Safeguarding children and schools PDF
Preview Safeguarding children and schools
Safeguarding Children and Schools BestPracticeinWorkingwithChildrenSeries EditedbyBrigidDaniel,ProfessorinChildCare andProtection,UniversityofDundee ThetitlesintheBestPracticeinWorkingwithChildrenseriesarewrittenforthemulti-agency professionalsworkingtopromotechildren’swelfareandprotectthemfromharm.Eachbookin theseriesdrawsoncurrentresearchintowhatworksbestforchildren,providingpractical,realis- ticsuggestionsastohowpractitionersinsocialwork,healthandeducationcanworktogetherto promotetheresilienceandsafetyofthechildrenintheircare. alsointheseries ChildNeglect PracticeIssuesforHealthandSocialCare EditedbyJulieTaylorandBrigidDaniel ForewordbyOliveStevenson ISBN9781843101604 of relatedinterest SupportingChildrenandFamilies LessonsfromSureStartforEvidence-BasedPracticeinHealth,SocialCareandEducation EditedbyJustineSchneider,MarkAvisandPaulLeighton ISBN9781843105060 KidsNeed... ParentingCardsforFamiliesandthePeoplewhoWorkWithThem MarkHamer ISBN9781843105244(CardGame) UnderstandingSchoolRefusal AHandbookforProfessionalsinEducation,HealthandSocialCare M.S.Thambirajah,KarenJ.GrandisonandLouiseDe-Hayes ISBN9781843105671 PromotingResilienceintheClassroom AGuidetoDevelopingPupils’EmotionalandCognitiveSkills CarmelCefai ForewordbyPaulCooper ISBN9781843105657 Safeguarding Children and Schools Edited by Mary Baginsky Foreword by Brigid Daniel Jessica Kingsley Publishers London and Philadelphia Firstpublishedin2008 byJessicaKingsleyPublishers 116PentonvilleRoad LondonN19JB,UK and 400MarketStreet,Suite400 Philadelphia,PA19106,USA www.jkp.com Copyright©JessicaKingsleyPublishers2008 Forewordcopyright©BrigidDaniel2008 Allrightsreserved.Nopartofthispublicationmaybereproducedinanymaterialform (includingphotocopyingorstoringitinanymediumbyelectronicmeansandwhetherornot transientlyorincidentallytosomeotheruseofthispublication)withoutthewritten permissionofthecopyrightownerexceptinaccordancewiththeprovisionsofthe Copyright,DesignsandPatentsAct1988orunderthetermsofalicenceissuedbythe CopyrightLicensingAgencyLtd,SaffronHouse,6–10KirbyStreet,LondonEC1N8TSUK. Applicationsforthecopyrightowner’swrittenpermissiontoreproduceanypartofthis publicationshouldbeaddressedtothepublisher. Warning:Thedoingofanunauthorisedactinrelationtoacopyrightworkmayresultinboth acivilclaimfordamagesandcriminalprosecution. LibraryofCongressCataloginginPublicationData Safeguardingchildrenandschools/editedbyMaryBaginsky;forewordbyBrigidDaniel. p.cm. Includesindex. ISBN 978-1-84310-514-5 (pb : alk. paper) 1. School violence--Prevention. 2. Schools--Safetymeasures. I.Baginsky,Mary. LB3013.3.S2622008 371.7'82--dc22 2007052108 BritishLibraryCataloguinginPublicationData ACIPcataloguerecordforthisbookisavailablefromtheBritishLibrary ISBN9781843105145 ISBNpdfeBook9781846428081 PrintedandboundintheGreatBritainby AthenaeumPress,Gateshead,TyneandWear Contents Foreword 7 Brigid Daniel, Part 1 Safeguarding and Schools: Policy 1 Placing Schools at the Centre of Safeguarding Children 11 MaryBaginsky,Children’sWorkforceDevelopmentCouncil 2 The Role of the Local Authority in Safeguarding Children 22 JohnGuest,LondonBoroughof Southwark 3 Integrated Community Schools and Social Inclusion (Scotland) 42 KenMcCullochandLynTett,Universityof Edinburgh Part 2 Safeguarding and Schools: Practice 4 Pupils Who Are ‘In Care’: What Can Schools Do? 57 FelicityFletcher-Campbell,OpenUniversity 5 Safeguarding Disabled Children 68 DavidMiller,NSPCCandAnnRaymond,independent consultantandtrainer 6 School Responses to Children with Harmful Sexual Behaviours 85 SimonHackettandAbiTaylor,DurhamUniversity 7 Child and Adolescent Mental Health Services (CAMHS) in Schools 104 GrahamMusic,TavistockClinic,London 8 Counselling in Schools 121 SusanMcGinnis,Universityof Strathclyde 9 The Curriculum and Safeguarding 136 YvonneCoppard,childprotectiontrainer Part 3 Safeguarding and Schools: Training 10 Training School Staff to Safeguard Children and Young People 151 EnidHendryandWilliamBaginsky,NSPCC 11 Training to Safeguard: The Australian Experience 166 LouiseLaskey,DeakinUniversity 12 Conclusion: Every School Matters 179 MaryBaginsky,DeakinUniversity APPENDIX:TALKINGTOTEACHERSABOUTEVERYCHILD MATTERS 184 EmmaWestcott THECONTRIBUTORS 191 REFERENCES 194 SUBJECTINDEX 203 AUTHORINDEX 207 List of Tables Table5.1 Waysdisabledchildrencanexperienceabuse 72 Table6.1 Rangeofobservablesexualbehavioursof pre-pubescentchildren 89 Table6.2 Rangeofsexualbehavioursofadolescentchildren 90 Table11.1 Australianmandatoryreportingrequirements 168 List of Figures Figure6.1 Levelsofresponseinschools 100 Figure9.1 Feelingsfaces 137 Figure9.2 Examplesofquestionsaimedatolderpupils 139 Figure9.3 Exampleofacircleofsafety 140 Foreword Brigid Daniel Teachers are among some of the most significant adults that children will encounter. Teachers and other staff encountered in schools have a profound directandindirecteffectonchildren’ssocial,emotionalandcognitivedevelop- ment.Theirinfluenceoperatesonseverallevels.Thestaffgroupcontributesto theoverallcultureandethosoftheschoolwithinwhichchildrenspendasig- nificant proportion of their lives. The way in which children are spoken to, listenedto,taught,disciplinedandsupportedhelpstoshapetheirunderstand- ingoftheworldinwhichtheylive.Forsomechildren,ateachermaybeoneof themostconsistentadultsintheirlives.Itisforthesereasonsthatthekeyrole teachers and schools play in safeguarding children is now being properly acknowledgedandrecognized. Safeguardingcanbeexercisedviaschoolsasplaces,teachersaspeopleand educationasaprocess. Itencompassesaspectrumofconcern,fromthepromo- tionofthewell-beingofallchildren,totheprotectionofthesmallernumberof childrenwhoseneedsarenotbeingmet,includingneedsforprotection.Weare increasingly aware of the damaging effects of abuse and neglect upon chil- dren’slearning.Forexample,oneof themainwaysinwhichneglectismani- fested is in the impact on school attendance and performance. Neglected childrenareoftenlateforschool,areevidentlytired,hungryanddirtyandmay show significant emotional and cognitive delay. Too often inter-disciplinary discussionsaboutneglectcentrearoundtheproblemofestablishingthe‘right’ thresholdforactionbutteachersusuallyknowwhichchildrenintheirclasses areneglectedandwhentheyneedhelp.Recentpolicyrecognizesthatteachers areveryadeptatrecognizinganunhappychildwhentheyseeoneandaimsto providealegitimaterouteforteacherstoensurethatchildrengetthehelpthey needwhentheyneedit. Itwouldbesurprisingiftherecentpolicydevelopmentshavenotraisedthe anxietyofteachers.Therecanbealackofclarityaboutthelimitsandextentsof their responsibilities for the broad welfare of children. The precise ways in 7 8 / SAFEGUARDINGCHILDRENANDSCHOOLS whichtheyareexpectedtoexercisetheroleof‘safeguarding’hasnotyetbeen definedindetail.Teachersmayfeelthattheseexpectationstakethembeyond the profession they were trained for and into the realm of other professions such as social workers. It is also the case that, while expecting teachers and othereducationstafftorespondtorequestsforinformation,otherprofessionals have not always provided teachers with the information they need to teach effectively.Norhaveotherprofessionalsalwaysappreciatedthechallengesthat faceteachersinbalancingtheneedsofeachindividualchildwiththecollective needof thewholeclass. Thisbookbringstogethermaterialonpolicy,theory,researchandpractice toprovidearesourceforeducationstaff thatwillsupportthemintheroleof safeguarding.Thefundamentalpremiseof thebookisthatchildrencanonly learnproperlyif theyfeelsafeandnurtured. BrigidDaniel,Professorof SocialWork,
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