Safeguarding Presentation
- 1. Daily Routines Getting to know the children in your care Noticing when children seem upset or behave out of character (either by being aggressive or in a depressed mood or moods swing between extremes) Understanding the relationships that children have with peers and their family members When children are not concentrating or interested and this differs from their normal behaviour Being a regular support
- 2. Duties and responsibilities of Trainee Teachers Part of a whole school and wider professional community Preventing some children from falling through the gaps in provision You or your teacher may be the first person to know if something isn’t quite right with a student A duty of care The confidante and the Law The referral agent
- 3. Teachers and difficult situations Physical contact in the classroom – professional conduct A duty of care Looked after Children Children who have been ill-treated A colleague ill treating a child A confronting parent
- 4. Safe Practices Keep to the safeguarding policies of the school Do not place yourself in a clearly vulnerable position that could be open to misinterpretation Discuss any concerns with your line manager Refer any concerns relating to a child’s safety and well being to your designated teacher Keep to the professional code of conduct
- 5. The child in the middle appears distressed and anxious concern re bullying and self esteem attendance worse withdrawn avoiding peer contact unmotivated easily distracted attendance issues Poor appetite Lunchtime Organiser Trainee teacher Designated Teacher Parents Social Worker: Lead Professional Educational Psychologist Initial Assessment for Additional Services Safeguarding Issues Core Assessment Paediatrician Police: Child Protection Unit Health Visitor Breakfast Club Organiser Learning Support Assistant
- 6. Points to Remember for Safeguarding in the school Thinking in Context Chiefly recognition and referral and information providing to and for other social agencies You are part of an Integrated Community Service and a member of an internal school team responding to official policy Children have Rights and so do Teachers Professional Conduct and Ethics
- 7. Messages for Practice Importance of clear communication both verbal and written The importance of referring concerns to your mentors and to your university tutor Ensuring that concerns about a child are appropriately responded to The child and parents are central The easy move from support to investigation if safeguarding concerns are raised
- 8. More Messages for Practice A child may disclose information and it may concern criminal activity but ask you to keep it confidential – you cannot do this as this could make you a party to an illegal act which you have a duty to communicate to the proper authorities Avoid the possibility of accusation by not being alone with a child and making sure you have access to the appropriate policies in school Act in accordance with the Professional Code of Conduct
Editor's Notes
- #6: Many other professional practitioners could be involved including Housing, other Educational professionals for older siblings, Primary Health, see page 54 Every Child Matters 2003 Moving from the Common Assessment framework into the safeguarding agenda
- #8: Barriers and boundaries now matter how permeable or porous will tend to keep parents outside the insider professional group