Updated on: Wed Sep 1, 2021
The school aims to ensure that:
2. Legislation and statutory guidance
We adhere to Spanish legislation and are governed by Spanish law.
In relation to keeping children safe and reporting incidences where the safety is compromised, we follow the practice outlined in the Convivencia Escolar Protocolos de Actuación outlined by the Junta de Andalucia.
This policy also meets requirements relating to safeguarding and welfare in the statutory framework for the Early Years Foundation Stage.
Safeguarding and promoting the welfare of children means:
Child protection is part of this definition and refers to activities undertaken to prevent children suffering, or being likely to suffer, significant harm.
Abuse is a form of maltreatment of a child, and may involve inflicting harm or failing to act to prevent harm. Appendix 1 explains the different types of abuse.
Neglect is a form of abuse and 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. Appendix 1 defines neglect in more detail.
Sexting (also known as youth produced sexual imagery) is the sharing of sexual imagery (photos or videos) by children
Children includes everyone under the age of 18.
4. Equality statement
Some children have an increased risk of abuse, and additional barriers can exist for some children with respect to recognising or disclosing it. We are committed to anti-discriminatory practice and recognise children’s diverse circumstances. We ensure that all children have the same protection, regardless of any barriers they may face.
We give special consideration to children who:
Are looked after or previously looked after
5. Roles and responsibilities
Safeguarding and child protection is everyone’s responsibility. This policy applies to all staff in the school. Our policy and procedures also apply to extended school and off-site activities.
5.1 All staff
All staff will read and understand part 1 and Annex A of the Department for Education’s statutory safeguarding guidance, Keeping Children Safe in Education, and review this guidance at least annually.
All staff will be aware of:
The signs of different types of abuse and neglect, as well as specific safeguarding issues, such as child sexual exploitation.
5.2 The designated safeguarding lead (DSL)
Our DSL is Christopher Long, (Principal). The DSL takes lead responsibility for child protection and wider safeguarding.
During term time, the DSL will be available during school hours for staff to discus,s any safeguarding concerns.
When the DSL is absent Harriet Gibson will be contact points. For Online Safeguarding Concerns - Pól Blacker will be consulted.
The DSL will be given the time, funding, training, resources and support to:
Is responsible for the implementation of this policy, including:
If staff are in any doubt about sharing information, they should speak to the designated safeguarding lead (or deputy)
7. Recognising abuse and taking action
Staff must follow the procedures set out below in the event of a safeguarding issue.
Please note – in this and subsequent sections, you should take any references to the DSL to mean “the DSL (or deputy DSL)”.
7.1 If a child makes a disclosure to you
If a child discloses a safeguarding issue to you, you should:
The following procedure will be used:
Completing a "Child maltreatment detection and notification sheet".
In most circumstances when a child alleges abuse the DSL will notify the parents at the earliest opportunity. However, in certain circumstances (usually in response to an allegation of physical or sexual abuse within the family) referral to Children’s Social Care Services (or to the Police) will be made first and a "Child maltreatment detection and notification sheet" will be completed.
In Spain: Institution: Delegación de Bienestar Social /Marbella: Estefania Martin
Address: Avenida Velazquez Clavel 25, Marbella Tel: 952 900 493.
All other details, documents, images and any other evidence shall be logged via the iSAMS Wellbeing Module.
All documentation of the investigation will be kept confidential and will be stored.
7.2 If you have concerns about a child (as opposed to believing a child is suffering or likely to suffer from harm, or in immediate danger)
If early help is appropriate, the DSL will generally lead on liaising with other agencies.
The DSL will keep the case under constant review and the school will consider a referral to local authority children’s social care if the situation does not seem to be improving. Timelines of interventions will be monitored and reviewed within iSams.
If it is appropriate to refer the case to local authority children’s social care or the police, the DSL will make the referral or support you to do so.
The DSL or person who made the referral must follow up with the local authority if this information is not made available, and ensure outcomes are properly recorded.
If the child’s situation does not seem to be improving after the referral, the DSL or person who made the referral must follow local escalation procedures to ensure their concerns have been addressed and that the child’s situation improves.
7.3 If you have concerns about extremism
If a child is not suffering or likely to suffer from harm, or in immediate danger, where possible speak to the DSL first to agree on a course of action.
If in exceptional circumstances the DSL is not available, this should not delay appropriate action being taken. Speak to a member of the senior leadership team and/or seek advice from local authority children’s social care. Make a referral to local authority children’s social care directly, if appropriate (see ‘Referral’ above).
7.4 Concerns about a staff member or volunteer
If you have concerns about a member of staff or volunteer, or an allegation is made about a member of staff or volunteer posing a risk of harm to children, speak to the Principal.
7.5 Allegations of abuse made against other pupils
We recognise that children are capable of abusing their peers. Abuse will never be tolerated or passed off as “banter”, “just having a laugh” or “part of growing up”.
We also recognise the gendered nature of peer-on-peer abuse (i.e. that it is more likely that girls will be victims and boys perpetrators). However, all peer-on-peer abuse is unacceptable and will be taken seriously.
Most cases of pupils hurting other pupils will be dealt with under our school’s behaviour policy, but this child protection and safeguarding policy will apply to any allegations that raise safeguarding concerns. This might include where the alleged behaviour:
Involves sexual exploitation, sexual abuse or sexual harassment, such as indecent exposure, sexual assault, or sexually inappropriate pictures or videos (including sexting)
If a pupil makes an allegation of abuse against another pupil:
We will minimise the risk of peer-on-peer abuse by:
Ensuring staff are trained to understand that a pupil harming a peer could be a sign that the child is being abused themselves, and that this would fall under the scope of this policy
Your responsibilities when responding to an incident
If you are made aware of an incident involving sexting (also known as ‘youth produced sexual imagery’), you must report it to the DSL immediately.
You must not:
Say or do anything to blame or shame any young people involved
You should explain that you need to report the incident, and reassure the pupil(s) that they will receive support and help from the DSL.
Initial review meeting
Following a report of an incident, the DSL will hold an initial review meeting with appropriate school staff. This meeting will consider the initial evidence and aim to determine:
The DSL will make an immediate referral to police and/or children’s social care if:
The DSL has reason to believe a pupil is at immediate risk of harm owing to the sharing of the imagery (for example, the young person is presenting as suicidal or self-harming)
If none of the above apply then the DSL, and other members of staff, as appropriate, may decide to respond to the incident without involving the police or children’s social care.
Further review by the DSL
If at the initial review stage a decision has been made not to refer to police and/or children’s social care, the DSL will conduct a further review.
They will hold interviews with the pupils involved (if appropriate) to establish the facts and assess the risks.
If at any point in the process there is a concern that a pupil has been harmed or is at risk of harm, a referral will be made to children’s social care and/or the police immediately.
The DSL will inform parents at an early stage and keep them involved in the process, unless there is a good reason to believe that involving them would put the pupil at risk of harm.
All sexting incidents and the decisions made in responding to them will be recorded in iSAMS.
Pupils are taught about the issues surrounding sexting as part of our PSHE education and computing programmes. Teaching covers the following in relation to sexting:
This policy on sexting is also shared with pupils so they are aware of the processes the school will follow in the event of an incident.
8. Notifying parents
Where appropriate, we will discuss any concerns about a child with the child’s parents. The DSL will normally do this in the event of a suspicion or disclosure.
Other staff will only talk to parents about any such concerns following consultation with the DSL.
If we believe that notifying the parents would increase the risk to the child, we will discuss this with the local authority children’s social care team before doing so.
In the case of allegations of abuse made against other children, we will normally notify the parents of all the children involved.
9. Mobile phones and cameras
Staff are allowed to bring their personal phones to school for their own use but will limit such use to non-contact time when pupils are not present. Staff members’ personal phones will remain in their bags or cupboards during contact time with pupils.
Staff will not take pictures or recordings of pupils on their personal phones or cameras.
We will follow the General Data Protection Regulation and Data Protection Act 2018 when taking and storing photos and recordings for use in the school.
11. Complaints and concerns about school safeguarding policies
11.1 Complaints against staff
Complaints against staff that are likely to require a child protection investigation will be handled in accordance with our procedures for dealing with allegations of abuse made against staff.
All safeguarding concerns, discussions, decisions made and the reasons for those decisions, must be recorded in writing. If you are in any doubt about whether to record something, discuss it with the DSL.
Non-confidential records will be easily accessible and available. Confidential information and records will be held securely and only available to those who have a right or professional need to see them.
Safeguarding records relating to individual children will be retained for a reasonable period of time after they have left the school.
If a child for whom the school has, or has had, safeguarding concerns moves to another school, the DSL will ensure that their child protection file is forwarded promptly and securely, and separately from the main pupil file. In addition, if the concerns are significant or complex, and/or social services are involved, the DSL will speak to the DSL of the receiving school and provide information to enable them to have time to make any necessary preparations to ensure the safety of the child.
13.1 All staff
All staff members will undertake safeguarding and child protection training at induction (EDUCARE) safeguarding systems and their responsibilities and can identify signs of possible abuse or neglect. This training will be regularly updated.
Staff will also receive regular safeguarding and child protection updates (for example, through emails, e-bulletins and staff meetings) as required, but at least annually.
13.2 The DSL and [deputy/deputies]
The DSL and deputies will undertake child protection and safeguarding training at least every 2 years.
13.4 Recruitment – interview panels
At least one person conducting any interview for a post at the school will have undertaken safer recruitment training. This will cover, as a minimum, the contents of the Department for Education’s statutory guidance, Keeping Children Safe in Education, and will be in line with local safeguarding procedures.
14. Monitoring arrangements
This policy will be reviewed annually by the Principal. At every review, it will be approved by the full governing board.
15. Links with other policies
This policy links to the following policies and procedures:
These appendices are based on the Department for Education’s statutory guidance, Keeping Children Safe in Education.
Appendix 1: types of abuse
Abuse, including neglect, and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases, multiple issues will overlap.
Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.
Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.
Emotional abuse may involve:
Serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children
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:
Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse.
Date of Report:
Person filling out form:
Student’s name, gender, age,
Names of parents/guardians
Reporter’s name reporter’s relationship to the student
How and where reporter became aware (first-hand witness?).
Write a brief description of disclosure circumstances.
Name of alleged perpetrator and relationship to student (if known):
Any previous concerns with student:
Any other pertinent information:
Follow-up (i.e. meeting , future actions taken or action pending etc.
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