Policies and Procedures

This is a downloadable document.  Please click here

Lynch Hill School Primary Academy, as part of SEBMAT, now use the trust's Charging and Remissions Policy.  Please click here to go to the policies area on the SEBMAT website

ADMISSIONS POLICY 2019/20

Pupils will be admitted to the school into the Reception year in September following their 4th birthday (i.e. pupils must be four years old by 31st August), without reference to ability or aptitude.  The admission number for any one year group is 120 and class size is limited to 30 per class. 

 Oversubscription criteria

Where applications for admission exceed the number of places available, the following criteria will be applied.

The law requires the school to admit pupils with a Statement of Special Educational Needs where a Local Authority has specifically named Lynch Hill School as the most appropriate placement. These applications will usually be agreed in advance of the main allocation process. Where they are a late application, the school can be required to admit even if the admission number has been reached.

If the school is oversubscribed, after the admission of pupils with a Statement of Special Educational Needs where the school is named in the Statement, priority for admission will be given to those children who meet the criteria set out below, in order:

1.         Looked after children and previously looked after children.

A 'looked after child' is a child who is (a) in the care of a local authority, or (b) being provided with accommodation by a local authority in the exercise of their social services functions (see the definition in Section 22(1) of the Children Act 1989) at the time of making an application to a school. Previously looked after children are children who were looked after, but ceased to be so because they were adopted (or became subject to a residence order or special guardianship order.

2.         Children of staff

a)     where the member of staff has been employed at the school for two or more years at the time at which the application for admission to the school is made, and/or

b)     the member of staff is recruited to fill a vacant post for which there is a demonstrable skill shortage.

3.         Children who have a sibling attending the school. ‘Sibling includes step siblings, foster siblings, adopted siblings and other children living permanently at the same address or siblings who are former pupils of the school’.

4.         Children who have strong medical or social grounds for admission for which supporting evidence, eg. a letter, is supplied from their doctor, health visitor or relevant professional.

5.         All other children ranked according to the proximity of the applicant’s home to the school measured from home to the school’s main entrance using GPS software.

Tie Breaker: If Lynch Hill School does not have places for all the children in a particular category, random allocation will be used as a tie-break to decide who has highest priority for admission if the distance between two children’s homes and the school is the same. This process will be independently verified.

Applications and offers

Entry Admissions : Applying for a place in Reception

There is one intake into Reception, in September, each year. 

An application for a place at Lynch Hill School is made using the common application form (CAF).  Admission to Reception is coordinated by Slough Borough Council.

Places are allocated on the basis of our determined admission arrangements only, and a decision to offer or refuse admission is made by the Admissions Committee established by the Governing Body.

In the normal admissions round, an offer of a place in Reception is sent by the local authority and the school does not contact parents until after these offers have been received.

The timeline for this process is set be the local authority.  Applications received after the closing date will be deemed as late.  These will be considered after those received by the due date, if places are available.  If places are not available, the application will be held on the school’s waiting list.  If a place becomes available it will be allocated on the basis of the oversubscription criteria. 

Deferred entry to school

Parents can request that the date their child is admitted to school is deferred until later in the academic year or until the term in which the child reaches compulsory school age, and Parents can request that their child takes up the place part-time until the child reaches compulsory school age.

In Year admissions

This applies to admissions in all other year groups and to Reception after the normal admissions round.  Lynch Hill has 120 places per year group, year R to year 6. 

An application for an ‘in year’ admission is made using the school admission form and is accepted at any time through the year.  Alternatively, an application via Slough Borough Council is equally acceptable.  These applications are processed by the school.  All matters relating to entry admissions apply equally to in year admissions.

 Withdrawing an offer or a place

The school may withdraw an offer if it has been offered in error, a parent has not responded within a reasonable period of time, or it is established that the offer was obtained through a fraudulent or intentionally misleading application. Where an offer is withdrawn on the basis of misleading information, the application will be considered afresh, and a right of appeal offered if an offer is refused.

Waiting lists

The school maintains a clear, fair and objective waiting list.  Each added child will require the list to be ranked again in line with the published oversubscription criteria. The waiting list is held for one academic year.  The list is closed on 31^st August and fresh applications are required for the new school year.  Priority is not given to children based on the date their application was received or their name was added to the list. Looked after children, previously looked after children, and those allocated a place at the school in accordance with a Fair Access Protocol take precedence over those on a waiting list.

Right to appeal

In all cases, where a decision has been made to refuse a place at the school parents have the right of appeal.  Appeals information is available from the school office and on the website.  All appeals need to be made in writing to the Appeals Clerk and will be considered by an independent panel.

This policy is based on DfE guidance “Preventing and Tackling Bullying” and supporting documents. It also takes into account the DfE statutory guidance “Keeping Children Safe in Education”. The school has read Childnet’s “Cyberbullying: Understand, Prevent and Respond: Guidance for Schools”. 

5)   Definition of bullying

8)   Responding to bullying

o   Advising them to keep a record of the bullying as evidence and discuss how to respond to concerns and build resilience, as appropriate.

o   Where the bullying takes place off school site or outside of normal school hours (including online), the school will still investigate the concern and ensure that appropriate action is taken in accordance with the schools behaviour and discipline policy.

o   Reporting offensive or upsetting content and/or accounts to the service provider, where the bullying has occurred online.

o   Reassuring and offering appropriate support.

o   Working with the wider community and local/national organisations to provide further or specialist advice and guidance.

o   Regularly update and evaluate our practice to take into account the developments of technology and provide up-to-date advice and education to all members of the community regarding positive online behaviour.

o   Take appropriate, proportionate and reasonable action, in line with existing school policies, for any bullying bought to the schools attention, which involves or effects pupils, even when they are not on school premises; for example, when using school transport or online, etc.

o   Implement appropriate disciplinary sanctions; the consequences of bullying will reflect the seriousness of the incident, so that others see that bullying is unacceptable.

o   Use a variety of techniques to resolve the issues between those who bully, and those who have been bullied.

Race, religion and nationality

Anne Frank Trust: www.annefrank.org.uk

Kick it Out: www.kickitout.org

Report it: www.report-it.org.uk

Stop Hate: www.stophateuk.org

Tell Mama:www.tellmamauk.org

Educate against Hate: www.educateagainsthate.com/

Show Racism the Red Card: www.srtrc.org/educational

LGBT

Barnardos LGBT Hub: www.barnardos.org.uk/what_we_do/our_work/lgbtq.htm

Metro Charity: www.metrocentreonline.org

EACH: www.eachaction.org.uk

Proud Trust: www.theproudtrust.org

Schools Out: www.schools-out.org.uk

Stonewall: www.stonewall.org.uk

Sexual harrassment and sexual bullying

Ending Violence Against Women and Girls (EVAW) www.endviolenceagainstwomen.org.uk

A Guide for Schools: www.endviolenceagainstwomen.org.uk/data/files/resources/71/EVAW- Coalition-Schools-Guide.pdf

Disrespect No Body: www.gov.uk/government/publications/disrespect-nobody-campaign-posters

Anti-bullying Alliance: advice for school staff and professionals about developing effective anti-bullying practice in relation to sexual bullying: www.anti-bullyingalliance.org.uk/tools-information/all-about- bullying/sexual-and-gender-related 

www.gov.uk/government/publications/preventing-and-tackling-bullying

The welfare of all pupils is our primary concern. Rules are kept to a minimum and are based on self-discipline and respect for other people, for school buildings, equipment and resources.  Behaviour that endangers self or others is not acceptable and we look to the support of all parents in maintaining high standards and a caring, learning community.  At Lynch Hill, children learn to relate to others and take responsibility for their actions. Good relationships are seen as fundamental in forming positive pupil attitudes and the whole school community is encouraged to share in this process.  As a Rights Respecting School, in each class, staff and pupils work together to agree a class charter, which highlights everyone’s rights and responsibilities in accordance with the UN Charter of the Rights of the Child.  We try to involve parents at the earliest stage with any concerns over behaviour or learning. The staff exercise the same kind of control over the pupils as that of a careful and reasonable parent.  It is considered very important that teaching and learning takes place in a calm environment.  Teachers have reward systems and continually emphasise and encourage responsible behaviour and positive attitudes to others and to work.  Praise awards are given weekly to recognise individual achievements.

Expectations of Behaviour

It is essential that the children make the most of every opportunity to learn whilst in school. We have therefore set an absolute expectation that all children will behave in class, staying in their seat, listening to the teacher, working quietly, completing the work set and allowing other children to work uninterrupted. A positive attitude in school is essential if all children in the class are to be allowed to learn and we know that parents as well as teachers are keen for this to happen.

Managing Behaviour at Lynch Hill

Principles: Our intention is to encourage good manners and self-discipline in a secure environment. All staff set a positive role model to the pupils. Our school expects everyone to be courteous, trustworthy and responsible and the atmosphere to be calm, happy and work-orientated.

All staff:

Ø praise acceptable behaviour actions and efforts regularly and consciously.

Ø notice and reward improved behaviour.

Ø use and emphasise positive reinforcements.

Ø actively teach children how to behave acceptably, setting targets for those who need them.

Ø promote rights, responsibilities and respect.

• Praise is used much more frequently than reprimand.
• Children are encouraged to discuss and take responsibility for their actions. In an incident all parties involved share in this process; e.g. in the case of a fight, everyone involved must share the blame and sanctions vary according to the level of involvement. This includes those on the side-lines who encourage the proceedings. In all instances, owning-up or telling the truth is praised and rewarded where appropriate.
• Whilst maintaining a positive approach to managing behaviour we operate a “zero tolerance” of disruptive behaviour in class especially, where it prevents teaching and learning taking place. Children who hinder the progress of lessons are removed to work with the Executive Headteacher or Deputy Headteacher.
• Class charters are negotiated with each class in September detailing class expectations. A warning is given when any of these responsibilities are persistently broken.

Encouraging Good Behaviour

Children enjoy praise and encouragement at all times, but all enjoy expressions of success. At Lynch Hill, we give positive reinforcement of good behaviour high priority through:

• Verbal praise: we aim to ‘catch them being good’ and reward what we see, particularly those who find it difficult to behave acceptably
• Liberal use of bonus points and stickers for immediate reinforcement of expectations
• Credits: a special reward system for Year 6 children to encourage and reward a positive attitude in meeting challenging expectations. Year 6 children receive credit stamps, which can be collected and traded for goods in the credit cupboard. Year 6 children receive credits for good work and behaviour. These are traded for gifts from the “Credit” cupboard.

A ’Good Day Ticket’ is awarded for a good day - that is no concerns have been raised over work, homework, behaviour in class and in the playground, or attitude towards all staff and prefects during the day. These are stamped in their homework diary (so no diary, no ticket).

Awards are given for the number collected.

Weekly awards are presented in assembly each week:

§ Praise awards to reinforce good attitude and particular effort during the week

§ Executive Headteacher’s Award per class for achievement throughout the week

§ KS2 Class Award for attendance

Class Book of Achievement: record of individual successes in and out of school

Gold Book of Achievement: on display in the entrance hall containing the roll of honour for awards and any good news we wish to share publicly

Good Day Ticket Awards: 20 for bronze, 40 for silver, 60 for gold per term. Badges, and certificates are awarded in assembly. Names are displayed on the roll of honour and in a newsletter to parents at the end of term.

Personal Development Awards (levels 1,2 and 3): These awards are for year 5 and 6 and cover aspects such as behaviour, attendance, leadership and learning. Children are set personal targets within each aspect by their teacher.

Special awards are also given at the end of term to recognise full attendance, special achievements; e.g. in spelling tests, and significant achievement during the term.

Peer Mentors / Prefects: Year 6 children who demonstrate a responsible attitude are entrusted with certain whole school responsibilities.

Prize Day: an annual end-of-year event when those who have earned a Gold Award each term in the year receive further recognition alongside other awards for full attendance, personal development and academic success. Prize-winners’ photographs are displayed in the area outside each hall.

KIDZONE: This is a session of free activities given as a reward to those children who have behaved well, each week, on Friday.

Dealing with unacceptable behaviour

The order of consequences for unacceptable behaviour are:

• A quiet verbal warning or moving the child within the room.
• A verbal warning that if the misbehaviour continues the child will lose KidZone time or be removed from class. We operate a policy of ‘zero tolerance’ of disruptive behaviour in lessons. This must be reinforced with prompt action.
• Loss of KidZone time can be bought back, if appropriate
• Removal of the child to work out of class with the Executive Headteacher or Deputy. The child may receive a formal warning to be recorded by the class teacher and the child will be required to stay to detention that evening.
• Loss of KidZone time is given for misbehaviour in class including persistent talking, wandering around class, etc. This loss of time may be earned back with good behaviour the next day.
• Formal warnings are given for misbehaviour only and are recorded by the teacher in class. These are given for: disruption of lessons, swearing, fighting inside school, rudeness, arguing with staff and refusal to co-operate.

The child has three chances: three warnings mean that the matter is then referred to a Senior member of staff who will then speak with the child and investigate the situation with all the parties involved. At every stage, we encourage the child to take responsibility for their actions and recognise that they have choices in how they respond to situations. In all instances owning-up or telling the truth is praised and rewarded where appropriate. If necessary, a ‘yellow letter’ is then sent to the parents to inform them of the situation. These are numbered and may count towards an exclusion.

We view each week as a fresh start for everyone. We like to put the events of the previous week aside and allow everyone a chance to prove that they have taken responsibility for their actions and can rise to expectations.

Bullying is unacceptable and will not be tolerated at Lynch Hill. The school has a specific policy for dealing with bullying incidents. Members of staff respond to signs of bullying and act promptly and firmly against it. We recognise that bullying can make a child’s life unhappy and can hinder general progress. Children who bully others will be dealt with through the Behaviour Policy and serious incidents are cause for immediate exclusion.

Sanctions:

• Break-time detention (in the school hall): is used for children who either do not complete the work set in the lesson or fail to return homework or misbehave in assembly.
• After school detention: is used for persistent work related issues particularly non-completion of homework. Children will be expected to stay for one-hour after school and at least 24 hours’ notice will be given to parents. Parents’ permission is not required as the school has the right to detain pupils for this purpose.
• Unacceptable behaviour in the playground.  Lunchtime incidents are dealt with using the Lunchtime warning system, which may lead to exclusion for the lunchtime period. Break-time incidents lead to detention at playtime.
• Children removed from class for disruption of lessons will work elsewhere in the school - with a senior member of staff or in another part of the school. The child will be expected to stay to detention that evening and parents will be informed.
• Continued misbehaviour resulting in a series of yellow letters to parents. The Executive Headteacher will invite the parents into school to discuss their child’s behaviour and ways it can be addressed. Other professionals may be involved in this discussion to offer support and advice. The child may be excluded from their class for a day to work in isolation and privileges withdrawn.

Parents may be requested to visit the school on a regular basis to review their child’s behaviour.

Dealing with challenging and disruptive behaviour is a shared responsibility between home and school and a strong, supportive partnership is the best means of tackling the problem.

In some circumstances, it may be necessary to exclude a child temporarily from school. This may result from persistent misbehaviour, which has prompted a number of ‘yellow letters’ sent to parents (usually four within two calendar months) or from a significant one-off incident.  This will be followed by a full case conference to discuss the issues relating to the misbehaviour and to plan a positive way forward.

The ultimate sanction is permanent exclusion from the school.

All these actions are taken in the best interests of everyone at Lynch Hill. It is our intention that all children should be able to enjoy their time at school and receive the best possible education. This is only possible it everyone - staff, pupils and parents - is co-operative, calm and respectful of others.

Lynch Hill School Primary Academy, as part of SEBMAT, now use the trust's Complaints Procedure.  Please click here to go to the policies area on the SEBMAT website

Download the document by clicking on the link below.

SEBMATDataProtectionandSecurityPolicyMarch2020.pdf

Lynch Hill School Primary Academy pays due regard to the Public Sector Equality Duty and as such we endeavour to:

• Promote cultural development and understanding via a rich range of experiences, both in and beyond daily school life.
• Ensure sufficient opportunities exist within the school curriculum to address issues of equality
• Support children effectively to that tangible progress is made by all, including those in vulnerable groups
• Monitor and respond in a timely fashion to any issues that arise where prejudice is considered to be a contributing factor.
• Ensure that the school environment is accessible to all – pupils, staff parents and visitors.

Our Objectives this year are:

1. Equalising opportunities
2. Create SMART targets for EAL/EMA intervention
3. Developing the Curriculum - Ensure that all subject areas reflect cultural diversity and respect for others.  Use multi cultural resources to ensure pupils enhance their understanding of different religions and cultures.  Make use of positive role models in the classroom to develop the self esteem of vulnerable groups.
4. Creating a more collaborative community.  Respect of all for diversity within the community – local, national and international.

The full Equality and Cohesion policy can be downloaded here

Introduction

 Good discipline is essential to ensure that all pupils can benefit from the opportunities provided by education. The school’s behaviour policy outlines expectations and key strategies for promoting good behaviour. The Government supports headteachers in using exclusion as a sanction where it is warranted. However, exclusion should only be used as a last resort, in response to a serious breach, or persistent breaches, of the school's behaviour policy; and where allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school.

This policy is implemented in line with guidance from Slough Borough Council (SBC)) and the Department for Education (DfE).

Key Guidance and regulations:

·                         Exclusion from maintained schools, Academies and pupil referral units in England - A guide for those with legal responsibilities in relation to exclusion (DfE 2012)

·                         The School Discipline (Pupil Exclusions and Reviews) (England) Regulations 2012

·                         Slough Borough Schools Access Officer

Principles

·                     Exclusion is a sanction used by the school only in cases deemed as serious breaches of the School Behaviour Policy. A student may be at risk of exclusion from school for:

-                      Verbal or physical assault of a student or adult;

-                      Persistent and repetitive disruption of lessons and other students’ learning;

-                      Extreme misbehaviour which is deemed outside the remit of the normal range of sanctions.

·                     A Fixed Term Exclusion from the school can only be authorised by the Executive Headteacher or Head of School / Deputy Headteacher acting on their behalf. If none are available to authorise the exclusion a decision should be deferred until the opportunity for authorisation is available.

·                     In the case of a Permanent Exclusion this can only be authorised by the Executive Headteacher and must only be done after consulting the Chair of Governors of the intention to impose this sanction, although the final decision rests with the Headteacher of the school.

·                     The school seeks to reduce the number of incidents leading to exclusions by promoting a positive atmosphere of mutual respect and discipline within the school.

·                     The school regularly monitors the number of Fixed Term Exclusions to ensure that no group of students is unfairly disadvantaged through their use and that any underlying needs of individuals are being fully met.

The Decision to Exclude

 Exclusions will be used sparingly and only if there are serious breaches of the schools behaviour policy or civil law; or if allowing the pupil to remain in school would be seriously detrimental to the education or welfare of the pupil or others.

Parents will be notified as soon as possible of the decision to exclude a student and the reason for the exclusion. This will be done on the day of the exclusion being authorised by either direct phone contact or a face-to-face meeting. A written confirmation of the reason(s) for the exclusion will be sent to parents the same day.

The Headteacher holds responsibility for taking the decision to permanently exclude a pupil. However in the absence of the Head teacher the Deputy or other senior teacher in charge may exclude a pupil for a fixed period.

A school will usually only permanently exclude a child as a last resort, after trying to improve the child's behaviour through other means. However, there are exceptional circumstances in which a headteacher may decide to permanently exclude a pupil because of ongoing issues or even for a 'one-off'’ incident.

In the case of a Permanent Exclusion parents will be notified by the Executive Headteacher in a face-to-face meeting.

The decision to exclude a pupil must be lawful, reasonable and fair. Care is taken not to discriminate against pupils on the basis of protected characteristics, such as disability or race. Particular consideration is given to the fair treatment of pupils from groups who are vulnerable to exclusion.  A student who has been excluded will have the reason for his/her exclusion explained to them by a member of staff so that they understand the nature of their misbehaviour.

Exclusion will not be used for minor offences or as a punishment for non-attendance.

Fixed Period exclusions may not exceed 45 days in any one year; generally at Lynch Hill these will be around 1-3 days in length.

Persistent poor behaviour at lunchtime may result in a fixed period exclusion which covers the lunchtime break. This is subject to the normal rights of appeal.

The local authority must provide full-time education from the sixth day of exclusion if the exclusion is permanent.  If the exclusion is for a fixed term, work will be provided by the school.

Procedures for Exclusion

 Following the decision to exclude a pupil, the Head teacher must:

·                         Inform the child’s parents or guardians their child has been excluded, the type and length of the exclusion and the reasons for it.

·                         Inform the parents in writing of their right to appeal to the Governing Body and to ask for an independent review panel to meet (see Appendix A)

·                         Inform the Local Authority the same day, by e-mail, of the exclusion followed up by more detailed information within the next four days.

·                         Provide systems for work to be set for the child to undertake at home during a fixed exclusion

·                         Draw attention to sources of free and impartial information, as laid out in DfE Exclusion Guidance s4.2, para 36

·                         Details of procedures and timescales are given in Appendix B

Students Returning from a Fixed Term Exclusion

All students returning from a Fixed Term Exclusion are required to attend a reintegration meeting, accompanied by a parent. This meeting will seek to establish practical ways in which further exclusion can be avoided and behaviour modified to acceptable standards in partnership between student, parent and school.

Procedures for permanent exclusion: Action by the Governing Body

 The Governing Body will nominate a pool of three to five governors, none of whom may be a member of staff, to serve as the Discipline Committee as the need arises. A clerk to the Discipline Committee will also be nominated. The quorum for the Committee is three members.

If the parents give notice that they wish to make representations, the governing body should arrange a meeting to discuss the exclusion as soon as is practicable according to set criteria (see table below for details). The meeting should be arranged at a time and place convenient for the parents within reason. All efforts should be made to provide an environment which avoids intimidation and excessive formality.  The governing body should advise parents and pupils that they may, if they wish, have someone of their own choice to accompany them and assist them at the meeting.

The meeting should serve for the purpose of enabling the parents to have their views heard and for the parents to hear the views of the school.

The decision of the meeting and the reason for the decision should be clearly communicated to the parents without delay.

 Appeals

All correspondence regarding an exclusion from the school will inform parents of their right to appeal to the Governing Body against the decision to exclude. This procedure is clearly set out in the statutory guidance. The person who should be contacted to initiate an appeal is the Clerk to the Governors.

 Relationship to other school policies

The Exclusion Policy should be read in tandem with the school’s Behaviour Policy as well as other relevant school policies, particularly the Inclusion Policy, Special Educational Needs Policy and the Equality & Diversity Policy. It also has a close inter-relationship with the Anti-Bullying Policy and Attendance Policy.

• Changes to the filtering and monitoring approach will be risk assessed by staff with educational and technical experience and, where appropriate, with consent from the leadership team; all changes to the filtering policy are logged and recorded.

Useful Links

National Links and Resources for Settings, Learners and Parents/carers

 ·         CEOP:

o www.thinkuknow.co.uk

o www.ceop.police.uk

·         Internet Watch Foundation (IWF): www.iwf.org.uk

 ·         National Online Safety https://nationalonlinesafety.com 

·         UK Council for Internet Safety (UKCIS): www.gov.uk/government/organisations/uk-council-for-internet-safety

·         UK Safer Internet Centre: www.saferinternet.org.uk

o  Professional Online Safety Helpline: www.saferinternet.org.uk/about/helpline

o  Report Harmful Content: https://reportharmfulcontent.com/

 ·         360 Safe Self-Review tool for schools: www.360safe.org.uk

 ·         Childnet: www.childnet.com

 o Step Up Speak Up – Online Sexual Harassment Guidance: www.childnet.com/resources/step-up-speak-up/guidance-and-training-for-schools-and-professionals

o  Cyberbullying Guidance: www.childnet.com/resources/cyberbullying-guidance-for-schools

·         Internet Matters: www.internetmatters.org

·         Parent Zone: https://parentzone.org.uk

·         Parent Info: https://parentinfo.org

·         NSPCC: www.nspcc.org.uk/onlinesafety

o  ChildLine: www.childline.org.uk

o  Net Aware: www.net-aware.org.uk

·         Action Fraud: www.actionfraud.police.uk

·         Get Safe Online: www.getsafeonline.org

SCHOOL POLICY AND PROCEDURE
1. Introduction – legislative framework
Lynch Hill School Primary Academy is fully committed to meeting its responsibility to protect and safeguard the welfare of children and young people in its care.  We recognise the important part we have to play in identifying children and young people at risk of abuse and neglect and in securing appropriate support for them and their families.
Safeguarding and promoting the welfare of children is defined as:
Protecting children from maltreatment
Preventing impairment of children’s health or development
Ensuring that children grow up in circumstances consistent with the provision of safe and effective care
Taking action to enable all children to have the best outcomes

1‘Children’ includes everyone under the age of 18.
1.1    ‘A child centred and coordinated approach to safeguarding’
The child’s best interests will remain our paramount focus and this is best achieved by Lynch Hill School Primary Academy working within the context of the following statutory duties and government guidance which require effective inter-agency cooperation:
Section 175 of the Education Act 2002 (Section 157 for Independent Schools) places a statutory duty on the governing body (or proprietors) to have policies and procedures in place that safeguard and promote the welfare of children who are pupils of the school.
Section 11 Children Act 2004 sets out the arrangements that schools and other specified settings must make to safeguard and promote the welfare of children.  These arrangements are outlined within our policy and procedure so that all staff, families and the local community are provided with a clear understanding of our school’s processes and commitment to safeguard and promote the welfare of children and young people in our care.
All staff (headteachers, teachers and staff, governing bodies, proprietors and management committees) should read part 1 of statutory guidance Keeping children safe in education (DfE September 2019) (KCSE), which sets out the legal duties you must follow to safeguard and promote the welfare of children and young people under the age of 18 in our school (college). 
KCSE incorporates a range of related responsibilities for schools and statutory duties introduced to protect children and young people, including Female Genital Mutilation and Radicalisation.  
Our policy and procedure is written in accordance with KCSE and similarly should be read by all staff. Our policy and procedure also reflects government advice What to do if you’re worried a child is being abused – Advice for practitioners 
It is also expected that all staff are made aware of related internal school policies including: The Pupil Behaviour policy and The Staff Behaviour Policy (code of conduct).
2. Key Contacts 
2.1 Safeguarding and Promoting the Welfare of Children at Lynch Hill School Primary Academy:
Role
Name
Telephone 
email
Designated Lead Person for Safeguarding (DSL)
Chloe O’Connor
01753524170
c.oconnor@lhspa.org.uk
Deputy DSL
Lindsey Tomlinson
Lisa Bunce
01753524170
l.tomlinson@lhspa.org.uk
l.bunce@lhspa.org.uk
Designated Lead Governor for Safeguarding
Denise Fletcher

d.fletcher@lhspa.org.uk
Lead for Looked After Children
Lisa Bunce

01753524170
l.bunce@lhspa.org.uk
Lead for On-line Safety
Afua Okyere

01753524170
a.okyere@lhspa.org.uk
Headteacher (for concerns/allegations about staff
Lindsey Tomlinson
01753524170
l.tomlinson@lhspa.org.uk
Chair of Governors
Denise Fletcher

d.fletcher@lhspa.org.uk

2.2 Key local contacts for safeguarding children
Slough Children’s services
Front Door Hub:01753 875362. The operating hours (for this team only) are 9am to 5pm
For emergencies outside these hours call the Emergency Duty Team on 01344 786543 email: EDT@bracknell-forest.gov.uk or dial 999.

Police
101 or for immediate emergency: 999
FGM - Mandatory reporting 
Police on 101
Local Authority Designated Officer for Allegations against staff (LADO)
Nicola Johnstone 01753474053 /07885828387
Education standard and Effectiveness ofificer
Deborah Bowers 07712548725
Local multi-agency procedures
https://www.scstrust.co.uk/
NSPCC
0800 800 5000
Childline
0800 1111
Government’s Whistle-blowing Service via NSPCC Report Line
0800 028 0285

3. Lynch Hill School Primary Academy’s Safeguarding Mission Statement
All staff at Lynch Hill School Primary Academy understand that safeguarding children is everyone’s responsibility.  

We will:
provide a caring, positive, safe and stimulating environment that promotes the social, physical and moral development of the individual child
always act in the best interests of the child, taking their wishes and feelings into account
ensure that all staff and volunteers are recruited using robust ‘Safer Recruitment’ processes (See Lynch Hill School Primary Academy’s Safer Recruitment Procedures)  
aim to identify concerns early and prevent concerns from escalating. This includes identifying emerging problems, liaising with the DSL, sharing information with other professionals to support early identification and assessment and, in some cases, providing the lead professional in undertaking an early help assessment See Appendix 1.
establish and maintain an environment where children feel respected, safe, and are encouraged to talk and be listened to when they have a worry or concern
require any member of staff who has a concern about a child’s welfare to follow the referral process set out in this document
where there is a safeguarding concern, take the child’s wishes and feelings into account at all stages of the process of intervention
ensure that children who have been abused or neglected will be supported in line with a child protection plan
work with parents/carers to build a supportive relationship and be clear about our Safeguarding and Child Protection Procedures and in particular, when we may need to refer concerns to other agencies
include opportunities across the curriculum, including PSHE and IT for children to be taught about safeguarding and to develop the skills they need to recognise danger and know where to seek help
maintain an attitude of “it could happen here” where safeguarding is concerned

3.1    Why is this important to Lynch Hill School Primary Academy

It is important for children to receive the right help at the right time to address risks and prevent issues escalating.  Research and serious case review have repeatedly shown the dangers of failing to take effective action.  Examples of poor practice include:
failing to act on and refer the early signs of abuse and neglect;
poor record keeping:
failing to listen to the views of the child;
failing to re-assess concerns when situations do not improve;
not sharing information or sharing information too slowly; and
a lack of challenge to those who appear not to be taking action

3.2    Contextual Safeguarding

We recognise that some safeguarding incidents or behaviours are associated with wider environmental factors which relate to children and young peoples’ neighbourhoods and/or online communications. Contextual Safeguarding expands the objectives of child protection systems in recognition that young people are vulnerable to abuse in a range of social contexts. For further information see University of Bedfordshire’s Contextual Safeguarding Network.

4. Responsibilities
4.1 Governing Body 
4.2 It is the responsibility of our Governing Body to ensure that our schoolcomplies with its legislative duties and has regard to Government Guidance Keeping Children Safe in Education 2019 to ensure that our school’s policies, procedures and training are effective and comply with the law.  
This responsibility includes understanding the local criteria for action and assessment and supplying information as requested by the three safeguarding partners (Local Authority, Police and Clinical Commissioning Group).
4.2    Our Governing Body will:

designate a lead governor for child protection and safeguarding who will oversee the school’s policy and practice and champion safeguarding issues
nominate a member of the governing body (usually the Chair) to be responsible in the event of an allegation of abuse made against the Headteacher
ensure that the school has a Designated Safeguarding Lead (DSL) within the senior management team
ensure that policies and procedures are in place, which are compliant with government guidance and Slough council. These should be reviewed annually and staff should be encouraged to contribute to their development.  These should be made available publicly via the website or other means.
ensure that all staff and volunteers access appropriate levels of child protection and safeguarding induction and training, including online safety.  In addition, all staff should receive regular safeguarding and child protection updates (e.g. via email, e-bulletins, staff meetings) as required, and at least annually, to provide them with relevant skills and knowledge to safeguard children effectively.
liaise closely with the Designated Safeguarding Lead and receive regular reports in to monitor procedures and practice and ensure compliance
ensure that staff understand the process and principles for sharing information, including the Data Protection Act and GDPR 2018.
ensure that safe recruitment procedures are in place and are applied for all staff and volunteers to ensure suitability to work with children, including the requirement for at least one person conducting an interview to have completed safer recruitment training. 
ensure that Allegations Management procedures are in place and embedded across the school
ensure that other related procedures are in place and embedded such the Staff Code of Conduct, Safe Practice, Staff/Pupil Relationships; Acceptable use of Technologies.
ensure that appropriate responses to children who go missing from education, particularly repeat occasions, are in place 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
ensure that other related procedures e.g. FGM; Anti-bullying; Peer on Peer abuse (including sexual violence and sexual harassment); Preventing Radicalisation; Trafficking; and Modern-Day Slavery; are in place and embedded.
ensure any deficiencies in safeguarding arrangements are remedied without delay
ensure that staff are equipped to respond to the needs of vulnerable children including those with disabilities and those who are Looked After by the Local Authority
ensure that the curriculum supports children in recognising and responding to risks, including on-line safety. 

Our Governing Body will take a proportionate risk-based approach to the level of information provided to temporary staff and volunteers on induction. 

4.3 Designated Safeguarding Lead (DSL)
Our DSL is a member of the senior management team and takes lead responsibility for safeguarding and child protection.  This is explicit in the role-holder’s job description (See appendix A for government’s role description).  Our Deputy DSLs is trained to the same standard as the DSL.
Note: Whilst the activities of a DSL can be delegated to appropriately trained deputy DSLs, the ultimate lead responsibility for safeguarding and child protection remains with the DSL.  This responsibility should not be delegated.
During term time our DSL or Deputy DSL will always be available (during school hours) for staff to discuss any safeguarding concerns.  During our out of horus times, our DSL or Deputy DSL will be available via email or telephone. 
Our DSL and deputy will liaise with the three safeguarding partners (Local Authority, Police and Clinical Commissioning Group) and work with other agencies in line with Working Together to Safeguard Children 2018
4.4    Our DSL will:
Undergo training to provide them with the knowledge and skills required to carry out the role.  Training should be updated every two years with regular updates (at least annually) on developments in between, e.g. via e-bulletins, Forums for DSLs, and reading time, to keep up with any developments relevant to their role.
Act as focal point for staff concerns and liaise with the Local Authority and other agencies in accordance with Working Together to Safeguard Children 2018; 
Refer all cases of suspected abuse to Slough children’s Social Care via the Multi-agency Safeguarding Hub (MASH)
Refer all cases to the police where a crime has been committed
For the full Role Description for the DSL see Appendix A   
4.5    What staff should look out for:
Any child may benefit from early help, but all staff should be particularly alert to the potential need for early help for a child who:
is disabled and has specific additional needs
has special educational needs (whether or not they have a statutory Education, health and Care Plan)
is a young carer
is showing signs of being drawn in to anti-social or criminal behaviour, including gang involvement and association with organised crime groups
is frequently missing/goes missing from care or from home
is at risk of modern slavery, trafficking or exploitation
is at risk of being radicalised or exploited
is in a family circumstance presenting challenges for the child, such as drug and alcohol misuse, adult mental health issues and domestic abuse
is misusing drugs or alcohol themselves
has returned home to their family from care
is a privately fostered child

4.6    Thresholds for Intervention

The DSL will decide upon the most appropriate course of action and whether the concerns should be referred to Children’s Social Care – refer to https://www.sloughsafeguardingboards.org.uk/lscb If it is decided to make a referral to Children’s Social Care parent will be informed, unless to do so would place the child at further risk or undermine the collection of evidence e.g. obtaining forensic evidence.  All concerns, discussion and decisions will be recorded in writing.

The DSL will provide guidance on the appropriate action.  Options will include:

Managing any support for the child internally via the school/college’s own pastoral support processes;
An early help assessment; or
A referral for statutory services e.g. the child might be in need, is in need or suffering or likely to suffer harm

4.7    Early Help - If early help is appropriate, the DSL will generally lead on liaising with other agencies and setting up an inter-agency assessment as appropriate.  Staff may be required to support other agencies and professionals in an early help assessment, in some cases acting as the lead practitioner.  Any such cases should be kept under constant review and consideration given to a referral to Children’s Social Care for assessment for statutory services if the child’s situation does not appear to be improving or is getting worse.
4.8    Children in Need – A child in need is defined under the children Act 1989 as a child who is unlikely to achieve or maintain a reasonable level of health or development, or whose health and development is likely to be significantly or further impaired, without the provision of services; or a child who is disabled.  The Local Authority is required to provide series for children in need for the purposes of safeguarding and promoting their welfare.  Children in need may be assessed under section 17 of the Children Act 1989.
4.9    Children suffering or likely to suffer significant harm - Local authorities, with the help of other organisations as appropriate, have a duty to make enquiries under section 47 of the Children Act 1989 if they have reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm.  Such enquiries enable them to decide whether they should take any action to safeguard and promote the child’s welfare and must be initiated where there are concerns about maltreatment, including all forms of abuse and neglect, female genital mutilation or other so-called honour based violence, and extra-familial threats like radicalisation and sexual exploitation.
5. School/ College Procedures
5.1. General
It is the responsibility of every member of staff, governing body and volunteer at Lynch Hill School Primary Academy to know, understand and follow our Child Protection and Safeguarding Policy and Procedure.  They should also read Part 1 of KCSIE.  Where safeguarding is a concern, all staff and volunteers etc should maintain an attitude of ‘it could happen here’ and know what to look for.
If any member of staff or volunteer is concerned about a child s/he must inform the DSL or one of the deputy DSLs immediately.  They must record information regarding the concerns on the same day. The written record must be a clear, precise, factual account of the observations or what has been said.  
Where this a child protection concern, allegation, or disclosure, the DSL will make an immediate call to Children’s Social Care to alert or to consult with them.  The Multi Agency Referral Form will be sent by the DSL or deputy DSL.
If in exceptional circumstances the DSL (or deputy) is not available, this should not delay appropriate action being taken.  Staff should consider speaking to a member of the senior leadership team and/or take advice from Children’s Social Care.  In these circumstances, any action taken should be shared with the DSL as soon as is practically possible.
If a member of staff disagrees about the level of concern and feels that a child has not been protected, then any member of staff can make a direct referral to Children’s Social Care – refer to sloughchildren.referrals@scstrust.co.uk.
Within one working day of a referral being made, Children’s Social Care should acknowledge receipt to the referrer and make a decision about the next steps and the type of response that is required.  The referrer should follow up if this information is not forthcoming.
If social workers decide to carry out a statutory assessment, staff should do everything they can to support that assessment (supported by the DSL as required).
If, after a referral, the child’s situation does not appear to be improving, the referrer should consider rereferring to ensure that their concerns are addressed and, most importantly, that the child’s situation improves.

5.2    When concerned about a child
All staff and volunteers should be aware that the main categories of abuse include, Physical, Emotional, Sexual Abuse and Neglect (see Appendix 2).  Training should equip staff to help identify the indicators of harm. For example, if in an abusive relationship a child may:
appear frightened of a parent or others in the household e.g. siblings;
appear frightened of someone outside of the home, including a peer.  This includes within the school setting;
act in a way that is inappropriate to her/his age and development (full account needs to be taken of different patterns of development and cultural backgrounds);
display insufficient sense of boundaries or lack stranger awareness;
appear wary of adults and display a ‘frozen watchfulness’ or appear noticeably withdrawn.
5.3    Dealing with a disclosure
If a child discloses that he or she has been abused or neglected, the member of staff or volunteer should:
listen to what is being said without displaying shock or disbelief, allowing the child to talk freely and at their own pace;
take what the child says seriously; 
reassure the child, but do not make promises, particularly about maintaining confidentiality – it might be necessary to refer to other agencies;
reassure the child that they were right to tell someone;
listen and only ask questions when it is necessary to obtain clarification;
remain objective and not prejudge an alleged perpetrator;
make a written record as soon as possible, using the child’s language when relaying what they said (do not include the personal opinion of the note taker);
pass the information to the DSL without delay.
5.4    Confidentiality and Communicating with Parents
All staff in schools have a responsibility to share relevant information in response to child protection concerns or Children in Need with other specified professionals, particularly investigative agencies i.e. Children’s Social Care and the Police.
If a child confides in you and requests that the information is kept secret, it is important to tell the child in a sensitive manner and appropriate to their development that you cannot promise complete confidentiality. Explain what you will do next and that information will only be shared with those who need to know in order to help.
Staff/volunteers who receive sensitive information about children and their families should therefore only share information with appropriate professionals.
Parents should be made aware of our Safeguarding and Child Protection Policy and Procedure and its availability on our website. 
Parents should be informed prior to referrals being made to other agencies, unless to do so might place the child at further risk or cause evidence to be removed or destroyed. The DSL will ensure that our school’s information sharing arrangements comply with government guidance (see section 6 Information Sharing).
Any written communications containing sensitive information must only be sent to other professionals on a need to know basis, using secure mail processes e.g. secure email.
5.5    Record Keeping
When a child protection concern has been identified, reported or disclosed, the member of staff receiving this information should:
make brief notes as soon as possible.  Use the school CPOMS recording system.
not destroy any original notes – these are sometimes required by a court;
record the date, time, place and any noticeable non-verbal behaviour and the words used by the child;
use the body map attached to CPOMS to indicate the position of any visible injuries (i.e. do not undress the child beyond outer clothing that would normally be removed at school)
record statements and observations rather than interpretations or assumptions;
make a record of all concerns, discussions and decisions made, and the reasons for those decisions.  If in doubt about recording requirements, staff should discuss with the DSL.  
sign and date your notes
All notes and records must be given to the DSL promptly.  
The DSL will ensure that all safeguarding records are managed in accordance with the Education (Pupil Information - England) Regulation 2005.

5.6    Transfer of files/records 
When a child leaves our school/college, our DSL will ensure that their child protection file, if they have one, is transferred securely to the new school or college as soon as possible and ensure that the relevant member of staff in the new establishment is made aware.  
6. Information Sharing 
Information sharing is vital in identifying and tackling all forms of abuse and neglect.  The Data Protection Act 2018 and the General Data Protection Regulation (GDPR)  do not prevent or limit the sharing of information for the purposes of keeping children safe.  Fears about sharing information must not be allowed to stand in the way of the need to promote the welfare and protect the safety of children.
Further advice can be found on the Information Commissioner’s Website and in particular the 
ICO Guide to Data Protection which includes guidance on the GDPR. 

The DfE has also published Information Sharing Advice for Safeguarding Practitioners

This document includes the seven golden rules to information sharing:

1. Remember that the General Data Protection Regulation (GDPR), Data Protection Act 2018 and human rights law are not barriers to justified information sharing, but provide a framework to ensure that personal information about living individuals is shared appropriately. 
2. Be open and honest with the individual (and/or their family where appropriate) from the outset about why, what, how and with whom information will, or could be shared, and seek their agreement, unless it is unsafe or inappropriate to do so.
3. Seek advice from other practitioners, or your information governance lead, if you are in any doubt about sharing the information concerned, without disclosing the identity of the individual where possible.
4. Where possible, share information with consent, and where possible, respect the wishes of those who do not consent to having their information shared. Under the GDPR and Data Protection Act 2018 you may share information without consent if, in your judgement, there is a lawful basis to do so, such as where safety may be at risk. You will need to base your judgement on the facts of the case. When you are sharing or requesting personal information from someone, be clear of the basis upon which you are doing so. Where you do not have consent, be mindful that an individual might not expect information to be shared.
5. Consider safety and well-being: base your information sharing decisions on considerations of the safety and well-being of the individual and others who may be affected by their actions.
6. Necessary, proportionate, relevant, adequate, accurate, timely and secure: ensure that the information you share is necessary for the purpose for which you are sharing it, is shared only with those individuals who need to have it, is accurate and up-to-date, is shared in a timely fashion, and is shared securely (see principles).
7. Keep a record of your decision and the reasons for it – whether it is to share information or not. If you decide to share, then record what you have shared, with whom and for what purpose.

All staff should be proactive in sharing information as early as possible to help identify, assess and respond to risks or concerns about the safety and welfare of children, whether this is when problems are first emerging, or where a child is already known to Children’s Social Care.
7 Safer Workforce    
7.1    Safer Recruitment - Lynch Hill School Primary Academy has a separate Safer Recruitment Policy which specifies how all staff and volunteers must be recruited, following robust recruitment and selection process, including DBS and thorough reference checks 
The aims of the Safer Recruitment policy are to help appoint the most suitable people to work with our pupils and to deter, reject or identify people who might harm pupils or are otherwise unsuitable to work or volunteer in our school.
7.2 Safer working practice 
All school staff and volunteers should take care not to place themselves in a vulnerable position with a child. Lynch Hill School Primary Academy Code of Conduct and Guidance for Safer Working Practice forms part of our School’s compulsory training for all staff and volunteers. Click here for further Guidance for safer working practice for those working with children and young people in education settings (May 2019).
7.3 Managing allegations against staff and volunteers – 
Any allegation against a member of staff or volunteer, as described below, must be reported to the Headteacher without delay, unless the Headteacher is the subject of the allegation - when the Chair of Governors must be informed.  Where the Headteacher is also the sole proprietor of an independent school, allegations should be reported directly to the Designated Officer at the local authority (referred to as the LADO), via the Multi-agency Safeguarding Hub (MASH).
Where a member of staff or volunteer may have:
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 towards a child or children in a way that indicates he or she may pose a risk of harm to children.
In addition, we ensure that staff and volunteers are aware that sexual relationships with pupils aged under 18 are unlawful and could result in legal proceedings taken against them under the Sexual Offences Act 2003.  
Our school will also ensure that any member of staff facing an allegation will be provided with support, including a named contact if they are suspended. We will work effectively with the LADO to help ensure that the matter is dealt with as quickly, fairly and consistently as possible in the interests of all concerned.
The person to whom an allegation is first reported should take the matter seriously and keep an open mind.  S/he should not investigate or ask leading questions if seeking clarification.  Confidentiality should not be promised and information should be shared on a ‘need to know’ basis only.
An immediate written record of the allegations should be made, including time, date and place where the alleged incident took place, with brief details of what was said to have happened.  This record should be signed and immediately passed on to the Headteacher (or Chair of Governors if the allegation is made against the Headteacher).
The Headteacher or Chair of Governors will not investigate the matter but will consult the LADO via MASH.
Whilst recognising our duty to support staff, the welfare of our pupils remains our paramount consideration.
Our school will ensure that any disciplinary proceedings against staff relating to child protection matters are concluded in full even when the member of staff is no longer employed at the school.  We recognise our legal duty to refer to the DBS and any other relevant professional body details of anyone who has harmed or poses a risk of harm to a child.  For further details on the management of allegations against staff, please see Lynch Hill School Primary Academy Safer Recruitment Policy.
8. Physical Intervention/ Positive Intervention
Our school’s policy on physical intervention and positive handling by staff is set out separately.  It complies with the DfE's guidance on use of reasonable force. This policy states that staff may only use reasonable force, meaning no more force than is needed to prevent pupils from hurting themselves or others, from damaging property, or from causing disorder.  It is always unlawful to use force as a punishment.
Headteachers and other authorised trained staff can use such force/restraint as is reasonable in the circumstances to conduct a search for the following prohibited items: knives and weapons, alcohol, illegal drugs, stolen items, cigarettes and tobacco, fireworks, pornographic images, mobile phones or any article that has been or is likely to be used to commit an offence, cause personal injury or damage property.
Where the use of force is necessary, plans and reasonable adjustments should be made for disabled children and children with special educational needs.
Any use of force or restraint must be recorded and signed by a witness. The parent/carer will be informed of the incident.
9. Whistle-blowing
All staff and volunteers at our schoolshould feel able to raise concerns about poor or unsafe practice and potential failures in the school/college’s safeguarding regime and know that such concerns will be taken seriously by our senior leadership team.
All staff and volunteers are to be made aware of their Whistle-blowing responsibilities promptly report any concerns in the interests of protecting children and staff from poor practice and or unsuitable behaviour.  This includes the requirement to self-disclose any personal information which may impact on their suitability to work in an education setting.
Where internal reporting arrangements are viewed not to have been taken seriously or with sufficient rigour, any member of staff can raise concerns externally if the matter is not resolved by the Headteacher or Chair of Governors e.g. via the Local Authority’s Designated Officer for Managing Allegations; the HSCB or the Government’s Whistle-blowing report line: 0800 028 0285 or help@nspcc.org.uk
10. Supporting Vulnerable Children
We recognise that without appropriate intervention and support, abuse or witnessing violence may have an adverse impact on children which may last into adulthood.  
Our school will support pupils through:
curricular opportunities to encourage self-esteem and self-motivation;
an ethos that actively promotes a positive, supportive and safe environment and values the whole community;
liaison with other agencies which support the pupil such as Social Care and Child and Adolescent Mental Health Services (CAMHS);
our school’s behaviour policy will support vulnerable pupils in the school.  Our staff will agree a consistent approach that focuses on the behaviour of the child but does not damage the pupil’s sense of worth.

10.1    Looked After Children. 
The most common reason for children becoming looked after is as a result of abuse and/or
neglect. We will ensure that our staff have the skills, knowledge and understanding necessary to keep looked after children safe, including children who were previously looked after. 

In particular, we will ensure that appropriate staff have the information they need in relation to a child’s looked after legal status (whether they are looked after under voluntary arrangements with consent of parents or on an interim or full care order) and contact arrangements with birth parents or those with parental responsibility. Our staff will obtain information about the child’s care arrangements and the levels of authority delegated to the carer by the authority looking after him/her. Our Designated Teacher for Children Looked After (CLA) will obtain details of the child’s social worker and the name of the virtual school head in the authority that looks after the child. 

The Designated Teacher for CLA will work with the virtual school head and the Personal Adviser to promote the educational achievement and welfare of existing and previously Looked After Children.   For further information see Role and Responsibilities of the Designated Teacher and Promoting the Education of Looked After Children.

11. Online Safety
Our Online School Policy is set out in a separate document.  We ensure that we have effective mechanisms to identify, intervene in, and escalate any incident where appropriate. Online safety is included in our curriculum at all levels and information is also provided to parents/carers.
All staff are made aware of the school policy on online Safety which sets our expectations relating to:
creating a safer online environment – including training requirements, filters and monitoring;
giving everyone the skills, knowledge and understanding to help children and young people stay safe on-line;
inspiring safe and responsible use and behaviour;
safe use of mobile phones both within school and on school trips/outings;
safe use of camera equipment, including camera phones; and
what steps to take if you have concerns and where to go for further help

Staff must read the Online Safety policy in conjunction with our Code of Conduct in relation to personal online behaviour. 

12. Peer on Peer Abuse
12.1    Bullying – 
Our school’s policy on the prevention and management of bullying (including on-line bullying) is set out in a separate document and is reviewed annually by the governing body.  This policy includes reference to all prejudice related bullying.  We acknowledge that to allow or condone bullying may lead to considerations under child protection procedures. 
We recognise that children can also be vulnerable to physical, sexual and emotional bullying and abuse by their peers or they may be the perpetrator of such behaviour.  We will always address such abuse seriously, involving partner agencies where required.  We will remain alert to the possibility that a child or young person who has harmed another may well also be a victim. Staff should not dismiss some abusive sexual behaviour as 'normal' between young people and should not develop high thresholds before taking action.
12.2    Child on child sexual violence and sexual harassment 
At Lynch Hill School Primary Academy, we recognise that sexual violence and sexual harassment can occur between children of any age and sex.  It may occur online and offline and can be complex.  We also recognise the new criminal offence of ‘Upskirting’ (taking a picture under a person’s clothing without them knowing, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm.  
We will ensure that all such matters are taken seriously, and that appropriate action is taken to address the issue, including the provision of support.  Sexual violence or sexual harassment will not be passed off as ‘banter’ or just ‘part of growing up’.
In response to such a report our school will:
reassure the victim that they will be taken seriously, and they will be supported;
respond in line with our safeguarding procedures outlined in sections 5 of this document;
where a concern includes an online element, follow DfE guidance: Searching, screening and confiscation at school and UKCCIS advice Sexting in schools and colleges.  Adults should not view sexual imagery unless there is good and clear reason to do so. Wherever possible responses to incidents should be based on what DSLs have been told about the content of the imagery. See Guidance on Suspected Indecent Imagery for Staff.
if possible, manage any such reports with two members of staff present (preferably the DSL being one of them). 
Where there has been a report of sexual violence, our DSL will make and record an immediate risk and needs assessment.
Where there has been a report of sexual harassment, the DSL will consider the need for a risk assessment on a case-by-case basis.
The risk and needs assessment will consider and keep under review:
the victim, especially their protection and support;
the alleged perpetrator; and
all the other children (and, if appropriate, adult students and staff) at the school, especially any actions that are appropriate to protect them
Our DSL will engage with children’s social care, the police and specialist services as required. Any risk assessments undertaken by the other agencies/services will be used to inform our school/college’s own risk assessment.
Important considerations:
the wishes of the victim in terms of how they want to proceed.   Victims should be given as much control as is reasonably possible;
the nature of the alleged incident(s), including whether a crime may have been committed and consideration of harmful sexual behaviour;
the ages and developmental stages of the children involved;
any power imbalance between the children e.g. age differential, disability or learning difficulty
if the alleged incident is a one-off or a sustained pattern of abuse;
any ongoing risks to the victim, other children, adult students or staff; and
other related, contextual issues e.g. in the community/local environment
if both the alleged perpetrator and victim are still attending the same school/college, how best to keep them at a reasonable distance apart (including on transport).
12.3    Management of sexual violence/harassment cases
Where appropriate, the management of such cases will be agreed with in consultation with children’s social care and/or the police or other specialist service.  There are four possible routes – all underpinned by the principle that such behaviour is never acceptable and will not be tolerated:
Manage internally - In some case of sexual harassment, e.g. one-off incidents, it might be appropriate to handle the incident internally, perhaps through utilising our behaviour and bullying policies and by providing pastoral support.
Early Help – Providing early help can be particularly useful to address non-violent harmful sexual behaviour and may prevent escalation of sexual violence.
Referrals to children’s social care – Where a child has been harmed, is at risk of harm, or is in immediate danger, we will make a referral to children’s social care, who will determine whether any of the children involved are in need of protection or other services.  Referring to children’s social care should not delay our schoolfrom taking immediate action to protect the victim and other children. However, we will ensure that any such actions do not jeopardise a statutory investigation.                    
Reporting to the Police – Any report to the police will generally be in parallel with a referral to children’s social care.  Where a report of rape, assault by penetration or sexual assault is made, the matter should be passed on to the police.  If the alleged perpetrator is under ten (below the age of criminal responsibility), the principle of reporting to the police remains.  The police will take a welfare approach, rather than a criminal justice approach.

The school will consult the police and agree what information can be disclosed to staff and others and in particular to the alleged perpetrator and their parents/carers.  They should also discuss the best way to protect the victim and their anonymity.

With all routes outlined above, it is vital that all concerns, decisions and reasons for decisions are recorded (written or electronic).

Bail conditions –The term ‘Released Under Investigation’ (RUI) will apply where circumstances do not warrant the application of bail to either re-attend on a particular date or to include conditions preventing activity or in some cases ensuring compliance with an administrative process. 

In all cases, our school will work with children’s social care and the police to manage any implications and to safeguard children.  An important consideration will be to ensure that the victim can continue in their normal routine, including continuing to receive a suitable education.

Throughout any criminal process taking place, the police will help and support the school as much as they can – within the constraints of any legal restrictions.

The end of the criminal process – if a child is convicted or cautioned for a sexual offence and remains in school/college, expectations regarding their future behaviour and any restrictions must be made clear.
 
Safeguarding and supporting the victim – victims may not disclose the whole picture immediately. They should be asked if they would find it helpful to have a designated trusted adult to talk to about their needs and have choice about who this is.  In response to any stress they may experience, flexible or alternative arrangements for their education may need to be considered. We will do everything we reasonably can to protect the victim from bullying and harassment to ensure that they continue to receive a suitable education.

Safeguarding and supporting the alleged perpetrator – Any child will likely experience stress as a result of being subject of allegations and any associated negative reactions by their peers.   We will respond proportionately, recognising that the alleged perpetrator may have unmet needs as well as potentially posing a risk of harm to other children.  These behaviours may be a symptom of either their own abuse or exposure to abusive practices and or materials.  We will seek advice as appropriate from children’s social care, specialist sexual violence services and the police.

If the alleged perpetrator moves to another educational provision, our DSL will ensure that relevant staff at the new provision are made aware of any ongoing support needs and any potential risks to other children and the staff.

13. Safeguarding Children in Specific Circumstances

1.1 Children and the court system
Guidance is available for when children are required to give evidence in criminal courts    5-11 year olds and 12-17 year olds.
Making arrangements for children via the family courts following separation can be stressful and entrench conflict in families.  The Ministry of Justice has launched useful online guidance Get help with child arrangements (also known as contact, access or custody). 
1.2 Children with Disabilities or Special Educational Needs
Our school is committed to ensure that children with disabilities or special educational needs have exactly the same human rights to be safe from abuse and neglect, to be protected from harm and achieve the same outcomes as non-disabled children.  We recognise that disabled children do however require additional action because they can experience greater vulnerability as a result of negative attitudes and because they may have additional needs relating to physical, sensory, cognitive and/or communication impairments.
This understanding is incorporated into our staff training, so that we all remain vigilant to identifying the additional vulnerabilities for these children in our care and provide the appropriate level and type of pastoral support.
1.3 Children with a family member in prison
These children are at risk of poor outcomes including poverty, stigma, isolation and poor mental health. NICCO (National Information Centre on Children of Offenders) provides information to support professionals working with offenders and their children, to help mitigate negative consequence for those children.
1.4 Child Sexual Exploitation (CSE)
CSE 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 them.  Exploitation can also happen on-line.
Our school will support the multi-agency activity to combat these crimes and help to divert and support any young pupils affected by CSE.  We will follow the HSCB protocol for identifying and managing cases of CSE and promote the use of the HSCB’s SAFEGUARD Identification Tool Identification tool in our child protection training.  Also see section ‘Child on Child Sexual Violence and Sexual Harassment. 
1.5 Child criminal exploitation, gangs and youth violence
Schools are increasingly recognised as places where early warning signs can be spotted that younger children may be at risk of getting involved in gangs or youth violence. Crucial preventive work can be done at this stage to prevent negative behaviour from escalating and becoming entrenched.  We recognise that even low levels of youth violence can have a disproportionate impact on a pupil or the wider school/community environment. We will therefore, support children in developing safeguarding skills to prevent involvement in risky behaviours, and where serious concerns arise we will work collaboratively with our partner agencies to help prevent escalation of harm.  
For further information refer to government guidance advice to schools on gangs and youth violence and  Preventing serious violence: a multi-agency approach.  
Support for young people affected by gang association can be obtained via London gang exit

1.6 County Lines
This is a geographically widespread form of criminal activity involving drug networks or gangs that groom and exploit children and young people to carry drugs and money from urban areas to suburban and rural or seaside areas.  Missing episodes can be an important identifying factor, where the victim may have been trafficked for these purposes.  In close working relationship with our local MASH a referral to the National Referral Mechanism will be considered for any such concerns.
Further advice can be obtained from Home Office guidance Criminal exploitation of children and vulnerable adults - county lines

1.7 Domestic Abuse
Our school recognises the immediate and long-term impact of domestic abuse on a child’s development and emotional wellbeing.  All staff will remain vigilant to identifying the signs so that early help and protective action can be instigated where appropriate.  We endeavour to provide the child with a safe and caring environment at school to help mitigate the impact of home-life stresses.
Any notifications received from the police/MASH of domestic abuse incidents, will be promptly reviewed by our DSL.  This will enable our school to respond appropriately to the impact on the child/young person and to share any additional information with MASH to assist in the overall identification and assessment of risk 
1.8 So called ‘honour-based’ violence (HBV)
HBV encompasses incidents or crimes which have been committed to protect or defend the honour of the family and/or the community e.g. female genital mutilation, forced marriage, and breast ironing.  All related concerns will be referred to our DSL, who as appropriate will activate safeguarding procedures.
1.9 Female Genital Mutilation (FGM)
In our school we recognise that whilst there is not necessarily an intention to harm a girl through FGM, the practice has serious short and long term medical and psychological implications.  We are committed to work with families, partner agencies to promote understanding and safeguard pupils who may be at risk of this practice.
We aim to work sensitively with community groups where this may be a cultural belief and practice, however we will act to safeguard and promote our pupils welfare where required and will fulfil our duties under the Female Genital Mutilation Act 2003 (as inserted by section 74 of the Serious Crime Act 2015).  This places a statutory duty upon teachers to personally report to the police cases where they discover that an act of FGM appears to have been carried out on a girl under 18.
Where it is suspected that a girl is at risk of FGM being undertaken then normal child protection procedures must be followed.
Further information can be found in:
Multi-agency statutory guidance on female genital mutilation  and 

Mandatory reporting of female genital mutilation - procedural information

1.10 Forced Marriage
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.  A lack of consent can be where a person does not consent or where they cannot consent e.g. if they have learning disabilities. There can also be links to Honour Based Violence.
Our school recognises that it has an important role in safeguarding children from forced marriage by educating pupils about the law and their rights and in identifying signs of risk.  Further information can be found in Government Guidance on Forced Marriage
1.11 Homelessness
Our staff will alert the DSL of families becoming or at risk of becoming homeless, so that the DSL can refer to housing services at the earliest opportunity. Indicators for the risk of homelessness can include debt, rent arrears, domestic abuse and anti-social behaviour, as well as the family being asked to leave a property. Duties introduced under The Homelessness Reduction Act 2017 shift focus to early intervention. For further information refer to Homeless Reduction Act Factsheets.
1.12 Missing Education or Missing from Home and Care
Lynch Hill School Primary Academy will fulfil its statutory duty in notifying the local authority when removing a pupil’s name from the admission’s register outside of the normal transition points. We will make reasonable enquiries to establish the whereabouts of the child jointly with the local authority before deleting their name from the register. We will also notify the local authority within five days of adding a pupil’s name at a non-standard transition point.
When one of our pupils goes missing from home or care we will contribute to the police and local authority’s efforts to identify and locate the child by completing the Grab Pack for a Missing Children.  For further guidance see Children missing education
1.13 Preventing Radicalisation
Our school recognises that protecting children from the risk of radicalisation is a part of our wider safeguarding duty to protect children from significant harm.  Some young people may be more vulnerable to being groomed and this fact can be exploited by extremists.  The internet and use of social media have become major factors in the radicalisation of young people and our school’s E-safety policy and curriculum embeds understanding of these particular risks.
From 1st July 2015, specified authorities including all schools (and since 18th September 2015 all colleges) are subject to a duty under the Counter Terrorism and Security Act 2015, to have due regard to the need to prevent people from being drawn into terrorism. 
This duty is known as the Prevent duty.  Protecting children from radicalisation: the prevent duty provides guidance for schools and childcare providers on preventing children and young people from being drawn into terrorism.
Our school will help to identify young people at risk and work with local partnership arrangements including the Channel Programme to help support and divert any young people from associated harm: Click here for further guidance Channel Duty Guidance
1.14 Private Fostering
We recognise the importance of identifying children in Private Fostering arrangements so that their needs can be fully assessed by the local authority.  At Lynch Hill School Primary Academy  we will confirm the status of every pupil’s care arrangements on admission (or when a pupil’s care arrangements change) and notify the local authority of any known or suspected Private Fostering arrangement. We will support any subsequent assessment and remain alert to any additional needs that children placed away from their immediate families might face. See links for information on what constitutes private fostering  and details of The Children's Act 1989: private fostering.   
1.15 Substance Misuse
Pupils: We recognise the clear role our school has to play in preventing drug misuse as part of our pastoral responsibilities.  We will provide age appropriate information on drugs and alcohol and tackle problem behaviour, working with local partners to prevent drug or alcohol misuse.  For further guidance refer to DfE and ACPO Drug Advice for schools. (ACPO has changed to the National Police Chiefs’ Council).

Parental Substance Misuse: Substance misuse (drugs or alcohol) may impact on parental capacity and can significantly exacerbate other concerns such as domestic violence or mental health issues.  We will remain vigilant in identifying and supporting pupils and their families facing such issues, and work in collaboration with other agencies where necessary to prevent significant harm.
1.16 Mental Health
Pupils: Our school seeks to promote positive mental health in our pupils and to identify and address those with less severe problems at an early stage and build their resilience. We are also committed to identifying and supporting pupils with more severe needs and to help make appropriate referrals to specialist agencies such as Child and Adolescent Mental Health Services (CAMHS) where necessary. For further information refer to government guidance on mental health and behaviours to identify and support pupils whose behaviour suggests they have unmet mental health needs. 
Parental Mental Health: We recognise that some parents with mental health issues may experience difficulties at times with their parenting responsibilities. We are committed to supporting such families and will endeavour to identify those who would benefit from early help from local services and work with them to avoid any adverse impact on their children.  For further guidance refer to Parental mental health
1.17 Trafficking and Modern Day Slavery
Lynch Hill School Primary Academy will remain alert for children trafficked into the country who may be registered at our school for a term or longer, before being moved to another part of the UK or abroad. We will bear in mind that not all children who go missing from education have been victims of trafficking. For example, there may be instances of children from communities that move around – Gypsy, Roma, Traveller or migrant families – who collectively go missing from school.  For further government guidance refer to Safeguarding Children who may have been trafficked practice guidance. 
1.18 Young carers
With so many adult responsibilities, young carers often miss out on opportunities that other children and young people have to play and learn. We in school are uniquely placed to identify and respond to concerns and ‘triggers’ where children and young people may require additional help as carers.  We will aim to respond early with our own pastoral support and where appropriate seeking help from local authority support services for young carers.
Appendix 1     Role Description for Designated Safeguarding Lead 
Governing bodies, proprietors and management committees should appoint an appropriate senior member of staff, from the school or college leadership team, to the role of designated safeguarding lead. 

This person should have the appropriate status and authority within the school to carry out the duties of the post. They should be given the time, funding, training, resources and support to provide advice and support to other staff on child welfare and child protection matters, to take part in strategy discussions, inter-agency meetings, contribute to the assessments of children – and/or to support other staff to do so. 

Any deputy should be trained to the same standard as the DSL, but the ultimate lead responsibility for child protection remains with the DSL.
 
Managing referrals 
The designated safeguarding lead is expected to: 
refer cases of suspected abuse to the local authority children’s social care as 
required; 
support staff who make referrals to local authority children’s social care; 
refer cases to the Channel programme where there is a radicalisation concern as
required; 
support staff who make referrals to the Channel programme; 
refer cases where a crime may have been committed to the Police as required. 

Working with others 
The designated safeguarding lead is expected to:
act as a point of contact with the three safeguarding partners (Local Authority,  
Police and Clinical Commissioning Group (CCG)
liaise with the headteacher or principal to inform him or her of issues especially
ongoing enquiries under section 47 of the Children Act 1989 and police investigations; 
liaise with staff (especially pastoral support staff, school nurses, IT Technicians, and SENCOs or the named person with oversight for SEN in a college) on matters of safety and safeguarding (including online and digital safety) and when deciding whether to 
make a referral by liaising with relevant agencies. 
Act as a source of support, advice and expertise for staff. 

Training 
The designated safeguarding lead (and any deputies) should undergo training to provide them with the knowledge and skills required to carry out the role. This training should be updated at least every two years. The designated safeguarding lead should undertake Prevent awareness training. 

In addition to the formal training set out above, their knowledge and skills should be refreshed (this might be via e-bulletins, meeting other designated safeguarding leads, or simply taking time to read and digest safeguarding developments) at regular intervals, as required, and at least annually, to allow them to understand and keep up with any developments relevant to their role so they: 
understand the assessment process for providing early help and statutory intervention, including local criteria for action and local authority children’s social care referral arrangements. 
have a working knowledge of how local authorities conduct a child protection case conference and a child protection review conference and be able to attend and contribute to these effectively when required to do so; 
ensure each member of staff has access to and understands the school or college’s child protection policy and procedures, especially new and part time staff; 
are alert to the specific needs of children in need, those with special educational needs and young carers; 
understand relevant data protection legislation and regulations, especially the Data Protection Act 2018 and the General Data Protection Regulation (GDPR);
understand the importance of information sharing, both within the schooland with the three safeguarding partners, other agencies, organisations and practitioners 
are able to keep detailed, accurate, secure written records of concerns and referrals; 
understand and support the school or college with regards to the requirements of the Prevent duty and are able to provide advice and support to staff on protecting children from the risk of radicalisation; 
are able to understand the unique risks associated with online safety and be confident that they have the relevant knowledge and up to date capability required to keep children safe whilst they are online at school or college;
can recognise the additional risks that children with SEN and disabilities (SEND) face online, for example, from online bullying, grooming and radicalisation and are confident they have the capability to support SEND children to stay safe online;
obtain access to resources and attend any relevant or refresher training courses; and
encourage a culture of listening to children and taking account of their wishes and feelings, among all staff, in any measures the school or college may put in place to protect them. 

Raising Awareness 
The designated safeguarding lead should: 
ensure the school or college’s child protection policies are known, understood and used appropriately; 
ensure the school or college’s child protection policy is reviewed annually (as a minimum) and the procedures and implementation are updated and reviewed regularly, and work with governing bodies or proprietors regarding this; 
ensure the child protection policy is available publicly and parents are aware of the fact that referrals about suspected abuse or neglect may be made and the role of the school or college in this; and 
link with the safeguarding partner arrangements to make sure staff are aware of training opportunities and the latest local policies on safeguarding. 

Transfer of child protection files 
When a child transfers to another school or college, the DSL should inform the receiving school within five school days that a child protection/ safeguarding file exists. The receiving school should routinely ask the previous school if a child protection/safeguarding file exists, for all transfers. The original child protection/ safeguarding file must be passed on either by hand or sent recorded delivery, separate from the child’s main school file, within five school days from notification. Care must be taken to ensure confidentiality is maintained and the transfer process is as safe as possible. Parents should not be used as couriers for such files. Guidance on the Transfer of a Child Protection or Safeguarding File to another education setting - July 2017 

Availability
During term time the DSL or deputy should always be available (during school or college hours) for staff to discuss any safeguarding concerns.  Whilst generally speaking the DSL or deputy would be expected to be available in person, it is a matter for individual schools/colleges, working with the DSL to define what “available” means and whether in exceptional circumstances availability via phone and or Skye or other such media is acceptable.

It is a matter for individual schools/colleges and the DSL to arrange adequate and appropriate cover arrangements for any out of hours/our of term activities.

Appendix 2    Types of abuse and neglect

All school and college staff should be aware that abuse, neglect and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases, multiple issues will overlap with one another. 
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 by another child or children. 
Physical abuse: a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child. 
Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone. 
Sexual abuse: involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. The sexual abuse of children by other children is a specific safeguarding issue in education.
Neglect: the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs. 

Appendix 3        Actions where there are concerns about a child

(1) In cases which also involve a concern or an allegation of abuse against a staff member, see Part Four of this guidance.

(2) 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.

(3) Referrals should follow the process set out in the local threshold document and local protocol for assessment. Chapter one of Working Together to Safeguard Children.

(4) 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. Children in need may be assessed under section 17 of the Children Act 1989. Under section 47 of the Children Act 1989, where a local authority has reasonable cause to suspect that a child is suffering or likely to suffer significant harm, it has a duty to make enquiries to decide whether to take action to safeguard or promote the child’s welfare. Full details are in Chapter one of Working Together to Safeguard Children.

(5) This could include applying for an Emergency Protection Order (EPO 
 

COVID-19 school closure arrangements for Safeguarding and Child Protection at Lynch Hill School Primary Academy

 1. Context

From 20th March 2020 parents were asked to keep their children at home, wherever possible, and for schools to remain open only for those children of workers critical to the COVID-19 response - who absolutely need to attend.

 Schools and all childcare providers were asked to provide care for a limited number of children - children who are vulnerable, and children whose parents are critical to the COVID-19 response and cannot be safely cared for at home.

 This addendum of the Lynch Hill School Primary Academy Safeguarding, and Child Protection policy contains details of our individual safeguarding arrangements

Key contacts

Vulnerable children

 Vulnerable children include those who have a social worker and those children and young people up to the age of 25 with education, health and care (EHC) plans.

 Those who have a social worker include children who have a Child Protection Plan and those who are looked after by the Local Authority. A child may also be deemed to be vulnerable if they have been assessed as being in need or otherwise meet the definition in section 17 of the Children Act 1989.

 Those with an EHC plan will be risk-assessed in consultation with the Local Authority and parents, to decide whether they need to continue to be offered a school or college place in order to meet their needs, or whether they can safely have their needs met at home. This could include, if necessary, carers, therapists or clinicians visiting the home to provide any essential services. Many children and young people with EHC plans can safely remain at home.

 Eligibility for free school meals in and of itself should not be the determining factor in assessing vulnerability.

Senior leaders, especially the Designated Safeguarding Lead (and deputy) know who our most vulnerable children are. They have the flexibility to offer a place to those on the edge of receiving children’s social care support.

Lynch Hill School Primary Academy will continue to work with and support children’s social workers to help protect vulnerable children. This includes working with and supporting children’s social workers and the local authority virtual school head (VSH) for looked-after and previously looked-after children. The lead person for this will be: Chloe O'Connor/Lindsey Tomlinson

 There is an expectation that vulnerable children who have a social worker will attend an education setting, so long as they do not have underlying health conditions that put them at risk. In circumstances where a parent does not want to bring their child to an education setting, and their child is considered vulnerable, the social worker and Lynch Hill School Primary Academy will explore the reasons for this directly with the parent.

 Where parents are concerned about the risk of the child contracting COVID19, Lynch Hill School Primary Academy or the social worker will talk through these anxieties with the parent/carer following the advice set out by Public Health England.

 Lynch Hill School Primary Academy will encourage our vulnerable children and young people to attend a school, including remotely if needed.

 Attendance monitoring

 Local authorities and education settings do not need to complete their usual day-to- day attendance processes to follow up on non-attendance.

 Lynch Hill School Primary Academy and social workers will agree with parents/carers whether children in need should be attending school – Lynch Hill School Primary Academy will then follow up on any pupil that they were expecting to attend, who does not. Lynch Hill School Primary Academy will also follow up with any parent or carer who has arranged care for their child(ren) and the child(ren) subsequently do not attend.

 How this will look at Lynch Hill School Primary Academy

 To support the above, Lynch Hill School Primary Academy will, when communicating with parents/carers and carers, confirm emergency contact numbers are correct and ask for any additional emergency contact numbers where they are available.

 In all circumstances where a vulnerable child does not take up their place at school, or discontinues, Lynch Hill School Primary Academy will notify their social worker.

 Designated Safeguarding Lead

 Lynch Hill School Primary Academy school has a Designated Safeguarding Lead (DSL) and a Deputy DSL.

 The Designated Safeguarding Lead is: Chloe O'Connor

 The Deputy Designated Safeguarding Lead is: Lindsey Tomlinson and Lisa Bunce.

 The optimal scenario is to have a trained DSL (or deputy) available on site. Where this is not the case a trained DSL (or deputy) will be available to be contacted via phone or online video - for example when working from home.

 Where a trained DSL (or deputy) is not on site, in addition to the above, a senior leader will assume responsibility for co-ordinating safeguarding on site.

 This might include updating and managing access to child protection online management system, CPOMS and liaising with the offsite DSL (or deputy) and as required liaising with children’s social workers where they require access to children in need and/or to carry out statutory assessments at the school or college.

 It is important that all Lynch Hill School Primary Academy staff and volunteers have access to a trained DSL (or deputy). On each day staff on site will be made aware of that person is and how to speak to them.

 The DSL will continue to engage with social workers, and attend all multi-agency meetings, which can be done remotely.

 Reporting a concern

 Where staff have a concern about a child, they should continue to follow the process outlined in the school Safeguarding Policy, this includes making a report via CPOMS, which can be done remotely.

In the unlikely event that a member of staff cannot access their CPOMS from home, they should email the Designated Safeguarding Lead, Headteacher and the Trust Safeguarding Manager. This will ensure that the concern is received.

Staff are reminded of the need to report any concern immediately and without delay.

Where staff are concerned about an adult working with children in the school, they should use a yellow form to report the concern to the headteacher. If there is a requirement to make a notification to the headteacher whilst away from school, this should be done verbally and followed up with an email to the headteacher.

Concerns around the Headteacher should be directed to the Chair of Governors: Denise Fletcher

The Multi-Academy Trust will continue to offer support in the process of managing allegations.

Safeguarding Training and induction

 DSL training is very unlikely to take place whilst there remains a threat of the COVID 19 virus.

 For the period COVID-19 measures are in place, a DSL (or deputy) who has been trained will continue to be classed as a trained DSL (or deputy) even if they miss their refresher training.

 All existing school staff have had safeguarding training and have read part 1 of Keeping Children Safe in Education (2019). The DSL should communicate with staff any new local arrangements, so they know what to do if they are worried about a child.

 Where new staff are recruited, or new volunteers enter Lynch Hill School Primary Academy, they will continue to be provided with a safeguarding induction.

 If staff are deployed from another education or children’s workforce setting to our school, we will take into account the DfE supplementary guidance on safeguarding children during the COVID-19 pandemic and will accept portability as long as the current employer confirms in writing that:-

 the individual has been subject to an enhanced DBS and children’s barred list check

 there are no known concerns about the individual’s suitability to work with children

 there is no ongoing disciplinary investigation relating to that individual

 For movement within the Trust, schools should seek assurance from the Multi- Academy Trust (MAT) HR Manager that the member of staff has received appropriate safeguarding training.

 Upon arrival, they will be given a copy of the receiving setting’s child protection policy, confirmation of local processes and confirmation of DSL arrangements.

 Safer recruitment/volunteers and movement of staff

 It remains essential that people who are unsuitable are not allowed to enter the children’s workforce or gain access to children. When recruiting new staff, Lynch Hill School Primary Academy will continue to follow the relevant safer recruitment processes for their setting, including, as appropriate, relevant sections in part 3 of Keeping Children Safe in Education (2019) (KCSIE).In response to COVID-19, the Disclosure and Barring Service (DBS) has made changes to its guidance on standard and enhanced DBS ID checking to minimise the need for face-to-face contact.

 Where Lynch Hill School Primary Academy are utilising volunteers, we will continue to follow the checking and risk assessment process as set out in paragraphs 167 to 172 of KCSIE. Under no circumstances will a volunteer who has not been checked be left unsupervised or allowed to work in regulated activity

Lynch Hill School Primary Academy will continue to follow the legal duty to refer to the DBS anyone who has harmed or poses a risk of harm to a child or vulnerable adult. Full details can be found at paragraph 163 of KCSIE.

 Lynch Hill School Primary Academy will continue to consider and make referrals to the Teaching Regulation Agency (TRA) as per paragraph 166 of KCSIE and the TRA’s ‘Teacher misconduct advice for making a referral.

 During the COVID-19 period all referrals should be made by emailing Misconduct.Teacher@education.gov.uk

 Whilst acknowledging the challenge of the current National emergency, it is essential from a safeguarding perspective that any school is aware, on any given day, which staff/volunteers will be in the school or college, and that appropriate checks have been carried out, especially for anyone engaging in regulated activity. As such, Lynch Hill School Primary Academy will continue to keep the single central record (SCR) up to date as outlined in paragraphs 148 to 156 in KCSIE.

 Online safety in schools and colleges

 Lynch Hill School Primary Academy will continue to provide a safe environment, including online. This includes the use of an online filtering system. Where students are using computers in school, appropriate supervision will be in place.

 Children and online safety away from school and college

 It is important that all staff who interact with children, including online, continue to look out for signs a child may be at risk. Any such concerns should be dealt with as per the Child Protection Policy and where appropriate referrals should still be made to children’s social care and as required, the police.

 Online teaching should follow the same principles as set out in the MAT code of conduct.

Lynch Hill School Primary Academy will ensure any use of online learning tools and systems is in line with privacy and data protection/GDPR requirements.

 Below are some things to consider when delivering virtual lessons, especially where webcams are involved:

 No 1:1s, groups only

Staff and children must wear suitable clothing, as should anyone else in the household.

Any computers used should be in appropriate areas, for example, not in bedrooms; and the background should be blurred.

The live class should be recorded so that if any issues were to arise, the video can be reviewed.

Live classes should be kept to a reasonable length of time, or the streaming may prevent the family ‘getting on’ with their day.

Language must be professional and appropriate, including any family members in the background.

Staff must only use platforms provided by Stowe Valley MAT to communicate with pupils

Staff should record, the length, time, date and attendance of any sessions held.

 Supporting children not in school

 Lynch Hill School Primary Academy is committed to ensuring the safety and wellbeing of all its Children and Young people.

 Where the DSL has identified a child to be on the edge of social care support, or who would normally receive pastoral-type support in school, they should ensure that a robust communication plan is in place for that child or young person.

 Details of this plan must be recorded on CPOMS, as should a record of contact have made.

 The communication plans can include; remote contact, phone contact, door-step visits. Other individualised contact methods should be considered and recorded.

 Lynch Hill School Primary Academy and its DSL will work closely with all stakeholders to maximise the effectiveness of any communication plan.

 This plan must be reviewed regularly (at least once a fortnight) and where concerns arise, the DSL will consider any referrals as appropriate.

 The school will share safeguarding messages on its website and social media pages.

 Lynch Hill School Primary Academy recognises that school is a protective factor for children and young people, and the current circumstances, can affect the mental health of pupils and

their parents/carers. Teachers at Lynch Hill School Primary Academy need to be aware of this in setting expectations of pupils’ work where they are at home.

Lynch Hill School Primary Academy will ensure that where we care for children of critical workers and vulnerable children on site, we ensure appropriate support is in place for them. This will be bespoke to each child and recorded on CPOMS.

Supporting children in school

Lynch Hill School Primary Academy is committed to ensuring the safety and wellbeing of all its students.

Lynch Hill School Primary Academy will continue to be a safe space for all children to attend and flourish. The Headteacher will ensure that appropriate staff are on site and staff to pupil ratio numbers are appropriate, to maximise safety.

Lynch Hill School Primary Academy will refer to the Government guidance for education and childcare settings on how to implement social distancing and continue to follow the advice from Public Health England on handwashing and other measures to limit the risk of spread of COVID19.

Lynch Hill School Primary Academy will ensure that where we care for children of critical workers and vulnerable children on site, we ensure appropriate support is in place for them. This will be bespoke to each child and recorded on CPOMS.

Where Lynch Hill School Primary Academy has concerns about the impact of staff absence – such as our Designated Safeguarding Lead or first aiders – will discuss them immediately with the trust.

Peer on Peer Abuse

Lynch Hill School Primary Academy recognises that during the closure a revised process may be required for managing any report of such abuse and supporting victims.

Where a school receives a report of peer on peer abuse, they will follow the principles as set out in part 5 of KCSIE and of those outlined within of the Child Protection Policy.

The school will listen and work with the young person, parents/carers and any multi- agency partner required to ensure the safety and security of that young person.

Concerns and actions must be recorded on CPOMS and appropriate referrals made.

Support from the Multi-Academy Trust

The Multi-Academy Trust (MAT) Central Safeguarding Team will provide support and guidance as appropriate to enable the DSL to carry out their role effectively.

 This includes, remotely accessing Child Protection files for the purpose of quality assurance, support, guidance and direction.

 The MAT will also provide regular group and individual supervision sessions. This may take the form of an online meeting

At Lynch Hill, we believe that every child should be equally valued, irrespective of abilities or individual differences and encouraged to develop to their full potential. 

We recognise that it is the teacher’s responsibility to meet the needs of all children in their class through quality first teaching. All pupils are expected to make progress and we offer a wide range of approaches to learning to support this. However, if a pupil is not progressing then teachers will follow the school’s graduated response. This is in order to allow us to provide focussed interventions as part of a graduated response, in line with the SEN Code of Practice. Using an ‘Assess, Plan, Do, Review’ approach the provision offered to pupils is regularly reviewed to ensure it remains appropriate and external professionals are involved where additional support is required.

 This policy is written in accordance with SEN Code of Practice 2014 and the Children and Families Act 2014. More details about the SEN Code of Practice can be found on the Department of Education’s website:

https://www.gov.uk/schools-colleges/young-peoples-support

 Aims:

 1.     All children will be able to access and enjoy a rich, creative, broad and relevant education regardless of age, gender, race or creed.

2.     We aim to encourage independence, responsibility, self-esteem and respect by allowing children to realise the contributions that they make to their learning, the school and the local community.

3.     We aim to ensure that every child accesses the National Curriculum and are committed to delivering effective provision according to each child’s individual needs.

4.     We aim to meet Special Educational Needs and Disability (SEND) through an inclusive whole school approach.

5.     We aim to embed an understanding in all staff members that Special Educational Needs and Disabilities may arise at any time during a pupil’s school career.

6.     We aim to ensure that all children receive provision through ‘quality first teaching’ and a graduated response to identify needs.

7.     We aim to work efficiently and effectively with families and outside agencies to provide the necessary support, information and specialist help.

8.     The Governors aim to ensure that all children have access to all elements of the curriculum and are committed to the effective implementation of the policy.

Objectives:

 1.     Teachers will receive training at the beginning of the new school year detailing the revisions to the SEN Code of Practice which outlines the need for student voice and preparing children on a daily basis for making informed decisions regarding their education and the provision they receive.

 2.     The SEND team will provide support to teachers in identifying children with SEN needs and planning the correct provision for the child. All provision will be recorded on the Individual Provision Map, taking account of professional reports. They will support staff in ensuring regular and timely reviews take place to review the impact of the provision offered.

3.     Through whole school SEND training during different times of the year, the Inclusion Team will raise awareness amongst the staff regarding SEND and the school’s approach and priorities. SEND will be a whole school responsibility. Staff will be aware of how to identify a child whose progress or attainment is a concern and will follow the response to the graduated response and liaise with the SEND team and parents regularly.

4.     The Inclusion Team will hold termly reviews to discuss any concerns regarding progression or attainment. Regular training on CPOMS will support teachers to document and raise their concerns to the SEND team. These will be logged by the SEN admin team and begin the process of the child being added to the SEN register.

 5.     The SEN register will be regularly reviewed by year group teams in conjunction with the Inclusion Team. All children listed on the SEN register will receive an Individual Provision Map (IPM) which will detail provision received. There will be a provision offered for the child’s identified area of need. All IPMs will be shared with parents through quality conversation and reviewed termly. When a child is added or removed from the register, a discussion will be had with parents or carers.

 6.     Upon request a member of the Inclusion team will offer parents of SEND pupils meetings in addition to the usual parent meetings.

7.     After initial SEND training, all teaching staff and support assistants will be aware of what is expected by ‘quality first teaching’ and will understand that they are accountable for this in annual performance management.

8.     The Inclusion Team will meet a minimum of once a week to discuss concerns and issues raised by staff. Where necessary, the Inclusion Team will then arrange to meet with parents and outside agencies to discuss the child’s needs and appropriate provision. The progress of each case will be recorded.

9.     The nominated Inclusion representative of the governing body meets periodically with the Inclusion Team to ensure that this policy is being implemented and parents are being actively involved in a continual partnership with the school.

 Strategies:

 The atmosphere in the school will promote a happy, sensitive, secure and stimulating learning environment ensuring the most effective learning. We as a school understand that children learn best when they feel happy, secure and can access the support they need.

The school will ensure there is quality teaching throughout the school. We believe in the principle that good practice for SEND pupils is good practice for all pupils. Adopting this ideal across the school ensures that children are not made to feel singled out for receiving additional provision. Instead, there is a focus on Quality First Teaching.

 Approach to SEND: Lynch Hill is a mainstream school and will make SEND provision for children who need support which is additional to or different from other children of the same age to enable them to learn. 

· Children with SEND will receive support that is tailored to their individual need, although the following support is common practice within Lynch Hill Primary School:

· Children with Speech and Language Therapy programmes may receive direct 1:1 or small group support from a suitably trained staff member;

· Children may receive small group support in-class from a teaching assistant;

· Children with difficulties in specific areas (for example: reading) may receive small group support outside class from a teaching assistant;

· Children with Physiotherapy or Occupational Therapy programmes may receive 1:1 or small group support from a suitably trained staff member;

· Children with advice from the Educational Psychologist may receive differentiated learning tasks from the class teacher;

· Children with social, emotional or mental health difficulties may receive direct work 1:1 or in a small group from a teaching assistant or outreach worker, or 1:1 with a drama therapist.

· Children with visual or hearing impairment may receive differentiated learning tasks from the class teacher or direct work from a specialist teacher.

2.                    Individual learning styles: The school will promote a happy atmosphere where developing independence is vital to accessing the curriculum and experiencing success in the classroom. The Inclusion Team and class teachers are all committed to finding out how individual children learn best and applying this creatively. This ensures the delivery of an appropriate, engaging and relevant curriculum which meets the needs of the child.
 

3.                    Quality first teaching: The school will endeavour to ensure SEND pupils are making progress at a similar rate to their peers. They will receive quality first teaching, appropriately differentiated to their needs and additional provisions as required, taking into account professional recommendations. There is no stigma or assumption associated with receiving additional support, instead the focus is on all children making progress in order to fulfil their potential.

 4.                    Early identification and sharing best practice: Teachers will meet at least weekly to discuss their year group and share good practice. This is an opportunity to share the successes the children have had and which strategies are working well. If a child is still struggling to make progress despite all the efforts of the class teacher, then an observation will be undertaken. This early identification allows for us to respond to individual’s needs in a timely manner. We will actively seek the pupil’s and parents’ thoughts about their learning and try to establish how they feel we can best support them.

 5.                    SEND monitoring: The SEND monitoring process ensures that the Inclusion Team maintains a list of children who are currently receiving SEND support. This list is checked and adjusted regularly so that children are correctly identified. Teaching staff contribute to this list and other professional and parental views are always taken into account. The school recognises the importance of early identification of need. The SEN alert system is a formal way of logging concerns and tracking the pupil’s support so far and these are reviewed weekly. Data and the SEN register are reviewed termly in conjunction with teachers.

 6.                    SEND register: The Inclusion Team will review the SEND register in conjunction with staff teams termly. Children can be added or removed any point throughout the year, following a discussion with parents or carers. All children on the SEN register will receive provision which will be recorded on the whole school provision map and shared with parents via their Individual Provision Map (IPM). In addition to the SEN register, the Inclusion Team monitors the progress of children who may need support in the future.

7.                    Provisions: Support will be offered to children to respond to their needs. Provisions offered to children are varied and can include: in class, small group, 1:1, after school clubs or with external professionals. The provision offered is based on the observed needs. This can be from the school based observations or from those detailed in professional reports. Support is graduated so that it is appropriate and ensures that previous interventions/provisions have been delivered effectively and reviewed before additional provision or involvement is sought. ie. It is not appropriate to involve an Educational Psychologist or refer to CAMHS when concerns are first raised. This is because:

a.   these processes take time and in the meantime the child is without support

b.   earlier school based intervention may be effective and therefore Educational Psychologist or CAMHs involvement may not be required

c.   these agencies expect the school to have responded to the needs and evidenced what has already been put in place to support the child and that it has not been effective and therefore further involvement is required

d.   agencies become overwhelmed with referrals, slowing response times

Additional provision is part of a continual assessment and review process which includes the views of parents and the child at each stage.

8.                    Working together: The SEND team will maintain excellent relationships with outside agencies. Where necessary and possible, the school is always willing to seek advice from other professionals and is committed to gathering evidence regarding a child’s needs and making timely referrals.

 9.                    Educational Health Care Plan (EHCP) applications: The school will follow the guidelines issued by the local authority when taking decisions about whether to apply for an Educational Health Care Plan. An Educational Health Care Plan application can only be made by the school when it can be evidenced that all other options have been exhausted. Parents will be involved in this process throughout. 

            The code of practice states:

9.14 In considering whether an EHC needs assessment is necessary, the local authority should consider whether there is evidence that despite the early years provider, school or post-16 institution having taken relevant and purposeful action to identify, assess and meet the special educational needs of the child or young person, the child or young person has not made expected progress. To inform their decision the local authority will need to take into account a wide range of evidence, and should pay particular attention to:

·         evidence of the child or young person’s academic attainment (or developmental milestones in younger children) and rate of progress 

·         information about the nature, extent and context of the child or young person’s SEN 

·         evidence of the action already being taken by the early years provider, school or post-16 institution to meet the child or young person’s SEN 

·         evidence that where progress has been made, it has only been as the result of much additional intervention and support over and above that which is usually provided 

·         evidence of the child or young person’s physical, emotional and social development and health needs, drawing on relevant evidence from clinicians and other health professionals and what has been done to meet these by other agencies

Further information can be found in the local offer:

 https://www.sloughfamilyservices.org.uk

 10.                  Applications for children with EHCPs must go through the Local Authority, rather than normal admissions, to allow for a consultation process to take place. The school will consider each pupil with an EHCP on an individual basis, reviewing the plan to determine whether we would be able to meet the child’s needs.The involvement of the governing body in the SEND process and policy is to ensure the consistent and effective delivery of our aims and objectives. This is a continual monitoring and consultation process, designed to hold the Inclusion team to account and ensure that children receive the best possible support and care while at Lynch Hill.

12.                  This policy will contribute to achieving these objectives by ensuring that provision for pupils with SEND is a matter for the whole school and is a part of the continuous cycle of assessment and review.

Definitions of Special Educational Needs and Disability

 DfE (2017) definition of special educational needs

Special educational needs and disabilities (SEND) can affect a child or young person’s ability to learn. They can affect their:

• ·         behaviour or ability to socialise, for example they struggle to make friends
• ·         reading and writing, for example because they have dyslexia
• ·         ability to understand things
• ·         concentration levels, for example because they have ADHD
• ·         physical ability

This is the definition used in the most recent SEN code of practice, which was published in 2014.

It says:

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. 

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

• has a significantly greater difficulty in learning than the majority of others of the same age, or

• has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, mainstream post-16 institutions or by relevant early years providers. For a child under two years of age, special educational provision means educational provision of any kind.

Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.

Legal definition of Disability

You’re disabled under the Equality Act 2010 if you have a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on your ability to do normal daily activities.

The DfE and the SEND Code of Practice identify four main areas of SEND which are:

·         Social, emotional and mental health needs (SEMH)

·         Communication and interaction needs (SCLN)

·         Physical and sensory needs

·         Learning and cognition

 Admissions and inclusions

Pupils with SEN are admitted to the school on the same basis as any other child as per the admissions policy. A parent, of a child with an EHCP, that wishes to send a pupil to Lynch Hill School Primary Academy, must alert the Local Authority before an application can be considered. On receiving the statement, the Inclusion Team must consider whether the school is able to meet the needs of the pupil. Pupils with a statement have a priority of admission, as per the Admissions Policy.

 Roles and Responsibilities:

Responsible to the Governing Body for Disability and Special Educational Needs: 

Chloe O’Connor, SENDco

 Governor with responsibility in Disability and Special Educational Needs: Mr Kaye Taylor

 Core Inclusion team:

§  Chloe O’Conner – Inclusion Team, Head of SEND

§  Javairia Mohammed –Asst SENDco

§  Lisa Bunce – Family Support Advisor/ Attendance Coordinator

§  Debbie Clack – Inclusion Team and Safeguarding Support Assistant. 

 The Governing Body: 

School Governing Bodies have statutory responsibilities to ensure that the special educational needs of all children in their school are met.  Under Section 157 of the 1993 Education Act, LEA and Governing Body must, by law, have regard to the provisions of the “Code of Practice on the Identification and Assessment of Special Educational Needs” all are elements from paragraph 2.6 of the Code of Practice.

 The Governing Body must:

§  Do their best to secure that the necessary provision is made for any pupil who has SEN     .

§  Secure that, where the “responsible person” - the head teacher or the appropriate governor - has been informed by the local authority that a pupil has special needs, those needs are made known to all who are likely to teach him or her.

§  Consult the authorities, as appropriate, the Funding Authority, and the governing bodies of other schools when it seems to them necessary or desirable in the interests of coordinated SEN      provision in the area as a whole.

§  Ensure that the pupil joins in the activities of the school together with pupils who do not have disabilities or special educational needs, so far as that is reasonably practical and compatible with the pupil receiving the necessary special educational provision, the efficient education of other children in the school and the efficient use of resources (Code of Practice 1994, section 2.6).

 The Inclusion Team: To be responsible for:

§  the Special Educational Needs Register

§  Providing and supporting teachers once a child is identified as having SEN     .

§  Assisting the identification of children with special educational needs both informally and formally by means of assessment.

§  Giving advice to other members of staff on appropriate assessment materials and writing the Individual Education Plan.

§  Helping teachers to monitor the progress of children identified on the Special Needs Register.

§  Liaising with outside agencies, the Head teacher and the parents as appropriate for each child.

§  Ensuring regular reviews for all pupils with SEN     , including annual reviews for those children with a statement and those children with a PSP.

§  Monitoring and providing advice in order that the Individual Provision Maps are updated at regular intervals.

§  Consulting colleagues annually to evaluate the resourcing of SEN      provision.

 Class Teachers:

Every teacher is responsible for all children in their class.  As soon as the class teacher has a concern about a child’s progress, the child’s parents should be informed. The Inclusion Team should be made aware through the appropriate channels.

All staff have the responsibility to:

 §  Identify a child’s special educational needs.

§  Provide a differentiated curriculum with relevant tasks for all children in their care.

§  Ensure an inclusive classroom environment.

§  Consult and work with the Inclusion Team and other agencies who may become involved.

§  Make parents aware of their concern and seek to have their support and involvement in any programme given to the child.

§  Monitor and update the Individual Education Plan at regular intervals.

§  Manage the work of other adults in the classroom to provide support and effective teaching strategies of all children; including organising and ensuring that support groups run to timetable.

 SEN Teaching Assistants with specific responsibilities to:

§  Liaise regularly with the class teacher and Inclusion Team and relevant professionals within school.

§  work on appropriate programmes as arranged with class teacher and relevant professionals

§  assist children individually or in a small group situation

§  Work closely with the class teacher in supporting children with SEN.

 Parental Involvement:

An active partnership between the school, parents and external agencies is the most effective way to ensure a full understanding of each pupil’s needs.  All relevant agencies, including parents, should be involved in the process of identifying individual needs, planning support and evaluation of that support.  Parents are encouraged to become involved as soon as a concern about a child’s learning need is identified.

 If a parent initially raises a concern about their child’s learning needs, then that concern should be recorded and information shared with colleagues such as the Team Leader, Senior Leadership team, Inclusion Team[l1] .  Parent and teacher should work together in order that they may help the child receive the best possible education.

 External Agencies:

The role of external agencies is broad and varied.  They have a crucial part to play in the full integration of pupils into mainstream education.  Such services may include:

§  Educational Psychologist              

§  Physiotherapist

§  Doctor and Nurse

§  Specialist teacher of children with hearing, visual, speech and language impairments. (as provided by Sensory Consortium)

§  Attendance officer

§  Occupational Therapist

§  Social Care

§  Specialist teachers from the Teaching and Support Service

§  Services Supporting Behaviour (SEBDOS)

§  Child Mental Health / Paediatricians, etc.

 Information about a child may be passed on to other agencies involved with the child. It is important to ensure that all professionals working with a child regularly meet to share information and review the work they are doing.

 Arrangements for training and development of all staff including Teaching Assistants

The school makes an annual audit of training needs for all staff taking into account school priorities as well as personal professional development. Special needs are included within all school training. In addition, staff attend training organised by the LEA and other agencies.

 Complaints Procedure:

Guidelines have been laid down with respect to complaints procedures within the school and the school will always try to adhere to these.  Lynch Hill School Primary Academy will make its best endeavours to meet the requirements of pupils with special educational needs.  Should parents of children with Special Educational Needs and Disability have a complaint about the school’s provision it is envisaged that, in most cases, it should be possible to resolve the matter through informal discussion with the class teacher or the Inclusion Team.  Parents are welcome to speak to the Inclusion Team, by telephone or to make an appointment at a mutually convenient time.

 If parents are dissatisfied with the outcome, the complaint should be addressed to the Headteacher.  If parents still feel the matter has not been resolved to their satisfaction, the Governing Body may be contacted.  A copy of the curriculum complaints procedure is available from the school.

 Reporting to Governors:

§  the governor responsible monitors progress through regular visits and discussion with the Inclusion Team

§  The Head Teacher will report each term to the Inclusion Committee of the Governing Body.

§  A full annual report will be made to the whole of the Governing Body.

 Criteria for evaluating the success of the school’s Special Educational Needs Policy:

 The Disability and Special Educational Needs policy will be judged as successful if:

§  Pupils identified as having SEN      have progressed in line with or to a greater degree than their peers as a result of the above procedures. Shown through Target Setting and ISP.

§  Teachers are aware of pupils with SEN      and follow the school’s identification and assessment procedures and have appropriate training

§  Parents are involved in partnership with the school, if appropriate, assisting with a programme of support for their child.

§  The Head teacher and the Inclusion Team are reporting to the Governors on a regular basis.

§  Disability and Special Educational Needs are included in the long term planning of the school (School Development Plan).

§  Resources are utilised effectively, appropriately and matched to children with SEN     .

§  Pupils with SEN are tracked through provision mapping, target setting, observations, learning walks, book moderation, reading assessment and Individual Provision Maps.

 This policy will be reviewed annually.

 Inclusion Team:

Chloe O’Connor

Mr Kaye Taylor (SEND Governor)

Javairia Mohammed

Last reviewed February 2020

Introduction:

The staff and governors seek to run all aspects of the academies within the trust with full regard for high standards of conduct and integrity.  In the event that members of school staff, parents, governors or the school community at large become aware of activities which give cause for concern, The school has established the following whistleblowing policy, or code of practice, which acts as a framework to allow concerns to be raised confidentially and provides for a thorough and appropriate investigation of the matter to bring it to a satisfactory conclusion.

 Throughout this policy, the term whistleblowing denotes the person raising the concern or making the complaint.

 The governing body is committed to tackling fraud and other forms of malpractice and treats these issues seriously.  The governors recognise that some concerns may be extremely sensitive and has therefore developed a system which allows for the confidential raising of concerns within the school environment but also has recourse to an external party outside the management structure of the school.

 The governors are committed to creating a climate of trust and openness so that a person who has a genuine concern or suspicion can raise the matter with full confidence that the matter will be appropriately considered and resolved.

 The provisions of this policy apply to matters of suspected fraud and impropriety and not matters of more general grievance which would be dealt with under the grievance procedures.

 When might the whistleblowing policy apply?

The type of activity or behaviour which the Trust considers should be dealt with under the policy includes:-

·                Manipulation of accounting records and finances

·                Inappropriate use of school assets or funds

·                Decision – making for personal gain

·                Any criminal activity

·                Abuse of position

·                Fraud & deceit

·                Serious breaches of school procedures which may advantage a particular party (for example tampering with tender documentation, failure to register & personal interest)

 What action should the whistleblower take?

The governors encourage the whistleblower to raise the matter internally in the first instance to allow those school staff and governors in positions of responsibility and authority the opportunity to right the wrong and give an explanation for the behaviour or activity.

 The governing body has designated a number of individuals to specifically deal with such matters and the whistleblower is invited to decide which of those individuals would be the most appropriate person to deal with the matter.

 Name and Position                            

Mrs L Tomlinson - Headteacher                                      

TBC - Chair of Finance Committee                                             (Contact details available

Ms D Fletcher - Chair of Governors                                              m the school office)                                   

Mr G Kaye-Taylor - Vice-Chair of Governors

 The whistleblower may prefer to raise the matter in person, by telephone or in written form marked private & confidential and addressed to one of the above named individuals.  All matters will be treated in strict confidence and anonymity will be respected wherever possible.

 Alternatively, if the whistleblower considers the matter too serious or sensitive to raise within the internal environment of the school, the matter should be directed to the Department for Education.

 In addition, information and advice can be obtained from the charity Public Concern at Work.  This charity offers free legal advice in certain circumstances to people concerned about serious malpractice at work.  Their literature states that matters are handled in strict confidence and without obligation.  Contact details for the charity are as follows:-

             Public Concern at Work

            Suite 306
            16 Baldwins Gardens
            London  EC1N 7RJ

             Tel:   0207 404 6609

 How will the matter be progressed?

The individual(s) in receipt of the information or allegation (the investigating officer(s)) will carry out a preliminary investigation.  This will seek to establish the facts of the matter and assess whether the concern has foundation and can be resolved internally.  The initial assessment may identify the need to involve third parties to provide further information, advice or assistance, for example involvement of other members of school staff, the school’s external auditors, legal or personnel advisors, the police and the Department for Education.

 Records will be kept of work undertaken and actions taken throughout the investigation.  The investigating officer(s), possibly in conjunction with the Trust, will consider how best to report the findings and what corrective action needs to be taken.  This may include some form of disciplinary action or third party referral such as the police.

 The whistleblower will be informed of the results of the investigation and the action taken to address the matter.  Depending on the nature of the concern or allegation and whether or not it has been substantiated, the matter will be reported to the Trust Board.

 If the whistleblower is dissatisfied with the conduct of the investigation or resolution of the matter or has genuine concerns that the matter has not been handled appropriately, the concerns should be raised with the investigating officer(s) and/or the Trust Board.

 Respecting confidentiality

Wherever possible the Trust seeks to respect the confidentiality and anonymity of the whistleblower and will as far as possible protect him/her from reprisals.  The Trust will not tolerate any attempts to victimise the whistleblower or attempts to prevent concerns being raised and will consider any necessary disciplinary or corrective action appropriate to the circumstances.

 Raising unfounded malicious concerns

Individuals are encouraged to come forward in good faith with genuine concerns with the knowledge they will be taken seriously.  If individuals raise malicious unfounded concerns or attempt to make mischief, this will also be taken seriously and may constitute a disciplinary offence or require some other form of penalty appropriate to the circumstances.