Safeguarding

Statement

Learning Hive fully recognises its responsibilities for safeguarding. Our policy applies to all Staff, Management team, external agencies and volunteers working for Learning Hive.

At no point whist in the care of Learning Hive, should any student under the age of 16 be left unsupervised at any Learning Hive school. Please refer to the Failure to Collect policy for information relating to the safeguarding of children before and after a Learning Hive session.

There are six main elements to our policy:

Ensuring we practice safer recruitment in checking the suitability of staff and volunteers to work with children
Parent collection
Raising awareness of child protection issues and equipping children with the skills needed to keep them safe
Developing and then implementing procedures for identifying and reporting cases, or suspected cases, of abuse
Supporting pupils who have been abused in accordance with his/her agreed child protection plan
Establishing a safe environment in which children can learn and develop

We recognise that because of the day-to-day contact with children, Learning Hive staff have all received ‘Level 2 Safeguarding’ and the Prevent Duty training. Therefore, they have the knowledge and skills to observe the outward signs of ‘need’. The Learning Hive will therefore:

Establish and maintain an environment where children feel secure, are encouraged to talk, and are listened to
Ensure children know that there are adults at Learning Hive whom they can approach if they are worried

Learning Hive Designated Safeguarding Leads

Nayeer Afzal – Nayeer@learninghive.co.uk

Atif Hussain – Atif@learninghive.co.uk

Learning Hive Deputy Safeguarding Lead:

Daisy Perkins – daisy@learninghive.co.uk

Safeguarding Definition

The definition of the term ‘safeguarding’ as derived in this policy is taken from statutory guidance. Keeping children safe in education - GOV.UK (www.gov.uk)

Safeguarding children is defined as:

protecting children from maltreatment
preventing the impairment of children’s mental and physical health or development
ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and
taking action to enable all children to have the best outcomes

Procedures

We will follow the procedures set out by the Local Safeguarding Children Board and take account of guidance issued by the Department for Education ‘Keeping Children Safe in Education’ to:

Ensure we have a nominated Safeguard Lead (SL)
Ensure all Learning Hive staff on school premises know who the Nominated safeguarding lead is, usually the Head Tutor.
Ensure all Learning Hive staff understand their responsibilities when they are alerted to the signs of need/neglect/abuse and understand their responsibility/procedures for referring any concerns to the SL.
Ensure that Learning Hive staff have up to date safeguarding training, so that their knowledge and awareness of child protection policies and procedures are up to date
Follow procedures where an allegation is made against a member of staff or volunteer (Whistle Blowing policy)
Ensure safer recruitment practices are strictly adhered to line with Safer Recruitment policy.

We recognise that children who are abused or witness violence may find it difficult to develop a sense of self-worth. They may feel helplessness, humiliation and some sense of blame. Learning Hive may be the only stable, secure and predictable element in the lives of children at risk. When at Learning Hive their behaviour may be challenging and defiant or they may be withdrawn. Learning Hive will endeavour to support such student through:

The content of the curriculum
Learning Hive’s ethos which promotes a positive, supportive and secure environment and gives pupils a sense of being valued
Learning Hive’s Teaching and Learning policy, which is aimed at supporting pupils at Learning Hive
Learning Hive will ensure that all students know that some behaviour is unacceptable, but they are valued and not to be blamed for any abuse which has occurred
Liaison with the school to support vulnerable students such as Local Authority Children’s Social Care, Child and Adult Mental Health Service, education welfare service and educational psychology service

Types of Abuse

Dealing with Child Abuse is a complex, multi-agency procedure which is defined within a legal framework. Learning Hive will follow the recommended procedures as set out by the school. Because of the length and close proximity of contact with children, tutors are often best placed to identify the symptoms of need/neglect/abuse.

The role of tutors is basically defined as:

(a) Assisting in the identification of need/neglect/abuse

(b) Providing support to such who have a need/neglect/abuse

Learning Hive is not an investigation or an intervention agency for child protection, but it has an important role to play in the recognition of need/neglect/abuse and has a responsibility to notify the school.

Harm can include ill-treatment that is not physical as well as the impact of witnessing ill-treatment of others. This can be particularly relevant, for example, in relation to the impact on children of all forms of domestic abuse.

A child may be at risk from any combination of the first four categories, however there are also at least seven other forms of abuse that you should be aware of. More detailed information on these types of abuses can be found in Appendix 1, which is essential reading.

1. Physical Abuse

This involves physical injury to the child, including deliberate poisoning and forcing a child to consume drugs such as tobacco and alcohol. It may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical abuse may also be caused when a parent or carer feigns the symptoms of, or deliberately causes, ill health to a child whom they are looking after (sometimes described as fabricated or induced illness by carers).

Symptoms may include:-

(a) Bruising - especially about the face and head.

(b) Slap marks.

(d) Signs of self-harm or a significant change in wellbeing

2. Sexual Abuse

This is illegal sexual activity involving a child or young person or, in the case of young people over the age of 16, sexual activity carried out without the person's consent, including coercion, threat and intimidation. Sexual abuse is forcing or enticing a child or young person to take part in sexual activities, whether or not the child is aware of what is happening. They may include non-contact activities, such as involving children in looking at, or producing pornographic material, watching sexual activities or encouraging children to behave in sexually inappropriate ways. Pupils with special education needs and/or with behavioural and emotional problems are particularly vulnerable to such abuse.

Symptoms are more difficult to define but may include:

(a) Precocious and/or promiscuous behaviour

(b) Sexual references in interactions with others

truancy, aggression

(d) Abnormal response to particular teaching situations e.g. lessons/discussions on sex and health education and inter-personal relationships

(e) Sudden deterioration of performance

(f) Anxiety and/or low self-esteem

(g) Knowledge of sexual matters beyond what would be expected

(h) Strong need for affection, sometimes expressed in physical terms

(i) Difficulty in trusting or defiance of teacher

(j) Fear of Learning hive medical examinations

(k) Vague pains or aches, possibly arising from psychosomatic illness. (l) Threat of, or actual self-harm

3. Emotional Abuse

This is persistent emotional ill-treatment of a child which causes severe and long lasting adverse effects on the child's emotional development. It may involve conveying to children that they are worthless or unloved, inadequate or valued only insofar as they meet the needs of another person. It may feature age or developmentally inappropriate expectations being imposed on children or cause children to feel frightened or in danger. Some level of emotional abuse is involved in all types of ill-treatment of a child.

Symptoms may include:

(a) Withdrawal, fear of people or situations, a reluctance to participate in lessons

(b) Inappropriate responses to situations e.g. excessive aggression to a mild

reprimand, no or little response to shocking news

(d) Lack of self-confidence, nervousness in group situations

(e) Distorted views of other people (the English teacher hates me)

(f) Negative attitudes and views of significant others (my father is a pig, my family

is no good, etc)

(g) Failure to make lasting, secure relationships

4. Neglect

Neglect is the persistent failure to meet a child's basic physical and/or psychological needs, likely to result in the serious impairment of the child's health or development. It may involve a parent or carer failing to protect a child from physical harm or danger, or the failure to ensure access to appropriate medical care. It may also include neglect of, or unresponsiveness to, a child's basic emotional needs.

Some symptoms are:

(a) Small physical size, poor growth

(b) Dirty, unkempt appearance

(d) Symptoms of physical illness in Learning Hive

(e) Evidence of poor care outside Learning Hive e.g. the child is seen wandering the streets late at night, or is in the company of older children/young people

(f) Poor eating habits, an unbalanced diet, constantly asking for food or money to buy food from others, stealing food or money to buy food time.

Other Forms of Abuse (Appendix 1):

Child on Child abuse
Domestic violence or abuse
Female Genital Mutilation
Honour Based abuse and Forced Marriage
Child Sexual Exploitation and Child Criminal Exploitation
Serious Violence
Mental/Physical Health
Modern Slavery
Self-neglect
Organisational or institutional abuse
Discriminatory abuse

Signs of Abuse

The signs of child abuse aren't always obvious, and a child might not feel able to tell anyone what's happening to them. Sometimes, children don't even realise that what's happening to them is abuse.

Some common signs that there may be something concerning happening in a child’s life include:

unexplained changes in behaviour or personality
becoming withdrawn
seeming anxious
becoming uncharacteristically aggressive
physical marks/injuries (burns, scars, fractures)
lacks social skills and has few friends, if any
poor bond or relationship with a parent
knowledge of adult issues inappropriate for their age
running away or going missing
always choosing to wear clothes which cover their body

These signs don’t necessarily mean that a child is being abused; there could be other things happening in their life which are affecting their behaviour. There may also be some concerning behaviour from adults who have children in their care, which raises concerns for the child/children’s safety and wellbeing.

Online Delivery

In the event of a school closure or disruption resulting in the requirement to deliver tuition by online methods. To safeguard pupils in an online delivery setting, Learning Hive must ensure the following:

Parental consent - confirmation must be obtained that the families have agreed
to tuition prior to tuition commencing
An appropriate parent or guardian must be present for the duration of the online session
Clear guidance must be provided to the parent or guardian of the expectation of them, their child, and the tutor
Contact details for the Tuition Partner must be provided to the parent or guardian, including contact details for the Tuition Partner Designated Safeguarding Lead,
to support the reporting of any safeguarding concerns at any point during the provision of online support
All online sessions must be recorded on an appropriate platform. All sessions must be conducted on an appropriate system, and saved securely by the Tuition Partner.
A safeguarding spot check audit must be undertaken on a minimum of 1 session per Tutor per term by the tuition partner. A record of this spot check must be kept detailing any safeguarding concerns raised, and how these have been actioned in line with the Safeguarding reporting process as appropriate.
Where a school wishes to use their own platform, schools may conduct the recordings instead. There should be clear guidance from the Tuition Partner on the expectations of a school to record and securely store these recordings. The recordings must
be made available to the Tuition Partner if there is a safeguarding incident
or suspected incident and the Tuition Partner will need to agree a retention period
for access in case of an incident, in line with the Tuition Partner’s own retention
period for recordings. In cases where the school owns the recordings, the TP is not able to monitor the recordings. Instead, they should conduct live monitoring
by dropping into sessions, with monitored sessions selected at random and without prior warning.
Where the individual circumstances of a child participating in the session mean that the session cannot be recorded, in individual cases other measures will need to be in place to ensure sessions are monitored. This could be through Tuition Partner drop-ins or having a teacher or teaching assistant supervise the session by also joining the session online. The parent or guardian should also be informed of the need for extra vigilance as the session is not being recorded.
In some cases, face to face delivery can take place out of school. This should only
be in cases where a child is not able to effectively engage with online delivery due
to SEND or SEMH needs, and tuition cannot take place at school because they attend a virtual school or are not attending school due to other reasons (e.g., they are
in hospital). The locations where this could occur include children’s residential homes, foster homes, alternative provision centres, a library, a hospital or community centre. In these cases, there must be another regulated adult present throughout (foster carer, care staff who are DBS checked). Residential homes and foster homes should be visited before tuition commences to ensure there is an appropriate space to deliver face to face tuition and complete a risk assessment.

The Role of the Designated Safeguarding Lead (DSL)

Learning Hive ensures an appropriate senior member of staff is appointed to the role of designated safeguarding lead. The designated safeguarding lead should take lead responsibility for safeguarding and child protection (including online safety and understanding the filtering and monitoring systems and processes in place).

This should be explicit in the role holder’s job description.

The designated safeguarding lead should have the appropriate status and authority within the organisation to carry out the duties of the post. The role of the designated safeguarding lead carries a significant level of responsibility, and they should be given the additional time, funding, training, resources and support they need to carry out the role effectively. Their additional responsibilities include providing advice and support to other staff on child welfare, safeguarding and child protection matters, taking part in strategy discussions and inter-agency meetings, and/or supporting other staff to do so, and to contributing to the assessment of children. They are also responsible for referring personnel to the Disclosure and Barring Service (DBS) and Teaching Regulation Agency (TRA), if they have caused harm, or pose a risk of harm to vulnerable groups including children.

The DSL should:

Attend Level 3 Safeguarding Training and be familiar with Child protection policies, reviewed biannually in March and September. DSL training will be updated every two years.
Based on (1) above, keep Learning Hive's policy and procedures up to date.
Provide guidance and training to tutors.
Keep all reports and records in a safe, secure place and ensure their information is shared with the school. Not as part of student’s general file.
Liaise with the school and other agencies if needed, including receiving and preparing reports.
Give tutors the information necessary for them to respond in the most appropriate way to students at risk bearing in mind, at all times, the need for maximum confidentiality. Information will be given only on a 'need to know' basis.
Children with SEN are particularly vulnerable to abuse. Tutors will work closely with the SENCO at the school. This is especially important when children have poor communication skills.
Inform NTP and Tribunal about any safeguarding issues and keep them updated if dealing with a NTP/SLT school.
Record the details of records on the safeguarding reporting log which include referrals made, actions taken and outcomes.
Demonstrate the actions taken by the designated safeguarding lead where concerns are raised and how these were addressed.
Evidence regular reporting as part of the engagement with the quality assurance process aligned with the monitoring and review of safeguarding cases.

Reporting personnel to the DBS and TRA

Referrals are made to the Disclosure and Barring Service (DBS) and Teaching Regulation Agency (TRA) when Learning Hive, has concerns that a person has caused harm, or poses a future risk of harm to vulnerable groups, including children. In these circumstances the employer must make a referral to the DBS and consider a referral to the TRA.

Lessons Learnt

After any cases where the allegations are substantiated, the Tuition Partner will review the circumstances of the case with the Local Authority Designated Officer (LADO) and HR within the organisation.

Learning Hive will engage with Tribal to determine whether there are any improvements that can be made to the procedures or practice to help prevent similar events in the future.

For all other cases, where the allegation is concluded to be either unfounded, false, malicious or unsubstantiated, the DSL (and if they have been involved, the LADO) will consider the facts and determine whether any lessons can be learned and if improvements can be made.

The Role of the Deputy Designated Safeguarding Lead (DDSL)

Learning Hive ensures deputies are trained to the same standard as the designated safeguarding lead and the role should be explicit in their job description. Whilst the activities of the designated safeguarding lead can be delegated to appropriately trained deputies, the ultimate lead responsibility for child protection, as set out above, remains with the designated safeguarding lead, this lead responsibility should not be delegated.

Protection of Student Identity:

At Learning Hive, we work hard to protect children. This includes identity protection.

In this respect, we issue parents with a letter seeking their approval for taking and using images of children.

If the collection of a student is changed at short notice and there’s a cause for concern, Learning Hive will contact the parent to verify using the contact details provided on enrolment.

Reporting a Safeguarding Concern:

Recognising when to report a safeguarding concern:

Be aware of pupils' physical condition and behaviour in terms of the different types of abuse.
Report any concerns immediately to the DSL or deputy safeguarding lead. Make a dated note of your concerns and observations
Do not engage the child in a discussion on a suspected problem - this may exacerbate the situation. Direct intervention with a child requires great skill and tact and should only be undertaken by the SL in conjunction with the school.
You may ask a child to explain an obvious physical injury e.g. a bruise or black-eye as this may have a simple and innocent cause. However, it is crucial that a physical injury is reported if:-

It has a number of similar antecedents
The explanation given does not match the nature of the injury

Report the following immediately to the DSL:

Statements made directly to you by a child which allege or suggest abuse
Statements made to you by others, including children, siblings, even members of the public
Comments overheard by you made by suspected victims or others
Unusual statements made in pupils' written work e.g. references to close relationships with particular individuals or descriptions of unusual situations

It is possible that (5) above may relate to a member of staff or another person known to you. Under no circumstance should your own relationship influence your response. You are obliged by law to refer any allegation or information on possible abuse to the nominated staff.

Procedures to Log a Safeguarding Concern

If you have reason to suspect that a child or young person is suffering, or likely to suffer, some form of significant harm, or when an allegation of abuse has been made:

You must inform the DSL immediately. The DSL must inform the School and the Learning Hive Director immediately.
If at any time a student gives you information about being harmed, or the prospect of being harmed, you must tell them that the information he or she has given to you will have to be shared with the DSL and school and cannot be kept confidential.
Record immediately what the student has said and in their own words. If possible, this should be with another suitable adult present, but NOT the person against whom an allegation has been made. Do not probe or ask leading questions.
In conjunction with the DSL ensure that the relevant person within the school is informed of the allegation immediately, or within 24hrs.
Provide a copy of your written report to the Learning Hive Director at the earliest opportunity and within 24 hours.
If at any time you have concerns about a student, if you suspect that they are suffering, or likely to suffer, some form of significant harm, you must tell the DSL and record your concerns clearly and in writing. The threshold for raising a concern should not be regarded as high. Even the slightest concern by staff should be reported and recorded because it may form part of a picture which the DSL is aware of.
It is important to explain that the law is in place to protect children rather than criminalise them, and this should be explained in such a way that avoids alarming or distressing them.
It is important that if a child reports any form of abuse, that it is believed in the first instance. The NSPCC report that children rarely retract their original disclosures and when they do, it is more likely to be because of pressures upon them. This also applies to reports made by friends.
In any interaction with a child, you should never ask leading questions as this can later be interpreted as putting ideas into the child's mind.
Treat any information given by the DSL in the strictest confidence - never discuss it with anyone else, including colleagues.

Definition of low-level concerns

The term ‘low-level’ concern is any concern – no matter how small – that an adult working in or on behalf of the school may have acted in a way that:

Is inconsistent with behaviour expected, including inappropriate conduct outside of work, and
Does not meet the allegations threshold or is otherwise not considered serious enough to consider a referral to the designated officer at the local authority

Any concern that causes a sense of unease or a ’nagging doubt’ and staff should report it to the DSL or deputy safeguarding lead. If such an allegation involves a member of staff, additionally Atif Hussain/Nayeer Afzal (Learning Hive Directors) must be told and action taken in relation to the Learning Hive’s Staff Discipline Policy.

Examples of such behaviour could include, but are not limited to:

being over friendly with pupils
humiliating pupils
having favourites
taking photographs of children on their mobile phone; without prior arrangement
engaging with a child on a one-to-one basis in a secluded area or behind a closed door
using inappropriate sexualised, intimidating, or offensive language.

The DSL will record all concerns on the Low-Level Concerns Log, which includes all relevant details, and take appropriate action. Each time a new concern is recorded, the DSL will review all records so that potential patterns of concerning, problematic or inappropriate behaviour is identified. In the case of any patterns being identified, action will be taken through disciplinary procedures or, where a pattern of behaviour moves from a concern to meeting the harms threshold, it will be referred to the LADO.

For all other cases, where the allegation concluded to be either, unfounded, false, malicious or unsubstantiated, the Case Manager (and if they have been involved the LADO) should consider the facts and determine whether any lessons can be learned and if improvements can be made.

When concerns are made by third parties, the Head Teacher will record the concern on the Low-Level Concern Log and take appropriate action and review the records as outlined above.

Appendix 2 sets out a safeguarding summary which should be kept with you at all times when teaching children at a Learning Hive provision.

Relevant Legislation and Guidance

*This policy links with the following other policies: GDPR policy, Code of Conduct, Behaviour and Anti-Bullying policy, Safer-recruitment policy, Teaching and Learning policy, Whistleblowing policy, Health and Safety, Diversity and Inclusion, Failure to Collect policy, Online learning policy and associated facts and logistics of joining online learning, and Staff Handbook.

Reviewed by

Atif Hussain

Director/Designated Safeguarding Lead

Written by

Nayeer Afzal

Programme Director/ Designated Safeguarding Lead

Date

04/09/2023

Date of next review

04/03/2023

Appendix 1

Other Forms of Abuse

5. Child-on-child abuse:

All staff should be aware that safeguarding issues are not confined to instances where children are harmed by adults but can also manifest themselves via child-on-child abuse and recognise that children are capable of abusing their peers; such as bullying, including cyber bullying and abuse within intimate partner relationships, physical abuse, sexual violence, sexual harassment, causing someone to engage in sexual activity without consent, consensual and non-consensual sharing of nudes and semi-nudes images and/or videos, upskirting or initiation/hazing type violence; abuse can occur online and through social media, and may be used to facilitate offline abuse.

SEN/D

The staff acknowledge that pupils with SEN/D are particularly vulnerable and may be subject to child-on-child abuse.

Children who are Lesbian, Gay, Bi or Trans (LGBT)

The fact that a child or a young person may be LGBT is not in itself an inherent risk factor for harm. However, children who are LGBT can be targeted by other children. In some cases, a child who is perceived by other children to be LGBT (whether they are or not) can be just as vulnerable as children who identify as LGBT.

6. Domestic Abuse:

Domestic abuse can encompass a wide range of behaviours and may be a single incident or a pattern of incidents. That abuse can be, but is not limited to, psychological, physical, sexual, financial or emotional. Children can be victims of domestic abuse. They may see, hear, or experience the effects of abuse at home and/or suffer domestic abuse in their own intimate relationships (teenage relationship abuse). All of which can have a detrimental and long-term impact on their health, well-being, development, and ability to learn.

7. Female Genital Mutilation (FGM):

The school acknowledges that from October 2015 it became mandatory that teachers report to the police cases where they discover that an act of FGM appears to have been carried out. Is it understood that “Teachers”, here refers to anyone undertaking ‘teaching work’, as defined in The Teachers’ Disciplinary (England) Regulations 2012, as explained in paragraph 272 of the ISI commentary on the regulations? This definition includes such persons as teaching assistants, sports coaches and visiting instrumental music staff.

Unless the teacher has good reason not to, they should still consider and discuss such a case with the school’s DSL and involve children’s social care as appropriate. It is therefore essential that all staff are aware of FGM practices and the need to look for signs, symptoms, and other indicators of FGM.

It involves procedures that intentionally alter/injure the female genital organs for non-medical reasons.

Type 1: Clitoridectomy – partial/total removal of clitoris

Type 2: Excision – partial/total removal of clitoris and labia minora

Type 3: Infibulation entrance to vagina is narrowed by repositioning the inner/outer labia.

Type 4: All other procedures that may include: pricking, piercing, incising, cauterising and scraping the genital area.

It is carried out in the belief that:

FGM brings status/respect to the girl – social acceptance for marriage
Preserves a girl’s virginity
Part of being a woman / rite of passage
Upholds family honour
Cleanses and purifies the girl
Gives a sense of belonging to the community
Fulfils a religious requirement
Perpetuates a custom/tradition
Helps girls be clean / hygienic
Is cosmetically desirable
Mistakenly believed to make childbirth easier

FGM is internationally recognised as a violation of human rights of girls and women. It is illegal in most countries including the UK.

Circumstances and occurrences that may point to FGM happening:

Child talking about getting ready for a special ceremony
Family taking a long trip abroad
Child’s family being from one of the “at risk” communities for FGM (Kenya, Somalia, Sudan, Sierra Leone, Egypt, Nigeria, Eritrea as well as non-African communities including Yemeni, Afghani, Kurdistan, Indonesia and Pakistan)
Knowledge that the child’s sibling has undergone FGM
Child talks about going abroad to be “cut” or to prepare for marriage

Signs that a child has undergone FGM:

Prolonged absence from school and other activities
Behaviour changes on return from a holiday abroad, such as being withdrawn and appearing subdued
Bladder or menstrual problems
Finding it difficult to sit still and looking uncomfortable
Complaining about pain between the legs
Mentioning something somebody did to them that they are not allowed to talk about
Secretive behaviour, including isolating themselves from the group
Reluctance to take part in physical activity
Repeated urinal tract infection
Disclosure

Staff should note that girls at risk of FGM may not yet be aware of the practice or that it may be conducted on them, so sensitivity should always be shown when approaching the subject. Warning signs that FGM may be about to take place, or may have already taken place, can be found in the SET procedures and on pages 16-17 of the FGM Multi-Agency Practice Guidelines that can be found on the GOV.UK website. Any suspicion of intended or actual FGM must be referred to Children’s Social Care.

There is a specific legal duty on teachers der Section 5B(11)(a) of the Female Genital Mutilation Act 2003, that if during their work in the profession they discover an act of FGM, appears to have been carried out, on a girl under the age of 18 the teacher MUST REPORT THIS TO THE POLICE.

8. Honour Based Abuse and Forced Marriage:

So-called Honour based abuse (HBA) encompasses incidents or crimes committed to protect or defend the honour of the family and/or the community which have been committed to protect or defend the honour of the family and/or the community, including FGM, forced marriage and practices such as breast ironing. All forms of HBV are abuse (regardless of the motivation) and should be handled and escalated as such. If in any doubt, staff should speak to the DSL. All staff need to be alert to the possibility of a child being at risk of HBV, or already having suffered HBV.

Forcing a person into marriage is a crime in England and Wales. Since February 2023 it has also been a crime to carry out any conduct whose purpose is to cause a child to marry before their eighteenth birthday. As with the existing forced marriage law, this applies to non-binding, unofficial ‘marriages’ as well as legal marriages. Forced marriage is one entered into without the full consent of one or both parties and where violence, threats or any other form of coercion is used to cause a person to enter into a marriage. Threats can be physical, emotional or psychological.

If it appears that a pupil is at risk of radicalisation or displays any indication that they have been exposed to extremism, the DSL must be informed immediately. The DSL will consider the level of risk to identify to Pupils at Risk of Radicalisation:

9. Radicalisation

The government definition of terrorism is an action that endangers or causes serious violence to a person/people; causes serious damage to property; or seriously interferes or disrupts an electronic system. The use or threat must be designed to influence the government or to intimidate the public and is made for the purpose of advancing a political, religious or ideological cause.

Channel is a voluntary, confidential support programme which focuses on providing support at an early stage to people who are identified as being vulnerable to being drawn into terrorism. Prevent referrals may be passed to a multi-agency Channel panel, which will discuss the individual referred to determine whether they are vulnerable to being drawn into terrorism and consider the appropriate support required. A representative from the school or college may be asked to attend the Channel panel to help with this assessment. An individual’s engagement with the programme is entirely voluntary at all stages.

Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism. There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. It can happen in many different ways and settings. Specific background factors may contribute to vulnerability which are often combined with specific influences such as family, friends or online, and with specific needs for which an extremist or terrorist group may appear to provide an answer. The internet and the use of social media in particular has become a major factor in the radicalisation of young people. As with other safeguarding risks, our staff will be alert to changes in children’s behaviour which could indicate that they may be in need of help or protection. Staff should use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately which may include making a referral to Local Authority Children’s Social Care. We are mindful of The Counter-Terrorism and Security Redbridge MASH. Normal referral processes are available when there are concerns about children who may be at risk of being drawn into terrorism.

Although decisions to seek support for a child in need, including when there are concerns relating to radicalisation, would normally be taken in consultation with parents and pupils, their consent is not required for a referral when there are reasonable grounds to believe that a child is at risk of significant harm.

10. Child Sexual Exploitation [CSE] and Child Criminal Exploitation [CCE]

CCE is where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child into any criminal activity:

(a) in exchange for something the victim needs or wants, and/or (b) for the financial or other advantage of the perpetrator or facilitator and/or (c) through violence or the threat of violence. The victim may have been criminally exploited even if the activity appears consensual. Children can become trapped by this type of exploitation as perpetrators can threaten victims (and their families) with violence, or entrap and coerce them into debt.

CCE does not always involve physical contact; it can also occur through the use of technology.

The school’s safeguarding responsibilities do not stop at the school gates, we note that:

All staff must be aware safeguarding incidents/behaviours can occur outside school or be associated with outside factors
CSE and CCE are forms of abuse and both occur where an individual or group takes advantage of an imbalance in power to coerce, manipulate or deceive a child into sexual or criminal activity.
Missing education can also be a sign of CCE, including involvement in County Lines

There is a fine line between CCE and CSE and staff need to be aware of what to look out for and what to do in conversations with pupils and in observations of their behaviour in groups and in the local community, particularly the most challenging and most vulnerable pupils.

Some of the following can be indicators of CCE:

• children who appear with unexplained gifts or new possessions;

• children who associate with other young people involved in exploitation;

• children who suffer from changes in emotional well-being;

• children who misuse drugs and alcohol;

• children who go missing for periods of time or regularly come home late; and

• children who regularly miss school or education or do not take part in education.

It is important to note that the experience of girls who are criminally exploited can be very different to that of boys. The indicators may not be the same, however we need to be aware that girls are at risk of criminal exploitation too. It is also important to note that both boys and girls being criminally exploited may be at higher risk of sexual exploitation.

For further guidance refer to KCSIE 2023 Annex B.

County Lines:

County lines is a term used to describe gangs and organised criminal networks involved in exporting illegal drugs (primarily crack cocaine and heroin) into one or more importing areas [within the UK], using dedicated mobile phone lines or other form of “deal line”.’

All staff should be aware of the dangers County lines may present.

The definition of child sexual exploitation is as follows: Child sexual exploitation is a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact; it can also occur through the use of technology.

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

Like all forms of child sexual abuse, child sexual exploitation:

• can affect any child or young person (male or female) under the age of 18 years, including 16 and 17- year olds who can legally consent to have sex;

• can still be abuse even if the sexual activity appears consensual;

• can include both physical contact, including assault by penetration (for example rape or oral sex) or nonpenetrative acts such as masturbation, kissing, rubbing, and touching outside clothing. It may include non-contact activities such as involving children in the production of sexual images, forcing children to look at sexual images or watch sexual activities, encouraging children to behave in a sexually inappropriate ways or grooming a child in preparation for abuse via the internet;

• can take place in person or via technology, or a combination of both;

• can involve force and/or enticement-based methods of compliance and may, or may not, be accompanied by violence or threats of violence;

• may occur without the child or young person’s immediate knowledge (through others copying videos or images they have created and posting on social media, for example);

• can be perpetrated by individuals or groups, males or females, and children or adults. The abuse can be a one-off occurrence or a series of incidents over time, and range from opportunistic to complex organised abuse; and

• is typified by some form of power imbalance in favour of those perpetrating the abuse. Whilst age may be the most obvious, this power imbalance can also be due to a range of other factors including gender, sexual identity, cognitive ability, physical strength, status, and access to economic or other resources.

The following list of indicators is not exhaustive or definitive but it does highlight common signs which can assist professionals in identifying children or young people who may be victims of child sexual exploitation.

Underage sexual activity
Inappropriate Sexual or sexualised behaviour
Sexually risky behaviour
Repeat sexually transmitted infections
In girls, repeat pregnancy, abortions, miscarriage
Receiving unexplained gifts or gifts from unknown sources
Having multiple mobile phones and worrying about losing contact via mobile
Having unaffordable new things (clothes, mobile) or expensive habits (alcohol, drugs)
Changes in the way they dress
Going to hotels or other unusual locations to meet friends
Seen at known places of concern
Getting in and out of different cars driven by unknown adults
Having older boyfriends or girlfriends
Contact with known perpetrators

Involved in abusive relationships, intimidated and fearful of certain people
Hanging out with groups of older people, or anti-social groups or with other vulnerable peers
Associating with other young people involved in sexual exploitation
Recruiting other young people to exploitative situations
Truancy, exclusion, disengagement with school
Unexplained changes in behaviour or personality (chaotic, aggressive, sexual)
Mood swings, volatile behaviour, emotional distress.

11. Serious Violence:

All staff need to be aware of the indicators of serious violence, which may signal children are at risk from, or are involved with serious violent crime. These may include:

Increased absence from school
A change in friendships or relationships with older individuals or groups
A significant decline in performance
Signs of self-harm or a significant change in wellbeing
Signs of assault or unexplained injuries

In addition, unexplained gifts or new possessions could also indicate that children have been approached by, or are involved with, individuals associated with criminal networks or gangs and may be at risk of criminal exploitation. There are a range of risk factors which increase the likelihood of involvement in serious crime, such as being male, having been frequently absent or permanently excluded from school, having experienced child maltreatment and having been involved in offending, such as theft and robbery. See the following publication for further advice: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/418131/Preventing_youth_violence_and_gang_involvement_v3_March2015.pdf.

11. Mental/Physical Health:

We aim to ensure that staff, and the DSL in particular, have a deeper understanding of its relation to safeguarding – not simply recognising signs of abuse and neglect but also:

anticipating the potential for abuse and responding effectively
ensuring remedial interventions
recognising the longer-term safety and well-being implications of abuse and neglect

Staff need to be aware of both the mental as well as physical health of a child

Staff are “well placed” to identify behaviour suggestive of a mental health problem or being at risk of developing one
All staff are to have an awareness of mental health problems as an indicator of abuse, neglect or exploitation
All staff should understand the lasting impact of abuse, neglect and Adverse Childhood Experiences and the impact on mental health, behaviour & education.

All staff are aware that mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation. School staff are not expected or trained to diagnose mental health conditions or issues but may notice behaviours that may be of concern. Where staff have a mental health concern about a child that may also be a safeguarding concern, they should raise the issue by informing the designated safeguarding lead.

All staff must report to the DSL any observation of deterioration of a child’s health, either mental or physical. This includes known medical conditions, such as asthma, but staff must also be alert to symptoms of mental ill-health, such as eating disorders or self-harming.

Appendix 2

Safeguarding Summary:

What is child abuse?

Physical abuse
Psychological or Emotional abuse
Sexual abuse
Neglect

What are other forms of abuse?

Child on Child abuse
Domestic violence or abuse
Female Genital Mutilation
Honour Based abuse and Forced Marriage
Child Sexual Exploitation and Child Criminal Exploitation
Serious Violence
Mental/Physical Health
Modern Slavery
Self-neglect
Organisational or institutional abuse
Discriminatory abuse

What are the common signs of abuse?

Physical injuries (bruising, fractures, burns, bedsores)
Fear
Depression
Unexplained weight loss
Malnutrition
Untreated medical problems
Confusion
Loss of sleep
Unexpected of unexplained change in behaviour
Unexplained shortage of money

What is the role of the DSL?

The designated safeguarding lead should take lead responsibility for safeguarding and child protection (including online safety).

What to do if you have a Safeguarding concern?

Recognise the signs on when to report a concern
Report to DSL immediately or in their absence the deputy safeguarding lead
Put what you have heard in writing
Try to use the exact words used by the student if possible
Offer reassurance to the pupil

What not to do?

Do not ask the student questions
Do not try to investigate

Do not promise confidentiality

What to do if you have a low-level concern?

Report to DSL or deputy safeguarding lead
DSL will record on a low-level concern log and review and action as appropriate

Guidelines for all staff

Never touch student except for their safety
Corporal or physical punishments are unlawful
Think about how you talk to student

Abuse could be:

Excessive restraint
Rough handling
Verbal bullying
Frequent shouting
Touching a student except for their safety

Staff procedure in a child protection situation:

All staff should be aware that children may not feel ready or know how to tell someone that they are being abused, exploited, or neglected, and/or they may not recognise their experiences as harmful. For example, children may feel embarrassed, humiliated, or being threatened. This could be due to their vulnerability, disability and/or sexual orientation or language barriers. This should not prevent staff from having a professional curiosity and speaking to the DSL if they have concerns about a child. It is also important that staff determine how best to build trusted relationships with children and young people which facilitate communication.

If an allegation of abuse is made:

The following MUST be told:

The school
Other authorities/agencies that may be required under the circumstances

Consequences

Local Authority Designated Officer, Children’s Social Services, Social Worker may pursue it as a Child Protection issue
Police may become involved, and a criminal charge may follow

Learning Hive Designated Safeguarding Leads

Nayeer Afzal – Nayeer@learninghive.co.uk

Atif Hussain – Atif@learninghive.co.uk

Learning Hive Deputy Safeguarding Lead:

Daisy Perkins – daisy@learninghive.co.uk

Equality, Diversion & Inclusion