School Prospectus

1. Belief Statement

2. Curriculum

3. Discipline Policy

4. Finance

5. Complaints Procedure

6. Admissions and Registration

7. Child Protection Policy

1. Belief Statement

We believe that: 

a. There is one God who exists in the three persons of the Father, the Son and the Holy Spirit.
b. Everything in and beyond this world was created by God and did not arise by chance or through evolution.
c. Everyone falls short of God’s standards and deserves to be punished for this sin.
d. Jesus Christ alone can take away our guilt and make us right with God. This is because He came into this world as a man to take the place of sinners who would believe on Him. For them He lived a perfect life and for them He paid, on the cross, the penalty for their sin. All who commit themselves to Him as Lord are freed from sin’s guilt, and each one becomes a new creation.
e. Jesus Christ, having died, rose again, leaving behind an empty tomb, and went to heaven from where He controls human history.

f. The Bible is, throughout, the Word of God. It is, therefore, to be believed as true, and obeyed in all areas of life and conduct.
g. It is only the Holy Spirit who can make God real to us, can convince us of our need of Him and can bring us to repentance for our sin, faith in Him and total commitment of ourselves to Him as Lord.
8. The Holy Spirit lives in every Christian and continually prompts him to love, total obedience, good works and a Christ-like lifestyle.

 9. Jesus Christ will return personally to this world and will judge all men. Those who do trust Him alone will reign with Him on the new earth forever. Those who do not trust in Him will be sent away to Hell.
 

2. Curriculum

In writing the curriculum we have drawn from a number of sources. The Bible is central to all that is taught at Emmaus School, not in a false, forced way, but in a natural, God-centred way, so that the children learn that it was God who both created and sustains this universe and makes life meaningful. We have also drawn on a number of very helpful books on Christian education, referred to the National Curriculum, and have made use of what a number of teachers know to be successful in the classroom. Policies and syllabuses are available for all the subjects which are taught and these documents are reviewed on a regular basis. The curriculum includes the following subjects: mathematics, English grammar and literature, science, French, Latin, history, geography, music, art, physical education and logic.


  

3. Discipline Policy

What is discipline?

At Emmaus School the word discipline is defined as training within a loving relationship. 

 

The long term goal of discipline

To develop mature, self-controlled young adults who live lives to please and serve God.

 

The short term goals of discipline

To correct and train in the day to day situations arising from school life

To face and resolve the results of disobedience.

To restore relationship between quarrelling students, or between staff and pupils.

 

The importance of relationship in discipline

Successful discipline can only take place in the context of strong, loving relationships between staff and pupils. Teachers will make every effort to build good relationships where there is mutual love and respect with pupils.  Teachers accept the responsibility that they themselves impart their own standards and attitudes to the pupils. Teachers will be honest and admit to the children that they are not perfect, and that they themselves are under the loving discipline of the Holy Spirit.  Teachers will not see it as a sign of weakness to apologise to a child if they are in the wrong.

 

Child development and discipline

Discipline of children should involve taking into account their age and stage.  Young children need many external controls, and they need to be trained in first time obedience.  The increasing maturity of the children means that the adults gradually remove some controls in order to let them exercise choice, suffer consequences and learn from mistakes.  Through this process, the children’s behaviour will increasingly be shaped by self-control and less by external controls.

 

The School Rules

Jesus said that all rules are summed up in these two commandments: - “ ‘You shall love the LORD your God with all your heart, with all your soul, with all your strength, and with all your mind,’ and ‘your neighbour as yourself.’ ”  Luke 10:27.¹

The apostle Paul said that the whole law is summed up in this single commandment (Galations 5:14), and James said that if you keep this royal commandment you will always be doing what is right. (James 2:8)    

These two great commandments, therefore, will be used as the standard by which the behaviour of the School community is judged.

 

The Discipline Cycle – a redemptive approach

This approach to matters of discipline follows God’s pattern of dealing with Adam and Eve’s disobedience as recounted in Genesis 3. 

Accountability – v.9  Then the LORD God called to Adam and said to him, “Where are you?”

Questioning – v.11 “Have you eaten from the tree of which I commanded you that you should not eat?”

Consequences – v. 22 – 23 Then the LORD God said, “Behold, the man has become like one of Us, to know good and evil.  And now, lest he put out his hand and take also of the tree of life, and eat, and live forever” –Therefore, the LORD God sent him out of the garden of Eden to till the ground from which he was taken.

(There were several serious consequences for all concerned in this account; the preceding example shows, however, that God acts out of love, not vindictiveness.)

Restoration – v.15 – the promise of the coming Saviour – “And I will put enmity between you (Satan) and the woman, and between your seed and her Seed; he shall bruise your head, and you shall bruise His heel.”

 

The process summarised in the following diagram takes around 15 – 20 minutes.  It is to be done in private following incidents of persistent disobedience and moral violation such as bullying, fighting, stealing or lying.  It must not be done in anger but with the aim of restoring relationship.  It may be necessary for pupils to have a period of cooling off so that the process can take place calmly.  This cycle also works in smaller discipline issues.

 

¹All Bible quotations are taken from the New King James Version, Thomas Nelson Publishers, 1982

 

Expectations of good behaviour

Speak kind words to others.  Teasing and name calling of others should not be a part of school life.

Greet teachers, other pupils and visitors with a smile, and be ready to let others go first

Be honest

Always walk in the School building

Help to keep the whole school tidy

Be punctual for Lessons

Respect the need for a quiet learning environment.

Behave well on the way to and from school

If you come to school by car, never distract the driver by disobedience or bad behaviour

Always ask for permission before leaving the school premises. 

Before playing in the playground, make sure that there is an adult on duty

Wash your hands after using the toilet.

 

Reward System

The purpose of rewards is to honour and encourage good attitudes and behaviour.  Points (or stars for infants and juniors) can be awarded as follows for the following:

Completing a learning by heart assignment

Excellent piece of work 

Full marks in a test 

Teacher’s Award for good behaviour

 

Points/ stars can be accrued and redeemed for a small prize

 

Teacher’s awards may be awarded for such things as:-

Comforting someone who is hurt or upset.

Forgiving someone who wrongs you.

Showing appreciation and thankfulness.

Persevering when finding something difficult.

Being honest and owning up even though it may get you into trouble.

Sacrificing what you want to do in break time in order to help someone else.

Saying sorry when you realise you are in the wrong.

Owning up to something when you know you could keep quiet and possibly get away with it.

Showing respect for, and being helpful to, visitors to the school.

Producing a piece of work which, for you, is a great achievement.

Picking up litter from classroom floors or the playground.

Offering to help pupils or staff when you see they need help.

 

Pupils record their points in their personal record card.  These points can be redeemed against a prize.

 

Discipline Options Open to Staff:-

In the first instance, the discipline cycle as outlined above should be implemented, and staff should be aware that it is not advisable to interview one child alone.  However, there may be occasions when further action is necessary.

 

Detentions

Detentions are given when homework is not completed or handed in on time, and for repeated serious misdemeanours.  Detention takes place at break time and lunch time.

 

Sending a pupil to the Head teacher

Any incident of a serious nature should be reported to the Head teacher and also an emerging pattern of repeated poor behaviour.  Sending a child straight to the Head teacher is also an option in isolated, serious incidents.

 

School Discipline and the Home

In the event of a serious disciplinary issue or a constant refusal by a pupil to comply with the ethos of the School, there will be a formal interview with the parents attended by the Head teacher, any teachers concerned and, depending on the seriousness of the matter, by a representative from the governing body.  At this meeting an appropriate course of action, including placing a pupil on report, or the possibility of exclusion will be discussed.

 

Pupils on Report

Where a pupil’s behaviour is consistently below that which is expected by the school, they may be put ‘on report’.  The Head teacher will place the child on report, having first spoken to the parents to notify them of the situation. The purpose of this is to emphasise the seriousness of the situation to both pupil and parents and to enable staff to help the child towards improved patterns of behaviour.  When a pupil is ‘on report’, they carry with them each school day for a period of one or two weeks (as decided by the Head teacher) a report form, which has to be signed by each teacher that they have during the day and by each person on break duty.  If their behaviour has not been acceptable, a brief note of explanation is recorded on the form.  The Head teacher will review the report with the pupil at the end of the designated period.  The pupil comes 'off report’ when behaviour has sufficiently improved.  If no improvement is forthcoming, the matter will be referred back to the parents by the Head teacher.

 

Corporal Punishment

Government regulations make it illegal to use corporal correction on all pupils. The School upholds these regulations.

 

Suspension

The Head teacher, in consultation with the governors, has sole responsibility for suspending a pupil.  Suspension is enforced only for serious breaches of the School Code of Behaviour, and parents will always be contacted prior to suspension.  Suspension is normally for a period of time from half a day up to one week and is at the discretion of the Head teacher.

 

 

The purpose of suspension is to:-

1. Show the pupil and parents the seriousness of the situation.

2. Make clear that this sort of behaviour will not be tolerated at school.

3. Give the pupil and his/her parents time to talk, think and pray through the way ahead.

4. Give the school leadership time to put together a plan of action to help the pupil concerned settle back into school smoothly.

5. It will not normally be appropriate for the pupil to enter any part of the school premises unless he/she has specific permission from the Head teacher and is properly supervised.

 

Permanent Exclusion

Exclusion may come about for various reasons:-

1. Continued poor behaviour over a lengthy period of time with no desire to change.

2. Several suspensions for serious offences indicating an unwillingness to comply with the ethos of the School.

3. A first time offence which is so serious that the only appropriate action is to exclude the pupil permanently from school.

4. Exclusion can only be administered by the Head teacher with the agreement of the School governing body.  In some cases where exclusion is to be implemented, the Head teacher may invite the parents to remove the child from the school in order to avoid a letter of exclusion being issued.

4. Finance

A Charitable Trust has been established to support the School. As an independent school no financial assistance will be received from the State. Therefore, the School is reliant on fees and gifts from groups or individuals in order to cover costs, repay borrowings and build a reserve to cover major expenses which may arise. A bursary fund exists to help families in financial difficulty. This is also funded by donations from individuals, churches and other organisations.

 

The figures below show the annual fees for new children from September 2011.

 

New Starts Yr 0 Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Yr 7 Yr 8 Yr 9 Yr10 Yr 11
Sept 2011 3,041 3,102 3,164 3,227 3,292 3,358 3,425 3,494 3,564 3,635 3,708 3,782

 

When more than one child in a family attends the School, there is a discount for younger siblings.

 

Fees Policy


Fee Levels

The fees are reviewed annually at the beginning of September.  

Fees for external examinations are payable in addition to the school fees.


Fee Revisions

The Governors will reserve the right to review fees at any time during the academic year.  Twelve weeks notice (including summer holidays) must be given before commencement of any fee changes.


Fees Payment

Fees must normally be paid in advance at the beginning of each term.  In certain circumstances, fees may be paid monthly in advance by special arrangement with the Governors.  If monthly payments are made the annual fees will be paid in 12 equal instalments.  Payments will commence at the beginning of September and will be completed with the payment in the following August.

It is important to note that in the case of a pupil leaving the school in July, the August payment will still be required to complete payment for the full academic year.  In the event of pupils leaving during the academic year, parents will be advised of the correct amount outstanding in the month before departure. 

At least one term’s notice should be given of the intention to remove a pupil from the School.  Failure to give adequate notice will incur a term’s fees from the date of notice.


Payment Methods

Payments made at the beginning of term should be made by cheque, not cash.  Payments on a monthly basis must be made in the first two weeks of each month by  standing order. 

5. Complaints Procedure

Introduction

"Let us therefore make every effort to do what leads to peace and to mutual edification."

(Romans 14:19)


Living in a fallen world, there are inevitably times when mistakes are made and a parent in the school has reason to complain. Complaints come in various forms and can refer to many different aspects of school life. Since they can damage relationships and become the source of division within the school, even the smallest complaint should be handled sensitively.

 

The Complaints Procedure

Before a complaint is made, parents are advised to check the facts.   Many complaints made by parents are based on their children's reports and experience shows that these reports are often incomplete.  If it appears that a complaint is justified, the parent should first approach the class teacher and/or the headteacher on an informal basis.

 

Should the issue still remain unresolved, the parent should make a detailed, written, formal complaint to the Governors who must investigate the whole affair thoroughly and respond in writing to the complainant and anyone about whom the complaint has been made within one month.

 

If the parents still feel that their complaint has not been properly addressed, the Governors should, within a further two weeks, refer them to the secretary of the Christian Education Trust who will appoint a panel of three Trustees not working in the school and not previously associated with the case to arbitrate. This arbitration should be completed within two months from the date of the referral. The parent will be entitled to attend panel hearings either alone or with another person of their choosing.

 

The school will keep written records of all complaints indicating whether they are resolved at the preliminary stage, or whether they proceeded to a panel hearing. It will provide copies of the findings and recommendations of the panel to all concerned. All associated correspondence, statements and records of complaints will be kept confidential.

 

According to the law of the United Kingdom, the complainant may alternatively or additionally take the matter to a tribunal such as the Industrial Tribunal or the Special Educational Needs and Disability Tribunal.

This approach will not been encouraged since 1 Corinthians 6: 1-7 advises Christians against bringing their disputes before unbelievers.


Number of complaints in academic year 2007-8

Number of complaints in academic year 2008-9

Number of complaints in academic year 2009-10

Number of complaints in academic year 20010-11


6. Admissions and Registration

Admissions and Registration Policy

·         At Emmaus School pupils will be admitted as follows:

·         Boys and girls

·         Pupils from 4 years old * to 16 years old.  (* 4 year olds will be admitted in the September or January nearest their 5th birthday)

·         Pupils with differing ability levels

·         Pupils of any race, religion or Christian denomination

 

Conditions

The following conditions apply:

·         Pupils and parents must accept and adhere to the Christian ethos and teaching of the School.

·         New pupils aged 10 years or older and children from non-Christian backgrounds will be admitted on the understanding that they will be on one term's trial period which can be extended at the Head teacher's discretion.  An unsuccessful trial period will result in the parents being asked to withdraw their child from the School

·         The majority of pupils will be from Christian families (at least 80%).

·         Pupils from non-Christian backgrounds will be admitted up to a ceiling of 20% of those on the school roll

·         The School will take children of below or above average ability levels up to a ceiling of 20% of those on the school roll if it is deemed that the School is adequately staffed and resourced to meet the individual pupil’s needs

·         Consideration will be given to pupils whose parents are unable to pay full fees

Consideration will be given to pupils with learning difficulties, disabilities, or those for whom English is not their first language.   Each pupil's application is considered on its own merit.  Where a child has a statement of special educational needs, or special educational, physical or pastoral needs, the School will discuss with the parents what the School is able to offer, which may involve additional cost to the parents.

 

Admission Procedures

 

Before a decision is made as to whether or not to accept a pupil applicant the following procedures will be implemented: 

·         The parents will be asked to read the School prospectus and to agree to the aims of the School, the Statement of Belief, and the School rules contained therein

·         The Head teacher may write to or phone the child's existing or previous school if they are of school age.  If a child has been home-schooled another appropriate reference may be requested

·         The parents and child will be interviewed by the Head teacher

·         The parents will be asked to sign the parental agreement

·       A non-refundable fee of £100 must accompany this application. This amount will be deducted from the first term’s school fees. Please make cheque payable to Emmaus School.

·         The parents will be asked to bring with them examples of the child's recent work

·         The child will usually be asked to attend the School for half a day for an informal assessment which may involve diagnostic tests

 

Decision Making

The Head teacher will make the decision whether or not to accept a new pupil and will report on new pupils to the School Governors.  Where the Head teacher is unable to reach a decision as to whether to accept a pupil or not, the Head teacher will refer the matter to the School Governors who will make the final decision.  Each pupil's application is considered on its own merit.  Where a child has a statement of special educational needs, or special educational, physical or pastoral needs, the School will discuss with the parents what the School is able to offer, which may involve additional cost to the parents.

 

An applicant may be turned down for the following reasons:-

·         The child's reference from his previous school highlights areas of concern in terms of behaviour

·         The School has reached the permitted maximum number of pupils

·         A specific class is full. 

·         The School is unable to meet a child’s specific needs.

 

Class Groupings

 

The Head teacher and Governors of Emmaus School are committed to providing small teaching groups.  The maximum size of each class will vary slightly according to staffing, accommodation and pupil numbers.

Currently there are four classes which contain pupils of the following year groups:

Class 1 - Reception, Years 1, & 2

Class 2 - Years 3 & 4,

Class 3 - Years 5 & 6

Class 4 - Years 7, 8, 9, 10, 11

  

Pupils will only be placed differently to the above if :-

·         The class is full and there is an appropriate space in another

·         The Head Teacher (after discussion with staff) is of the opinion a pupil should be placed in a class above or below their years for social or educational reasons.  This will only be done with parental agreement and after consultation with staff members, taking into account the pupil’s standardised test scores

·         The number of pupils warrants an increase or decrease in the number of classes.  In this case the make up of the classes in terms of year groups is flexible and will be decided by the Governors after hearing the recommendation of the Head teacher


Absences

Parents should phone or email as soon as possible giving a reason why their child is absent and this should be followed up with a written note or email on the pupil’s return to school.  If a pupil is absent without explanation when the register is called the class teacher should contact the parents the same day wherever possible.

 

Pupils who are persistently late or absent without explanation should be reported to the Headteacher who will then take up the matter with the parents.  The Headteacher has a responsibility to inform the LEA if a pupil fails to attend regularly for no good reason, or has been absent for a continuous period of ten days without contact from the parents.

(In addition the local authority is to informed when a pupil ceases to attend the school to receive education otherwise than at school, no longer lives locally, has been permanently excluded, is ill and unlikely to return to school before ceasing to be of compulsory school age, is in custody for at least four months and is unlikely to return to school.)

 

Family Holidays

Family holidays during term time are strongly discouraged because it is disruptive to a child’s education.  However, according to DfES guidelines, family holidays up to 10 school days in any school year may be authorised.  In exceptional circumstances the School may agree to a lengthier period.

7. Child Protection Policy

Biblical Background

God cares for and values children.  This is evident when reading the Bible.  The following are just a few examples to be found:

 

1.      Jesus welcomes the children to him – Mark 10 v 13-16.

2.      Jesus frees a child from possession - Mark 9 v 14-27.

3.      God cares for Ishmael in the desert - Genesis 21.

 

As a Christian School we want to give our children the best possible care and the document which follows outlines the policy for achieving this.

 

Guidelines for Child Care and Protection

As Christians we are called to respect children as individuals and to further their well being in every way.  Jesus taught clearly about the value of children, both as individuals and for their ability to show others true Christian virtues.  He also said that those who exploited or abused children deserved profound condemnation. (Matthew 18:6)

 

Anyone who takes on a position as a teacher or an assistant in any school activity should reach this document carefully along side the staff training manual and ask the School Child Protection Officer (Naomi Oliver) if they do not understand anything.

 

It is recognised that teachers play an important role in identifying potential cases of child abuse. It is also important that all relevant agencies involved in child abuse co-operate together for the benefit of the child.  All schools have a designated teacher for child protection (referred to hereafter as the School Child Protection Officer) who liaises with social service departments and with teachers in school. For this procedure to work it relies on the skills and expertise of every class teacher and adult within school to recognise or report concerns.

 

People who work with children are sometimes vulnerable to false allegations.  Children, as well as adults, are sinners and as such are capable of making misleading or even malicious statements.  One of the reasons for working within these guidelines is not only to minimise the incidence of abuse, but also reduce the likelihood of false accusations. Please familiarise yourself with the flowchart Allegations against School Staff – Guidance Flowchart for Schools Wiltshire County Council Contained within your training manual.

 

A Safe Environment

It is possible to be lulled into a false sense of security by thinking that Christians will never be guilty of abusing children because they are part of God’s community. Sadly this is not so, (as a result of the fall, human nature is corrupted by sin and Christians are only in the process of being sanctified).  Nevertheless, the best way of preventing abuse and also of protecting workers from false allegations of abuse is to plan the work so that opportunities for abusive situations to arise are minimised.

 

Adult /Child Ratio

Outside the formal class setting there must be at least two recognised leaders for a group.

Further information about leading trips outside of school and outdoor activities can be found in other school policy documents.


Time alone with children

Other than for individual tuition, time alone with children needs to be kept to a minimum and handled with the utmost care. This is the situation where adults are most vulnerable to false allegations or serious temptations. Whenever a teacher is of necessity alone with a child, other people should know of the meeting. If a school activity extends beyond normal school hours, then two adults should be on the premises until all the children have been collected.  It is recommended that younger children should not go home on their own and never without a parent’s consent.

 

Good practice in managing behaviour

All children and young people need to be treated with respect and dignity.  Under no circumstances should a child be smacked. Verbal sanctions need to be given sensitively, with due regard to a child’s feelings.  It is essential that seriously unruly behaviour is discussed with the parents, the class teacher and head teacher.  Further information about managing behaviour can be found in the Discipline and Playground supervision policy documents.  

 

Staff member should always be on the look out for a child who is being bullied either physically or verbally by another child.  Often this is quite subtle and discernment is needed to discover intent.  It should always be taken seriously as both the victim and the bully may have problems.

 

Excessive attention seeking or sexually provocative behaviour may be a sign that something is wrong at home.  Any staff member finding themselves the object of such attention should discuss this with the School Child Protection Officer (Naomi Oliver) as soon as possible.

 

Touch

Everything should be kept public.  A hug in the context of a group is very different from a hug behind closed doors.

 

  • Touch should be related to the child’s needs and not the worker’s,
  • Touch should be age appropriate and generally initiated by the child rather than the adult.
  • Any physical activity that is, or may be thought to be, sexually stimulating to the adult or child should be avoided.
  • Children have the right to decide how much physical contact they have with other, except in exceptional circumstances when they need medical attention or restraint for safety reasons.
  • Staff members should monitor one another in the area of physical contact.  They should be free to help each other by pointing out anything which could be misunderstood. 

 

Confidentiality

Staff should be clear about the nature of a child’s concerns before ensuring them of complete confidentiality.  It is important, however, to assure them that they will receive help and support whatever they have to say. If they begin to say that they are being abused, the School Child Protection Officer (Naomi Oliver) should be informed.

 

Health and Safety

All members of staff should keep up to date with the relevant policy documents and fire/safety procedures and know how to access help via a telephone. Fire extinguishers are in place and checked regularly.  A first aid kit is available and regularly checked.  All leaders and helpers should know the rules for their use.  Accidents should be recorded in the accident record-book with a note of any action taken.  When transporting children, the driver is responsible for ensuring that seat belts are worn. The teacher or head teacher must be shown that the driver’s insurance policy covers the transport of children on school outings.

 

·         If a driver is used regularly for transporting children, they should have signed the Declaration form.

 

 

Making a response

 

These guidelines are primarily directed at dealing with situations that may arise in a school setting. However, there may be occasions when there are concerns about possible abuse at home. 

 

The School is committed to taking seriously any report of suspected abuse, while realising that the personal cost to someone of making such a complaint may be high.  The tendency must be resisted to become defensive about the person being accused or about the school's reputation.  It is particularly important to let the child know that he or she is being listened to.

 

If a report of suspected abuse has been received, it is important that no member of staff attempts to carry out an investigation.  This is a matter for the Wiltshire Local Safeguarding Children Board.

 

School Child Protection Officer

 

The Governors will appoint a School Child Protection Officer (Naomi Oliver).  She will report directly to the Headteacher.

 

Guidelines for the Officers are included in this policy. 

 

The Role of the School Child Protection Officer

  • To be responsible for regular training and updating of staff members in matters concerning child protection.
  • To advise staff members who have concerns about a child.

 

Procedures for Child Care Officers in Cases of Suspected Abuse

These procedures are given as guidelines to assist the Headteacher, School Child Protection Officer (Naomi Oliver), Staff and Governors of the School in dealing with cases of suspected abuse.

They supplement the School's Child Care Policy­

 

Help in recognising abuse

A helpful guide is set out in the training manual supplied to staff members.    ­

 

Reporting Abuse/Suspected Abuse

Any suspicions of abuse, injury or neglect received by the Head teacher or class teacher, however minor in nature, must be reported to the School Child Protection Officer (Naomi Oliver).  She will report to the Heateacher and  will then liaise directly with the Wiltshire Local Safeguarding Children Board.

 

A: Cases of Serious Physical Injury or Serious Neglect

 

1) When a report is received from a teacher or a child or obvious signs of serious injury/abuse are apparent the School Child Protection Officer (Naomi Oliver) should be informed immediately. 

2) Medical assistance should be called if necessary.

3) The Head teacher should be informed immediately or, if unavailable, a Governor. (If the allegation concerns the Head teacher, a governor should be informed instead). Other Governors will be informed on a need-to-know basis only.

4) The parents / guardians must NOT be informed.

5) A written record must be kept in a safe place – not the pupil record.

 

B: Case of Suspected Sexual Abuse

 

I) The School Child Protection Officer must inform the Headteacher and report the allegations IMMEDIATELY to the Wiltshire Local Safeguarding Board.

2) The parents /guardians MUST NOT be told.

­3) A written record must be kept. This should be in a secure place and not in the pupil’s records.

 

General advice in all cases

Once a matter has been reported to the Wiltshire Local Safeguarding Children Board, they must be left to investigate and NO FURTHER COMMENT should be made.

It is crucial that the School Child Protection Officer/Head teacher /Governors should not be seen to be taking sides and should refuse to get involved in any discussion on the subject. Other parents/pupils should do the same. It is vital to avoid an "us v. them" mentality.

 

All records must be kept securely by the School Child Protection Officer to ensure confidentiality. In the case of a change of personnel the “outgoing” School Child Protection Officer must ensure that all records are handed over to the new School Child Protection Officer (see Safe Storage Policy).

 

Any incident that causes concern about possible abuse should be noted and include a brief factual note of the incident or concern, the action taken and the date it occurred. Please familiarise yourself with the checklist in the training manual.  This note may be of vital importance at a later date, even if nothing is resolved at the time

 

 

APPENDIX 1


HELP IN RECOGNISING ABUSE

Those working in the statutory agencies of Health, Social Services, Police and Education are specially trained to identify child abuse.  However, they often have to rely on people close to children spotting signs that something is wrong.

 

Please familiarise yourself with the staff training manual.  It is important that all members of staff realise their responsibility in safeguarding children and promoting their welfare.

 

Professional workers use the following definitions of abuse:

  • Neglect: The persistent or severe neglect of a child, or the failure to protect a child from exposure to any kind of danger, including cold and starvation, or extreme failure to carry out important aspects of care, resulting in the significant impairment of the child's health or development, including non-organic failure to thrive
  • Physical Injury: Actual or likely physical injury to a child or failure to prevent physical injury (or suffering) to a child including deliberate poisoning, suffocation and Munchausen's syndrome by proxy.
  • Sexual Abuse: Actual or likely sexual exploitation of a child or adolescent.  The child may be dependent and/or developmentally immature.
  • Emotional Abuse: Actual or likely severe adverse effect on the emotional and behavioural development of a child caused by persistent or severe emotional ill-treatment or rejection, All abuse involves some emotional ill-treatment.

 

Where abuse occurs, someone known and trusted by the child usually perpetrates it.  The incidence of abuse by someone unknown is extremely low.

 

Possible reasons to suspect that a child is being abused:

  • The child may say outright that they are being abused.
  • A child may have bruises which cause concern.
  • Another child may report that their friend is being ill-treated.
  • An adult may admit that they have harmed a child in some way.  An allegation may be made on the child's behalf by a parent or carer.
  • There may be a sudden change in a child's behaviour.

 

What adults should do if a child is opening up: –

 

  • Be calm.
  • Do not over react.
  • Show the child that you are taking it seriously.
  • Do not make promises that you can’t keep.
  • Do not ask needless questions. Keep them to a minimum to clarify whether or not there is a cause for concern.
  • Listen carefully – do not put words in their mouth or ideas in their head.
  • Reassure the child that it was right to tell you.
  • Write a report of the incident – no more than the child told you, date, time, child’s demeanour, any action you took. The record may be required for a case conference or a legal proceeding. Do not include what you think or feel.
  • Use the checklist in the staff training manual to ensure that you have covered all the above points.

Training

Training for Child Protection Officer will be every 2 years and for all the members of staff every 3 years.

 

September 2005

Revised October 2010