Safeguarding

Where learning is fuelled by creativity

We are highly committed to keeping our children safe at TMS, whether this be through safety within the building, safe playtimes, safe within friendships and safe from abuse, neglect or harm of any kind. We aim to give our children the confidence, self belief and know-how to keep themselves safe, and good communication skills to discuss and report concerns and worries.

If you are concerned about a child’s safety please contact the Multi Agency referral Unit (MARU) on 0300 123 1116.

 

Designated safeguarding lead: Claire Ewart

Deputy designated safeguarding leads: Suzannah Teagle & Katie Webb

Designated teacher for children in care: Claire Ewart

 

Our Safeguarding Policy

Our safeguarding team

Keeping Children Safe in Education – September 2023

Designated safeguarding lead: Claire Ewart

Deputy designated safeguarding leads: Suzannah Teagle & Katie Webb

Designated teacher for children in care: Claire Ewart

Safeguarding Governor: Adele McAlpine & Dr Jasmin Tregidga

At TMS we intend to create an environment and culture in which children are safe from abuse and in which suspicion of abuse is promptly and appropriately responded to. In order to achieve this we will:

Exclude known abusers

It will be made clear to applicants for posts within the school that the position is exempt from the provisions of the Rehabilitations of Offenders Act 1974. All applications for work within the school, whether voluntary or paid, will be interviewed before an appointment is made and will be asked to provide at least two references. All such references will be followed up.

In the case of applicants with unexplained gaps in their employment history, or who have moved rapidly from one job to another, explanations will be sought.

All appointments, both paid and voluntary, will be subject to a probationary period and will not be confirmed unless they have a police DBS check.

Seek and supply training

We will seek out training opportunities for all adults involved in school to ensure that they recognise the symptoms of possible physical abuse, emotional abuse, neglect and sexual abuse.

Prevent abuse by means of good practice

Adults will not be left alone for long periods of time with individual children or small groups.

Adults who are waiting for DBS confirmation will not be left alone with any children.

Children will be encouraged to develop a sense of autonomy and independence through adult support in making choices and in finding names for their feelings and acceptable ways to express them. This will give children self-confidence and the vocabulary to resist inappropriate approaches.

Respond appropriately to suspicions of abuse

We enable staff to quickly respond to any changes in a child’s behaviour or appearance. Changes in children’s appearance/behaviour will be investigated.

Concerns will be shared with the teacher who will share the information with the Headteacher.

The child’s welfare is paramount.

TMS staff understand they have a duty to report any concerns they may have about a child. Any concern will be referred to the Multi-Agency Referral Unit (MARU) if appropriate.

All such concerns and investigations will be kept confidential. The most commonly involved will be the teacher. We refer to the document ‘What to do if you are worried a child is being abused’ issued by the Department of Health, and the document ‘Child Protection Procedures’ issued by LSCB.

If any volunteer or member of staff is accused of any form of child abuse, she/he will be interviewed immediately by the person in charge of the group. When the allegation is made, the volunteer or member of staff will be suspended immediately on full pay while an investigation is made.

Investigations will be in line with the area child protection committee and confidential records will be kept of the allegations and of all subsequent proceedings.

Keep Records

When worrying changes occur, it is recorded on CPOMS.

The record will include: name, address, age, time and dated factual observations, together with the name of the observer.

Such records will not be accessible to anyone in the school other than the Headteacher, Deputy Headteacher and SENDCo (Designated and Deputy Designated Safeguarding Leaders).

Liaise with other bodies

TMS operates in accordance with local authority guidelines. Confidential records will be shared with Social Care if appropriate.

Support Families

TMS staff will take every step to build up trusting relationships between families and the school. Where there are concerns, the school will continue to welcome the child and family while investigations proceed. Confidential records will be shared with a child’s parents/carers.

Bubbles to Protect

At TMS, we believe that it is important to use a common language so that children have words to communicate to help them keep themselves safe. TMS have been working with Cornwall Council (thank you Steve Appleby!) and the ‘Bubbles to Protect’  work is now part of our every day language!

Year 3 have been using this amazing work in their computing lesson. Have a look at the information powerpoint created by Gabe.

Bubbles by Gabe

Where to Get Help

If you are concerned about a child’s safety please contact the Multi Agency referral Unit (MARU) on 0300 123 1116.

Local Police – 08452 777444

Social Care – 0300 123 1116

NSPCC – 01736 755828 or visit the NSPCC website.

There are many resources helpful to both professionals and families regarding safeguarding. Here a few documents and websites that give appropriate guidance.

Working together to safeguard children

Keeping children safe in education

Prevent duty guidance

Protecting children from radicalisation: the prevent duty

Information sharing advice for safeguarding practitioners

Child abuse concerns: guide for practitioners

Early Help Hub – Cornwall

Child Sexual Exploitation leaflet

Mental Health

A child may experience a traumatic event that could adversely affect their mental health that would not be considered child abuse, for example, a bereavement, change in family circumstances due to divorce.

A report by the Children and Young People’s Mental Health Coalition identifies that children and young people from the following groups disproportionately experience challenges with their mental health, likely as a result of social and environmental factors:

  • LGBT+
  • black boys and young men
  • refugees and asylum seekers
  • children and young people with a learning disability
  • autistic children and young people

The same report also identifies other key risk factors that can contribute to poor mental health, they are:

  • adverse childhood experience
  • poverty
  • parental mental health
  • young carers
  • COVID-19 pandemic

Whilst schools and colleges are not responsible for the diagnosis of mental health conditions, they do have an important role in supporting children and young people who may be experiencing poor mental health. In fact, all schools have a statutory obligation to promote the well-being of their pupils. As professionals who spend a significant amount of time with children, staff should be able to understand and identify children that may be experiencing or are at risk of developing a mental health condition.

The NSPCC have produced a list of signs to look out for as indicators that a child or young person may be experiencing depression, anxiety or feeling suicidal:

  • persistent low-mood or lack of motivation
  • not enjoying things they used to like doing
  • becoming withdrawn and spending less time with friends and family
  • experiencing low self-esteem or feeling like they are ‘worthless’
  • feeling tearful or upset regularly
  • changes in eating or sleeping habits
  • feeling nervous or ‘on edge’ a lot of the time
  • suffering panic attacks
  • an increase in dangerous behaviours like taking drugs or drinking alcohol
  • becoming obsessed with ideas of suicide, death or dying, which could include internet searches
  • saying things like “I’d be better off dead”, “No one would miss me”, “I just wish I wasn’t here anymore”

Any concerns about a child’s mental health must be acted upon, and where there is a safeguarding concern, immediate action must be taken in line with the school or colleges safeguarding and child protection policies, including notifying the Designated Safeguarding Lead (or Deputy) at the earliest opportunity.

Domestic Abuse Support

In accordance with the Domestic Abuse Act 2021, a child can now be a victim of domestic abuse if they witness, or experience the affects of domestic abuse happening to a person they are related to

Operation Encompass

Threemilestone School is an Operation Encompass School.

Operation Encompass is the reporting to schools, prior to the start of the next school day, when a child or young person has exposed to, or involved in, any domestic incident.

Operation Encompass ensures that a member of the school staff, known as a Key Adult, is trained to allow them to liaise with the police and to use the information that has been shared in confidence. This enables us to make provision for possible difficulties experienced by children, or their families, who have been involved in, or exposed to, a domestic abuse incident.

Our Key Adult is Suzannah Teagle who is supported by Claire Ewart and Katie Webb.

We believe this is extremely beneficial for all those involved

You can find out more on the Operation Encompass website.

PREVENT

What is the Prevent strategy?

Prevent is a government strategy designed to stop people becoming terrorists or supporting terrorist or extremist causes. The Prevent strategy covers all types of terrorism and extremism, including political and religious extremism.

How does the Prevent strategy apply to schools?

From July 2015 all schools (as well as other organisations) have a duty to safeguard children from radicalisation and extremism. This means schools have a responsibility to protect children from extremist and violent views, in the same way we protect them from drugs or gang violence. Importantly, schools can provide a safe place for pupils to discuss these issues so that they better understand how to protect themselves. Our overriding concern is that children feel safe and also express tolerance towards all cultures and religions, even when personal views may be different.

Children can be exposed to different views and receive information from various sources. Some of these views may be considered radical or extreme.

Radicalisation is the process through which a person comes to support or be involved in extremist ideologies. It can result in a person becoming drawn into terrorism and is in itself a form of harm.

Extremism is vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs.

Ideology – a set of beliefs

Terrorism – 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, and is intended to advance a political, religious or ideological cause

What does this mean in practice?

Different schools will carry out the Prevent duty in different ways, depending on the age of the children and the needs of the community. Many of the things we already do in school to help children become positive, happy members of society also contribute to the Prevent strategy.

At Threemilestone School we

• Explore other cultures and religions and promote diversity

• Challenge prejudices and racist comments

• Develop pupils’ critical thinking skills and a strong, positive self-identity

• Promote the spiritual, moral, social and cultural development of others, as well as British values such as democracy

• Protect children from the risk of radicalisation, such as using filters on the internet or vetting visitors who come into school

Challenging and tackling extremism needs to be a shared effort (HM Government, 2013). For this reason, the Government has given some types of organisations in England, Scotland and Wales a duty to identify vulnerable children and young people and prevent them from being drawn into terrorism.

Who is vulnerable?
The NSPCC advises that whilst anyone can be radicalised, there are some children and young people that could be more vulnerable than others, such as those who:

are easily influenced or impressionable
have low self-esteem
feel or are isolated
feel rejected
have been discriminated against
feel injustice is taking place within society
have experienced community tensions
are angry or disrespectful towards family and peers
have a need or desire for acceptance or a sense of belonging
have lost a loved one – grief

Please find our TMS Prevent Policy here

NSPCC information – Click here

Prevent Duty Guidance (gov.uk) – Click here

Frequently Asked Questions

How does Prevent relate to British values?

Schools have been required to promote British values since 2014, and this will continue to be part of the response to the Prevent strategy. British values include: Democracy, The rule of law, Individual liberty and mutual respect, Tolerance of different faiths and beliefs

Isn’t my child too young to learn about extremism?

The Prevent strategy is not just about discussing extremism itself, which may not be appropriate for younger children. It is also about teaching children values such as tolerance and mutual respect. Schools should make sure any discussions are suitable for the age and maturity of the children involved.

Is extremism really a risk in our area?

Extremism can take many forms, including political, religious and ideological extremism. Some of these may be a bigger threat in our area than others. The intention is to give children the skills to protect them from any extremist views they may encounter, now or later in their lives.

 

What are the indicators or signs of radicalisation?

The Department for Education have produced a guidance document ‘Managing risk of radicalisation in your education setting’, which sets out the risk indicators as:

Low Risk