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Professional StudiesPastoral
Systems
Key Legislation• 1989 – UN convention on the Rights of The
Child• 1989 – The Children Act• 1999 – Working together to Safeguard Children• 1999 – Framework for the Assessment of
Children• 2002 – The Education Act• 2003 – Laming Report• 2004 - Every Child Matters• 2005 – Safeguarding Children
SOUTH WEST INITIAL TEACHER EDUCATION
PROFESSIONAL STUDIES PROGRAMME FOR SCHOOLS
The people involved in the production of this presentation were:Claire Browne, Topsham School Sam Bone, Oldway Primary Charlotte Faulkner, Eggbuckland Primary Sally Eales, College of St Mark & St JohnGini Wells, Littletown Primary Lynda King, University of Exeter
Teachers’ Duty of Care
•Statutory duty to do all that is reasonable to protect health, safety & welfare of pupils
•‘in loco parentis’
‘all that is reasonable’
• Reasonably forseeable
• Balance between ‘meticulous supervision of children’ & ‘encouraging sturdy independence’
Safeguarding Children
Section 175 : Education Act 2002‘ ……shall make arrangements for
ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school’
Safeguarding Children in Education
i) specifies responsibilities of LAs / schools to promote welfare of children
ii)embraces other areas & cross refers to other legislation eg DDA/ policies eg attendance / pupil health & safety / school security / risk assessment / specific medical needs / substance misuse / restraint / intimate care /domestic violence / behaviour & bullying / PHSCE curriculum & SEAL
Safeguarding Children
What does that mean for me and other education
staff ?
Duty of Care
•Duty to protect a child from harm
•‘ …… in all circumstances for the purpose of safeguarding & promoting the child’s welfare’
Teacher’s role
‘Through their day-to-day contact with pupils and direct work with families, education staff have a crucial role to play in noticing indicators of possible abuse or neglect and in referring concerns’
Attendance – the LA
• LA target figures for each school• Educating at Home • Attendance Improvement Officer
– termly visits and action plan• Fixed penalty notices• Support
Attendance – the school
• The ‘LAW’ !• School procedures• First day contact• Punctuality • Holidays in term time• Annual reporting
Racial Harassment
•What constitutes racial harassment?
•Statutory position
•Procedures in schools
New Technology• Internet safety – personal
details, reliable portals, safe use
•Cyber bullying•Mobiles, texting, Bluetooth•Facebook / My Space•Personal emails
PASTORAL SYSTEMS
• SEAL
• ENABLE
• Pastoral Assistants
Anti-Bullying Alliance
- National Anti-Bullying Campaign- Anti Bullying Week- promote good practice- establish regional coordinators- Bullying : A Charter for Action- National Anti-Bullying Poetry Competition
Child Protection
Definition
Child abuse – ‘‘significant harm’
The court can legally intervene in order to protect a child only if the child is suffering from or likely to suffer significant harm.
What should be in place in school?• Designated teacher & governor with
responsibility for CP issues
• Copy of the local ACPC & LA guidelines
• Up-to-date CP policy
• Well know procedures for handling suspected cases of abuse of pupils – including abuse of pupils by staff
• Support for staff dealing with disclosures of suspected abuse
• Regular training for staff on CP issues
• A listening & supportive environment
Is abuse a significant problem?
• 150,000 – severe physical punishment• 100,000 - potentially harmful sexual
experience• 350,000 – 400,000 – atmosphere low in
warmth high in criticism• 450,000 – bullied at school once a
week
Who Abuses ?• Known to the child / unknown to
the child / another child• Any age / gender / ‘nice’
people / any social class• Working in ‘helping professions’• Damaged – but convincing liars• Pillars of the community
Indicators of [poss] Abuse
•Marks / bruises•Changed eating habits•Fearful /changed / unusual / difficult / withdrawn
•Poor hygiene•Inappropriate touching•Developmental delay•Self-injury•Relationship changes•Tiredness
AbusePhysical
Emotional Sexual Neglect
Why ‘vulnerable’?
• Disability• Special needs• ‘difficult’ child• Previous trauma / abuse• Dependent child• Lack of opportunities to develop
resilience
Children Disclosing
•Talk•Play•Drawings•Writing•Behaviour
Some factors – carer’s ability
• Social exclusion• Mental ill-health• Drug & alcohol misuse• Domestic violence• Power / control issues• Attachment difficulties
What builds resilience ?
• Supportive relations with at least one parent
• Supportive relationship with siblings / grandparents
• Other committed adult – role model / mentor
• Positive schooling• Positive friendships• Capacity to think ahead and plan their
lives
Identifying and Monitoring Vulnerable Pupils: Every Child
Matters Register• Name• Date Of Birth• Ethnicity• English as an Additional Language• Children Looked After• Attendance• Punctuality• SEN Status• Pastoral Support / Value-added pupils• Gifted and Talented• Medical
Every Child Matters
Name DOB Ethnicity English as additional languge
Caring authority
% Present % Late (both)
SEN Status
Quick note
Notes note
13 February 1998
White - British
No 83.95 0 GT
04 June 1998
White - British
No 100.00 1.23 VA-W
20 October 1997
White - British
No 98.77 0 No Special Educational Need
12 August 1998
White - British
No 100.00 0 Statement PASTORAL
Ritalin - ADHD
16 April 1998
White - British
No 98.77 0.62 School/Early Years Action.
Tetanus - Glasses
28 December 1997
White - British
No 95.06 1.23 School/Early Years Action.
PASTORAL
07 August 1998
White - British
No 95.68 0.62 No Special Educational Need
08 January 1998
White - British
No 98.77 0
Good Classroom Practice• Monitors
• Incident Book• Bully Box / Notes To
Teacher• Checklists to promote
independence• SEAL• PSHCE• Safety articulated and
given high profile in day-to-day teaching
• Praise and reward independence, kindness, friendship, hard work etc.
• Regular, informal communication with family
• Become familiar with School Nurse, SENCo, Child Protection Officer and other outside agencies
• Get to know your pupils and spend time with vulnerable pupils Encourage TAs to be vigilant and welcome feedback from them
• Homework Club, Lunch Club, playtime equipment
• Support pastoral needs through SEN intervention