Safeguarding in Education

During the sessions you will review the following content:- 

'Responsibilities'

'Recognising the signs of abuse'

'Position of trust'

'Issues of confidentiality'

'Contact with pupils' 

Section 1 - Responsibilities

As a candidate working in education, your behaviour is governed by principles fundamental to the safeguarding of children within whatever educational setting you may work:

Review the Keeping Children Safe in Education and the Working Together 2015 document - required reading for any staff in education.

As a supply worker, your level of responsibility is the same as any permanent member of staff.

Rules and procedures apply equally to you as a supply candidate.

You are under the direction and guidance of the school's managers.

Within every school, there is an identified 'designated person' with responsibilities for child protection. This can be any member of staff.

Any concerns you have regarding any aspect of child protection or a child's welfare must be reported immediately to the designated person or to a senior member of staff.The welfare of children comes first (Children's Act 1989)

 

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Section 2 - Recognising the signs of abuse

Although you are in a unique position of having regular contact with pupils and observing them away from their family, you are not expected to be an expert in child abuse.

You need to be alert to the signs that might point to abuse; this comes with the position of trust and responsibility.

It is important that you recognise signs; examples will follow but do not 'label’ a child as being abused.

Note the signs and report to the designated person as soon as possible.

 

Abuse is categorised in four broad categories.  Detailed below are examples of some of the possible signs: 

PHYSICAL ABUSE 

• Reaction to physical contact can be flinching when touched.
• Does not wish to change for PE with other pupils. 
• Regular unexplained injuries.

EMOTIONAL ABUSE

• Behaviour of passivity or aggression - non-consistent.
• Highly self-critical and/ or deprecating (e.g. "I'm stupid").
• Excessive reactions to a new situation.

NEGLECT 

• Complaints of being hungry on a regular basis.
• Cannot develop relationships with peers.
• Untidy, messy and/ or damaged clothing, in need of repair. 

SEXUAL ABUSE

• Displaying inappropriate knowledge or language of a sexual content.
• Starts to display behaviour of a younger child, for example, cuddly toys, baby blanket, thumb sucking.
• Becomes isolated or withdrawn from interaction with their peers.

There are many other signs of abuse, more information can be found at the end of this module.

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Section 3 - Position of Trust

As a supply candidate, you will be unfamiliar with other members of staff and the pupils.

As an adult, you will have a level of authority and hold a position of trust within the school.

This will bring two major challenges: 

• Some pupils will seek to challenge and undermine your authority because you are a supply teacher. 
• All of your actions must be beyond reproach so that your behaviour is not open to misinterpretation or suspicion.

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Section 4 - Issues of Confidentiality 

Child abuse must be managed sensitively and appropriately as often it will be an extremely sensitive subject, which requires a high degree of discretion.  

It should never be the subject of discussion in any staff room. You should always look to discuss the matter with the designated person as soon as possible.  

Children will trust you and may seek to confide in you if they are considering disclosing information if you 'keep it a secret'.  You must not offer any guarantee that you will be able to respect their confidence as they may be at risk of harm.

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Section 5 - Contact with Pupils

Social Media 

Physical contact with Children 

Physical intervention

 

Social Media 

With the rise of social media, it is increasingly easy to have 'social' contact with pupils.

Never look to make any form of social contact with pupils whilst working at/ or outside of the education establishment.

No attempt should be made to establish a social media relationship via text, email, Facebook, blogs or any other social platforms. 

Bumping into a pupil outside school hours can happen however should be avoided where possible. This can be difficult depending on the location of the school and where you or the pupil live.  

No action should encourage any form of contact that would blur the relationship of adult and pupil.  

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Physical Contact With Children 

Although a 'no contact' rule is spoken about, this can be almost impossible to achieve.  

When dealing with younger age groups it is highly likely that physical contact will occur.  

On the occasion where physical contact is appropriate and required, it must be only done a way that is appropriate to your role and the situation. 

You must consider the circumstances e.g. pupil's age.

Care should always be taken so that any necessary physical contact is done in a manner that cannot be subject to misinterpretation.  

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Physical Intervention 

Unfortunately, pupils can sometimes react with physical aggression and violence that is directed at you as the adult authority figure or at fellow pupils.  

Look to employ strategies to de-escalate the situation; it is your responsibility to have these strategies in place.

Where some sort of physical intervention becomes unavoidable, you should only employ any restraining holds that you are appropriately trained to used, for example Team Teach. 

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Thank you for completing ITN Mark Education's Safeguarding Module

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