked after children 50. Looked after children are particularly vulnerable. Though the number of looked after children going missing is a small percentage of the overall number of children that go missing, it is disproportionately high compared with the children’s population as a whole. Further responsibilities on local authorities for looked after children who go missing are detailed below. 56

Looked after children who are away from placement without authorisation 51. Sometimes a looked after child may be away from their placement without authorisation. While they are not missing, they may still be placing themselves at risk because of where they are. For example, they may choose to stay at the house of friends where the carer has concerns about of risks of sexual exploitation. The police will not consider this child as missing or absent, but the RMFHC protocol should describe the appropriate course of action to protect the child and seek their return. Reducing the risk of looked after children running away 52. Local authorities have a duty to place a looked after child in the most appropriate placement available, subject to their duty to safeguard and promote the welfare of the child. Placing the child in an appropriate placement should help to minimise the risk of the child running away. The care plan should include details of the arrangements that will need to be in place to keep the child safe and minimise the risk of the child going missing from their placement. 53. Any decision to place a child at distance should be based on an assessment of the child’s needs including their need to be effectively safeguarded. Evidence suggests that distance from home, family and friends is a key factor for looked after children running away. 54. Listening to a child is an important factor in protecting and minimising the chances of a child running away. The Children’s Rights Director (2012) reported that “one of the major influences of them running away is having a sense that they are not being listened to and taken seriously”, particularly about placement decisions and moves. All looked after children should be informed about their right to be supported by an independent advocate. Care planning and review 55. Care plans should include a detailed assessment of the child’s needs, including the need for the provision of an appropriate placement that offers protection from harm. Where a child goes missing from a placement, a statutory review of their care plan can provide an opportunity to check that it addresses the reasons for an absence. The review should result in the development of a strategy to minimise a repeat of the missing episode. In particular, any issues relating to the vulnerability of the child to sexual exploitation, trafficking or criminal or gang involvement should be identified. Actions to address these needs and ensure the child is kept safe should be clearly set out in the care plan. The police and other relevant agencies should be given the opportunity to contribute to the review. 56. Where a child already has an established pattern of running away, the care plan should include a strategy to keep them safe and minimise the likelihood of the child running away in the future. This should be discussed and agreed as far as possible with the child and with the child’s carers and should include detailed information about the responsibilities of all services, the child’s parents and other adults involved in the family network. Independent Reviewing Officers (IROs) should be informed about missing and away from placement without authorisation episodes and they should address these in statutory reviews. Out of area placements 57. When a child is placed out of their local authority area, the responsible authority must make sure that the child has access to the services they need. Notification of the placement must be made to the host authority and other specified services. 57

58. If children placed out of their local authority run away, the local RMFHC protocol should be followed, in addition to complying with other processes that are specified in the policy of the responsible local authority. It is possible that the child will return to the area of the responsible authority so it is essential that liaison between the police and professionals in both authorities is well managed and co-ordinated. A notification process for missing and away from placement without authorisation episodes should be agreed between responsible and host local authorities. Children’s home staff and foster carers 59. Children’s home staff and foster carers should be trained and supported to offer a consistent approach to the care of children. This should include being proactive about strategies to prevent children from running away and understanding the procedures that must be followed if a child goes missing. 60. The competence and support needs of children’s home staff and foster carers in responding to missing from care issues should be considered as part of their appraisal and supervision. National Minimum Standards – looked after children 61. The National Minimum Standards (NMS) for Children’s Homes and those for Fostering Services set out expectations about how providers should take account of the needs of the children who rely on their services. Standards concerned with protecting children from abuse and neglect, countering bullying, promoting leisure opportunities, privacy and confidentiality, access to advocacy, and maintenance of familial contact are likely to be relevant to creating a constructive caring environment designed to minimise the likelihood that children will run away from their placements. 62. Registered children’s home providers are required to have quality assurance arrangements in place. As a minimum, this will involve an independent person visiting the home at least once a month to monitor the effectiveness of the home’s arrangements for safeguarding children and for promoting their wellbeing. This visit may be unannounced. The independent person undertaking the visits will wish to be satisfied that the home has an effective approach to behaviour management. They should routinely examine missing person’s reports to check the home provides stable, secure and safe care. The visit must, wherever possible, include private interviews with children and young people living at the home (and if appropriate their parents, relatives or carers). Staff employed at the home must also be interviewed privately. A written report on the conduct of the home must be prepared after the visit and sent to Ofsted, to the local authorities responsible for the care of each child in the home, to the homes provider and manager, and, on request to the authority where the home is located. 63. The Children’s Home Regulations require providers to have explicit procedures in place both to prevent children going missing and to take action if they do go missing. This policy must specify the procedures to be followed and the roles and responsibilities of staff when the child is absent. For example, this may include whether there is an expectation that staff attempt to locate missing children and how staff should support children on return to the home. This procedure must take into account the views of appropriate local services and have regard to police and local authority protocols for responding to missing person's incidents in the area where the home is located. The NMS specifies that staff should actively search for children and, where appropriate, work with the police. 58

64. On 1 April 2013, regulations came into force requiring Ofsted to provide details of the locations of children’s homes to local police forces to support the police in their strategic and operational approach to safeguarding children. This duty is in addition to the existing obligation for Ofsted to provide this information to local authorities. A protocol published alongside the regulations sets out the responsibilities of the public authorities to use information about the location of children’s homes only for the purposes for which it was disclosed, and to share it onward only where this is compatible with safeguarding children and promoting their welfare. Care Leavers 65. Care leavers, particularly 16 and 17 year olds may go missing from their home or accommodation and face the same risks as other missing children. Local authorities must ensure that care leavers live in “suitable accommodation” as defined in regulation 9(2) of the Care Leavers (England) Regulations 2010, (made under section 23B(10) of the Children Act 1989). In particular, young people should feel safe in their accommodation and the areas where it is located. Local authorities should ensure that pathway plans set out where a young person may be vulnerable to exploitation, trafficking or going missing, and put in place support services to minimise this risk. When a looked after child goes missing 66. Whenever a child runs away from a placement, the foster carer or the manager on duty in their children’s home is responsible for ensuring that the following individuals and agencies are informed within the timescales set out in the local RMFHC protocol:  the local police;  the authority responsible for the child’s placement – if they have not already been notified prior to the police being informed; and  parents and any other person with parental responsibility, unless it is not reasonably practicable or to do so would be inconsistent with the child’s welfare. (Please see the accompanying document, Statutory guidance on children who run away or go missing from care: Flowchart to accompany the statutory guidance.) When a looked after child is found 67. The responsible authority should ensure that plans are in place to respond promptly once the child is located. Care staff should inform the child’s social worker and the independent reviewing officer that the child has returned. If the child is located but professionals are unable to establish meaningful contact, then the responsible authority should contact the police and consider the appropriate action to take. 68. When the child has been located, the responsible local authority should review whether the child’s placement remains appropriate. The decision should be informed by discussions with the child and carers where appropriate. The outcomes and reasons for the decision should be recorded. 69. An independent return interview should be offered when a missing looked after child is found. Where possible, the child should be given the opportunity to talk before they return to their placement. The person conducting the interview should usually be independent of the child’s placement and of the responsible local authority. An exception maybe where a child has a strong relationship with a carer or social worker and has expressed a preference to talk to them, rather than an independent person, about the reasons they went missing. The child should be offered the option of 59

speaking to an independent representative or advocate. When a looked after child is placed in a host authority, the responsible authority should ensure the independent review interview takes place, working closely with the host authority. 70. Children’s home staff or foster carers should continue to offer warm and consistent care when a child returns, and running away should not be viewed as behaviour that needs to be punished. The need for safe and reliable care may be particularly significant for a child who faces pressure to run away from their placement as a result of circumstances beyond the control of their carers. In these circumstances, it will be even more important that the child’s care and placement plans are kept up-to-date and include a strategy to reduce the pressure on the child to run away. Data on looked after children who go missing or are away from placement without authorisation 71. Looked after children who go missing, or who are away from placement without authorisation, can be at increased risk of sexual or other forms of exploitation or of involvement in drugs, gangs, criminal activity or trafficking. Particular attention should be paid to repeat episodes. Data on these episodes should be analysed regularly in order to map problems and patterns. Regular reports on this data should be provided to council members and the LSCB. 72. Data for children missing or away from placement without authorisation should be reported to the Department for Education by the responsible authority through their annual data returns on looked after children. Looked after children who may have been trafficked from abroad 73. Some looked after children are unaccompanied asylum seeking children or other migrant children. Some of this group may have been trafficked into the UK and may remain under the influence of their traffickers even while they are looked after. Trafficked children are at high risk of going missing, with most going missing within one week of becoming looked after and many within 48 hours. Unaccompanied migrant or asylum seeking children who go missing immediately after becoming looked after should be treated as potential victims of trafficking. 74. The assessment of need to inform the care plan will be particularly critical in these circumstances and should be done immediately as the window for intervention is very narrow. The assessment must seek to establish:  relevant details about the child’s background before they came to the UK;  an understanding of the reasons why the child came to the UK; and  an analysis of the child’s vulnerability to remaining under the influence of traffickers. 75. In conducting this assessment, it will be necessary for the local authority to work in close co-operation with the UK Human Trafficking Centre (UKHTC) and immigration staff familiar with patterns of trafficking into the UK. Immigration staff who specialise in trafficking issues should be able to advise on whether information about the individual child suggests that they fit the profile of a potentially trafficked child. 76. Provision may need to be made for the child to be in a safe place before any assessment takes place and for the possibility that they may not be able to disclose full information about their circumstances immediately. The location of the child should not be divulged to any enquirers until their identity and relationship with the child has been established, if necessary with the help of police and immigration 60

services. In these situations the roles and responsibilities of care providers must be fully understood and recorded in the placement plan. Proportionate safety measures that keep the child safe and take into account their best interests should also be put in place to safeguard the child from going missing from care or from being retrafficked. 77. It is essential that the local authority continues to share information with the police and immigration staff, concerning potential crimes against the child, the risk to other children, or other relevant immigration matters. 78. ‘Safeguarding Children Who May Have Been Trafficked’ contains practical guidance for agencies which are likely to encounter, or have referred to them, and young people who may have been trafficked. Where it is suspected that a child has been trafficked, they should be referred by the local authority into the UK’s victim identification framework, the National Referral Mechanism (NRM). The Trafficked Children Toolkit11, developed by the London Safeguarding Children Board, has been made available to all local authorities to help professionals assess the needs of these children and to refer them to the NRM. 79. NSPCC Child Trafficking Advice Centre provides specialist advice and information to professionals who have concerns that a child may have been trafficked. Phone 0808 800 5000 Monday to Friday 9.30am to 4.30pm; email [email protected] ; or web http://www.nspcc.org.uk/Inform/research/ctail/ctail_wda84866.html

Child sexual exploitation  Safeguarding Children and Young People from Sexual Exploitation (2009) https://www.gov.uk/government/publications/safeguarding-children-and- youngpeople-from-sexual-exploitation-supplementary-guidance  Tackling child sexual exploitation action plan (2011) https://www.gov.uk/government/publications/tackling-child-sexual- exploitationaction-plan  What to do if you suspect a child is being sexually exploited. A step-by-step guide for frontline practitioners (June 2012) https://www.gov.uk/government/publications/what-to-do-if-you-suspect-a-child-isbeing-sexually-exploited  National Working Group website, a UK network of over 1000 practitioners working on the issue of child sexual exploitation (CSE) and trafficking within the UK. includes relevant resources for practitioners www.nationalworkinggroup.org  Parents Against Child Sexual Exploitation (PACE) http://www.paceuk.info/ Child trafficking  Safeguarding Children Who May Have Been Trafficked Guidance (2011) https://www.gov.uk/government/publications/safeguarding-children-who-mayhave-been-trafficked-practice-guidance  NSPCC Child Trafficking Advice Centre (CTAC) http://www.nspcc.org.uk/Inform/research/ctail/ctail_wda84866.html  London Borough of Hillingdon resources for trafficked children at http://www.hillingdon.gov.uk/article/16450/Child-trafficking-sub-group  On the Safe Side: Principle of Safe Accommodation of Child Victims of Trafficking (ECPAT UK, 2011) link available here: http://www.ecpat.org.uk/sites/default/files/on_the_safe_side.pdf 61

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Conducting good return interviews for young people who run away (2014) from the Children’s Society http://www.childrenssociety.org.uk/sites/default/files/tcs/8pp_a5_runaway_return _i nterviews_final.pdf

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CHILD PROTECTION &STAFF SAFEGUARDING CHILDREN POLICIES What all staff must know All staff members should be aware of systems at the Academy which support safeguarding; these are explained to them as part of staff induction and include:  the child protection policy;  the staff conduct; and  the role of the designated safeguarding lead. Copies of policies and a copy of Keeping Children Safe in Education: Statutory Guidance for Schools and Colleges (DfE May 2016), Part one are provided to staff at induction. All staff should be aware of the early help process, and understand their role in it. This includes identifying emerging problems, liaising with the designated safeguarding lead, sharing information with other professionals to support early identification and assessment and, in some cases, acting as the lead professional in undertaking an early help assessment. All staff should be aware of the process for making referrals to children’s social care and for statutory assessments under the Children Act 1989 that may follow a referral, along with the role they might be expected to play in such assessments. All staff should know what to do if a child tells them he/she is being abused or neglected. Staff should know how to manage the requirement to maintain an appropriate level of confidentiality whilst at the same time liaising with relevant professionals such as the designated safeguarding lead and children’s social care. Staff should never promise a child that they will not tell anyone about an allegation- as this may ultimately not be in the best interests of the child. Staff members need to maintain an attitude of ‘it could happen here’ where safeguarding is concerned. When concerned about the welfare of a child, staff members should always act in the best interests of the child. All school and college staff members should be aware of the signs of abuse and neglect so that they are able to identify cases of children who may be in need of help or protection. Knowing what to look for is vital to the early identification of abuse and neglect. If staff members are unsure they should always speak to the designated safeguarding lead. All staff should have an awareness of safeguarding issues. Staff should be aware that behaviours linked to the likes of drug taking, alcohol abuse, truanting and sexting put children in danger. All staff should be aware safeguarding issues can manifest themselves via peer on peer abuse. This is most likely to include, but not limited to: bullying (including cyber bullying), gender based violence/sexual assaults and sexting. Staff should be clear as to the Academy’s policy and procedures with regards to peer on peer abuse. Fears about sharing information cannot be allowed to stand in the way of the need to promote the welfare and protect the safety of children.

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CP & SAFEGUARDING POLICIES SUMMARY Please read alongside the full policies Named Governor: Mrs J.Green Named DSL: Ms L.Cabena Named Deputy DSL: Mr S. Miller DSL trained: Ms O.Hicks (Sixth Form) Family Liaison Officer: Ms D.Hopkins Other Level 3 CP trained staff: Mr J. Allen, Miss K. Tzoganakou Mr M. Billyeald Mr S. Khan Mr J. Morris All pastoral Managers

Safeguarding is protecting children from:  Maltreatment  Preventing impairment of children’s health development  Taking action to enable all children to have the best outcomes  Ensuring that children grow up in circumstances consistent with the provision of a safe and effective care. Staff should:  be aware of the signs of abuse and neglect  maintain an attitude of ‘it could happen here’  always act in the interests of the child.  Be aware that a child going missing from an education setting is a potential indicator of abuse or neglect.

All staff need to know the Academy systems that support safeguarding, including:  The Academy’s child protection, safeguarding and whistleblowing policies.  The Designated Safeguarding Lead  The staff conduct policy All staff have regular CP training and have read the Keeping children safe in education 2015, Part 1.

Some of the signs and behaviours which may indicate that a child is being abused are:  Repeated minor injuries.  Children who have poor hygiene, are dishevelled or appear malnourished.  Children who have lingering illnesses which are not attended to, deterioration in school work, or significant changes in behaviour, e.g. severe tantrums.  An air of detachment or “don’t care” attitude.  Overly compliant behaviour.  A “watchful attitude”  Sexually explicit behaviour, aggressive and inappropriate sex play  A child who is reluctant to go home or is kept away from school for no apparent reason.  Does not trust adults, particularly those who are close.  “Tummy pains” with no medical reason.  Eating problems, including overeating, loss of appetite.  Disturbed sleep, nightmares, bed wetting.  Suicide attempts.  Running away from home.  Self-harming, self-inflicted wounds.  Reverting to younger behaviour.  Depression, withdrawal.  Relationships with adults which are sensitive and exclude others.

Specific safeguarding/CP issues:  Child sexual exploitation (CSE)  Bullying including cyberbullying  Domestic violence  Drugs  Fabricated or induced illness  Faith or ritualistic abuse  Female genital mutilation (FGM)  Forced marriage  Under-age Marriage  Gangs and youth violence  Gender-based violence/violence against women and girls (VAWG)  Children Missing Education  Child Exploitation and E-Safety  Safeguarding Disabled Children  Honour Based Violence  Sexually Active under Eighteen years old  Neglect  Abuse  Physical abuse  Sexual abuse  Emotional abuse  Sexual exploitation  Mental health  Private fostering  Radicalisation  Sexting  Teenage relationship abuse  Trafficking

The Academy recognises that it can contribute to the prevention of abuse and thus: a) Establishes and maintains an environment where children feel secure, are encouraged to talk, and are listened to; b) Ensures children know that there are 64 c) Includes opportunities for children to develop the skills adults in the Academy whom they can approach if they are worried; they need to recognise and stay safe from abuse.

Receiving and Dealing with a Disclosure Child makes a disclosure Reassure Receive Stay calm and reassure the child that they have done the right thing. Don’t make promises including promises on confidentiality. Do try to alleviate feelings of guilt and shame, empathise with the child.

Listen, remain neutral and accept what the child says.

Report Immediately inform the DSL and enter concern in CPOMS. The DSL will ask you to sign the register and will ask you to complete a short report. Be objective and use the child’s words where possible. The DSL will make a referral to Children’s Services, if appropriate. Other agencies and staff will be informed on a need to know basis.

Do not hesitate to enquire how your report was followed up by the DSL. If you are not reassured by the response, report your concerns to the Principal.

DSL - Ms L.Cabena (Senior Assistant Vice Principal) Deputy DSL - Mr S.Miller (Assistant Vice Principal) Other Level 3 CP trained staff: Mr J. Allen, Miss K. Tzoganakou, Mr S. Khan, Mr M. Billyeald , Mr J. Morris, all pastoral support managers 65

Action when a child has suffered or is likely to suffer harm This diagram illustrates what action should be taken and who should take it where there are concerns about a child. If, at any point, there is a risk of immediate serious harm to a child a referral should be made to children’s social care immediately. Anybody can make a referral.

5. 6.

7.

8.

In cases which also involve an allegation of abuse against a staff member, see Part four of this guidance. Early help means providing support as soon as a problem emerges at any point in a child’s life. Where a child would benefit from co-ordinated early help, an early help inter-agency assessment should be arranged. Chapter one of Working together to safeguard children provides detailed guidance on the early help process. Under the Children Act 1989, local authorities are required to provide services for children in need for the purposes of safeguarding and promoting their welfare. This can include s17 assessments of children in need and s47 assessments of children at risk of significant harm. Full details are in Chapter one of Working together to safeguard children. This could include applying for an Emergency Protection Order (EPO).

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DEALING WITH A DISCLOSURE OF ABUSE When a child tells me about abuse s/he has suffered, what must I remember?               

Stay calm. Do not communicate shock, anger or embarrassment. Reassure the child. Tell her/him you are pleased that s/he is speaking to you. Never enter into a pact of secrecy with the child. Assure her/him that you will try to help but let the child know that you will have to tell other people in order to do this. State who this will be and why. Tell her/him that you believe them. Children very rarely lie about abuse; but s/he may have tried to tell others and not been heard or believed. Tell the child that it is not her/his fault. Encourage the child to talk but do not ask "leading questions" or press for information. Listen and remember. Check that you have understood correctly what the child is trying to tell you. Praise the child for telling you. Communicate that s/he has a right to be safe and protected. Do not tell the child that what s/he experienced is dirty, naughty or bad. It is inappropriate to make any comments about the alleged offender. Be aware that the child may retract what s/he has told you. It is essential to record all you have heard. At the end of the conversation, tell the child again who you are going to tell and why that person or those people need to know. As soon as you can afterwards, make a detailed record of the conversation using the child’s own language. Include any questions you may have asked. Do not add any opinions or interpretations.

NB It is not education staff’s role to seek disclosures. Their role is to observe that something may be wrong, ask about it, listen, be available and try to make time to talk.

Immediately afterwards You must not deal with this yourself. Clear indications or disclosure of abuse must be reported to children’s social care without delay by the Designated Safeguarding Lead or the Deputy Designated Safeguarding Lead. Children making a disclosure may do so with difficulty, having chosen carefully to whom they will speak. Listening to and supporting a child/young person who has been abused can be traumatic for the adults involved. Support for you will be available from your Designated Safeguarding Lead or Head Teacher/Principal.

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