Safeguarding

If we have a concern about a pupil or receive information that leads us to be concerned that a pupil has been harmed or is at risk of harm or their welfare is being compromised, we are required to act appropriately to ensure action can be taken to protect the pupil concerned.

The concern may be as a result of a disclosure from a pupil, a parent or a third-party or may arise due to behaviour that has caused us to become concerned. In all instances concerns are passed on to the Designated Safeguarding Lead (DSL).

The DSL may need to share information and work in partnership with other agencies where there are concerns about a child’s welfare. We will ensure that our concerns about our pupils are discussed with his/her parents/carers first unless we have reason to believe that such a move would be contrary to the child’s welfare.

The Designated Safeguarding Lead (DSL) at Harpenden Academy is:
Mrs Lisa Davies - Headteacher
The Deputy Designated Safeguarding Leads are:
Mrs Erin Curnow- Deputy Headteacher  Mrs Watson – KS2 Lead Mrs Withers KS1 and EYFS Lead Mrs Gemma Moss- SENCO / INCO
The Nominated Safeguarding Governor is:
Shavaleya Gilbert

In an emergency:

If you are concerned that a child may be at imminent risk of significant harm, please contact the Police on 999. 

If it is not an emergency, contact a member of staff responsible for safeguarding:

• Mrs Lisa Davies Headteacher is the Designated Safeguarding Lead
• Mrs Erin Curnow Deputy Headteacher is a Deputy Designated Safeguarding Lead
• Mrs Watson KS2 lead is a Deputy Designated Safeguarding Lead
• Mrs Withers KS1 and EYFS lead is a Deputy Designated Safeguarding Lead
• Mrs Gemma Moss SENCO/ INCO is a Deputy Designated Safeguarding Lead

To contact a Designated Safeguarding Lead, please call 01582 716910

All DSLs are contactable via: office@harpendenacademy.co.uk

Outside school hours, including school holiday:

If you have a concern about a child outside of school hours, including during the school holidays, please call the Multi-Agency Safeguarding Hub (MASH): 0300 123 4043

Seek further advice where necessary:

If you think abuse or maltreatment is being carried out against someone vulnerable but you are still unsure of what to do, get in touch with a child protection agency using the following numbers:

• NSPCC Helpline: 0808 800 5000
• NSPCC Whistleblowing Advice Line: 0800 028 0285
• Childline (for children): 0800 1111  
• Parentline: 0808 800 2222 (free confidential advice seven days a week, 24 hours a day)

Categories of abuse:

In Keeping Children Safe in Education, abuse is defined as 'a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. They may be abused by an adult or adults or another child or children.'  

The school recognises that any child might be at risk of harm or abuse; there are no social, geographical, cultural or faith boundaries.  However, it is noted that children that have special educational needs and/or disabilities are of greater risk of abuse.

There are 4 categories of abuse.  These are:

1. Physical
2. Emotional
3. Sexual
4. Neglect

At Harpenden Academy, it is important that all stakeholders, including the children, have a shared understanding and definition of what bullying is.

We have adopted The Diana Award’s definition of bullying behaviour and the different types of bullying behaviour. The Diana Award defines bullying behaviour as:

"Repeated, negative behaviour that is intended to make others feel upset, uncomfortable or unsafe."

Additionally, we believe that for a behaviour to be considered bullying, it must be persistent and goes on over time and that it is deliberate and not accidental.

It is important to distinguish between normal growing up and finding your place in class or in the playground and real, systematic bullying. Not all unkind behaviour is bullying

Types of Bullying

At Harpenden Academy we teach children that bullying can take place in four main contexts:

1. Verbal: This form of bullying can include repeated, sustained name calling, calling people unkind names and verbal threats of violence.
2. Physical: This form of bullying can include repeated, sustained hitting, kicking, biting, pushing, tripping a child up. Anything that hurts you by touching you.
3. Indirect: This form of bullying can include the repeated, sustained isolating of someone, leaving them out in classroom activities or on the playground, spreading rumours and giving threating looks.
4. Cyber/ online: This form of bullying can include the repeated, sustained sending of nasty messages (via text or social media), being part of group chats that encourage bullying, liking unkind messages on social media posts, filming or taking photos without permission and making prank calls.

What is cyberbullying?  kidshealth.org/parent/positive/talk/cyberbullying

Responding to allegations of bullying

At Harpenden Academy we are committed to providing a safe and secure environment for all our pupils to learn in and our staff to work in. We promote an ethos of treating everyone with respect and ensure that there are strategies in place for dealing with bullying sensitively if it occurs. We aim to tackle bullying by trying to prevent it from happening in the first place. If an incident of bullying is reported, we respond consistently and fairly; pupils are listened to, and both the victim and bully are helped and supported. All staff are sensitive to any signs of bullying and all pupils are expected to tell a member of staff if they know that bullying is happening.

As a school we are not directly responsible for bullying incidents that occur off school premises. However, where a bullying incident off the school premises is reported to the school, we will do our best to investigate and take appropriate action.

Preventative action

As a school we focus on building positive relationships with our children and developing their pro social behaviours. At the beginning of each academic year, classes are off timetable and spend time getting to know each other. We give children the opportunity to consider who their trusted adults are and the strategies in place within school should they need to talk to someone; including the time to chat button on the school website and whisper boxes in each classroom.

Weekly PSHE lessons are timetabled and delivered by class teachers which follow a comprehensive scheme of work from Jigsaw. As part of the curriculum, children learn the definition of bullying, what bullying may look like and how to prevent it. They also learn about the difference between being a bystander and an upstander.

All members of staff continually link all aspects of behaviour, including anti-bullying messages, to the three school values:

• Be Kind
• Be Safe
• Be Respectful

This is achieved through the presence and visibility of the school values around the school building, including classrooms; as well as through weekly assemblies. We also emphasise the school rules through our Focus Fortnight programme where we have a focus area for two weeks to catch children ‘getting it right’.

Our Anti-Bullying Ambassadors work to ensure all children are safe and happy in school, and particularly on the playground. They attend the Scholars Education Trust Anti-Bullying Conference which provides them with opportunities to network with their peers from other SET schools and to learn new strategies to bring back to school.

The School Leaders (made up of children form Year 1 to Year 6) survey children in their class on a range of topics and can be approached by peers in their class if they have any worries or concerns.

Annual Anti-Bullying Weeks help us to raise further awareness.

Early Help means providing help for children, young people and families as soon as problems start to emerge, or when there is a strong likelihood that problems will develop in the future. 

Early Help:

• is for children of all ages and not just the very young;
• can be very effective in supporting a child, young person and/or their family to step down from statutory services as well as preventing the escalation of issues; and
• is important because there is clear evidence that it results in better outcomes for children

Why would I want Early Help Intervention?

At Harpenden Academy we understand that family life can, at times, be difficult and complicated and we recognise that there may be situations where you need extra help and support.

Sometimes families need support from a wide range of agencies or people, for example, health services, housing services, family support workers, social workers and local police.  As a school, we may be able to signpost a range of services to support families beyond the educational setting.   

It could be that you are worried about your child’s health, development or behaviour. It might be linked to money or housing. It could also be linked to domestic abuse, drugs, alcohol, or crime. 

The following list provides examples of areas where, without intervention a family may break down or a child may be put at risk of neglect, emotional, physical or sexual harm: 

• Parenting skills - establishing routines and boundaries/discipline/toileting/feeding/education/health
• Poor diet – obesity, malnourished
• Financial difficulties - low family income or poverty
• Loss of job/employment
• Homelessness/living in refuge/temporary accommodation/overcrowding
• Frequent house or school moves
• Addiction - substance/alcohol abuse
• Arrival of a new baby/new (step) brother or sister
• Parents separated/divorced/left
• Domestic Violence
• Serious illness in the family 
• Family member arrested
• Witness to a crime or accident
• Death in the family
• Bereavement
• Being a young carer
• Special Educational Needs
• Child mental health
• Adult mental health
• Disability of a child
• Disability of an adult/family member
• Changes in behaviour
• Poor attendance and punctuality
• Poor behaviour and risk of exclusion
• Child unaware of how to keep themselves safe online
• Child unaware of danger and how to keep themselves safe
• Child demonstrates sexualised behaviours
• Extremist views
• Involved in anti-social or criminal activity
• Is associated with gangs
• At risk of modern slavery, trafficking or exploitation

If you feel you and your family might need support to solve some problems, please do not hesitate to contact a member of the safeguarding team:

• Mrs Lisa Davies Headteacher is the Designated Safeguarding Lead
• Mrs Erin Curnow Deputy Headteacher is a Deputy Designated Safeguarding Lead
• Mrs Watson KS2 lead is a Deputy Designated Safeguarding Lead
• Mrs Withers KS1 and EYFS lead is a Deputy Designated Safeguarding Lead
• Mrs Gemma Moss SENCO/ INCO is a Deputy Designated Safeguarding Lead

A member of the safeguarding team will meet informally with you in the first instance and this can be followed by an Early Help Assessment.   

Early Help Assessment undertaken by the school is only available during term time.

What is an Early Help Assessment?

Children and families will be supported through the Early Help Assessment process by the school.      

What happens following an Early Help Assessment will be different for every family.  The level of need is assessed on an individual basis and different levels of services can be accessed as a result.  This may include support from a range of professionals from within and beyond the school.     

Team Around the Family (TAF) meetings may be held in school to identify what is working well, what needs to change and to agree actions to help and support families. This ensures that we work together and meet regularly with professionals to get the best outcome for the family.    

The Early Help Assessment is a voluntary process. You choose whether to be involved and can withdraw from the process at any time. 

What Early Help support could be made available to my family? 

Support for families includes: 

• Providing information and signposting to other services in your local area 
• Liaising with external services e.g. Housing and Children Social Care
• Attendance and support at school
• Support during appointments and in meetings
• Help to complete paperwork and forms e.g. housing, school letters, grant applications and benefits
• Advice and support to promote good attendance
• Referrals to outside agencies e.g. Speech and Language Therapists
• Guidance with access to training and parent workshops in school
• Emotional support for parents
• Lead on Early Help Assessments and TAF (Team Around the Family) meetings 
• Give parents access to Disability events and training events
• Support for transitioning pupils

Support for Parents and Carers – Families First Portal

What is Families First?

Families First is the term used in Hertfordshire for services that work together to support families who need extra help. These are also known as early help services.  We all experience difficulties at some point. Families First can help you find early help and information to prevent issues from getting worse.  If you need more help than your usual support network – for example your health visitor, school, doctor or family centre – Families First can work with you and your family to create a package of support.

Who is it for?

Families First is available to all Hertfordshire families with children under 18 (25 if they have a learning need or disability).

Issues they can help with:

• parenting
• mental and physical health problems
• drug or alcohol dependency
• domestic abuse
• school related concerns – such as your child is not attending school
• debt problems
• risk of becoming homeless.

If you would like to access any support, please access this website for further links and information:

https://www.hertfordshire.gov.uk/microsites/families-first/families-first.aspx#parents

What is the law on smacking children?

It is unlawful for a parent or carer to smack their child, except where this amounts to 'reasonable punishment'. This defence is laid down in Section 58 of the Children Act 2004, but it is not defined in this legislation.

Whether a ‘smack’ amounts to reasonable punishment will depend on the circumstances of each case taking into consideration factors like the age of the child and the nature of the smack.

Physical punishment will be considered ‘unreasonable’ if it leaves a mark on the child or if the child is hit with a fist/closed hand or an implement such as a cane or a belt. It would also be deemed unreasonable if smacking became any more than an isolated incident.

Section 58

Section 58 of the Children Act 2004 limits the use of the defence of reasonable punishment so that it can no longer be used when people are charged with the offences against a child of wounding, actual or grievous bodily harm or cruelty. Therefore, any injury sustained by a child which is serious enough to warrant a charge of assault occasioning actual bodily harm cannot be considered to be as the result of reasonable punishment. 

A parent can be charged with a criminal offence if they harm their child.  This also includes any other person that is a carer or works with children under the following certain offences: 

• an offence under Section 18 and 20 of the Offences against the Person Act 1861 (wounding and causing grievous bodily harm)
• an offence under Section 47 of that act (assault occasioning actual bodily harm) 
• an offence under Section 1 of the Children and Young Persons Act 1933 (cruelty to persons under 16) 

Physical punishment

Physical punishment or chastisement of children and young people can have a very detrimental effect on their physical, mental and emotional wellbeing.

It can be tempting to think a smack sorts out incidents like disobedience and biting. However, it does nothing to teach your child how you want him or her to behave.

Instead it:

• gives a bad example of how to handle strong emotions;
• may lead children to hit or bully others;
• may encourage children to lie or hide feelings to avoid;
• can make defiant behaviour worse, so discipline gets even harder; and
• leads to a resentful and angry child, and damages family relationships if it continues for a long time.

Physical punishment, such as smacking, slapping, pushing or hitting with an implement can cause:

• direct physical harm or injury such as bruises, cuts, reddening of the skin, scratches, swelling or even broken bones;
• mental harm such as anxiety, isolation, feeling victimised, damage to self-esteem, or a reduction in confidence;
• increased risk of anti-social behaviour from the child;
• increased aggression in children including fighting with siblings, friends and using violence to seek attention;
• increased violent and criminal behaviour in adulthood;
• an acceptance that violence is OK, and it is fine to use force to get your own way, if you are annoyed with someone or if they have hurt you; and 
• a breakdown in family relationships, with resentment that could affect the relationship between parents and children into their adulthood.

There is no justification for inflicting pain on a child or young person as a parent (or any other adult carer).

Any form of physical punishment that leaves a mark on a child or young person is considered an assault and is illegal under the Section 58 of the Children Act 2004.

Can school staff smack my child?

It is illegal for teachers, nursery workers and child care workers to smack another person’s child. If a person is employed privately by a parent, such as a babysitter or nanny, the parent may give permission for that person to smack their child as long as it is reasonable and does not amount to an offence.  

How to discipline without smacking?

• Give love and warmth as much as possible
• Have clear simple rules and limits
• Be a good role model
• Praise good behaviour so it will increase
• Ignore behaviour you don’t want repeated
• Criticise behaviours, not your child
• Reward good behaviour with hugs and kisses
• Distract young children or use humour
• Allow children some control; joint decisions, choices
• If a punishment is necessary, the removal of privileges, ‘time out’ or natural consequences are better.

What is a Child Missing from Education (CME)?

A Child Missing from Education (CME) is defined by the Department for Education (DfE) as “a child of compulsory school age who is not on a school roll, not being educated otherwise”.

This is in line with CME Guidelines 2016. It also refers to children who are on roll at school and have been missing through unauthorised absence for 10 consecutive days (although a shorter time is appropriate where there are child protection concerns).

A child going missing from education, particularly repeatedly, can be a warning sign of a range of safeguarding issues. This might include abuse or neglect, such as sexual abuse or exploitation or child criminal exploitation, or issues such as mental health problems, substance abuse, radicalisation, FGM or forced marriage. 

There are many circumstances where a child may become missing from education, but some children are particularly at risk. These include children who:

• Are at risk of harm or neglect
• Are at risk of forced marriage or FGM
• Come from Gypsy, Roma, or Traveller families
• Come from the families of service personnel
• Go missing or run away from home or care (LAC)
• Are supervised by the youth justice system
• Cease to attend a school
• Come from new migrant families

As a school we make immediate enquiries into the circumstances surrounding a child who is absent/missing from school. From the point where a child is admitted to John Burns Primary School, we have adopted an admissions procedure which requires a parent/carer to provide documentary evidence of their own and the child's identity, their status in the UK, and the address at which they are residing. We also ensure that a family's contact details are in place with a minimum of two emergency contact details in addition to the parents contact details and these are regularly updated.

What we do if there is a concern?

In the circumstances of a child being absent/going missing who is not known to any other agencies, the Headteacher will inform the Children Missing Education (CME) Officer of any child who has not attended for 10 consecutive school days without provision of reasonable explanation. Prior to doing so, as a school we would have made enquiries to ascertain whether the child is still residing at the home address and is not attending or whether the child is missing.

What does County Lines mean?

County lines is a form of criminal exploitation where urban gangs persuade, coerce or force children and young people to store drugs and money and/or transport them to suburban areas, market towns and coastal towns (Home Office, 2018). It can happen in any part of the UK and is against the law and a form of child abuse. 

Who can be involved?

Children can be vulnerable to manipulation and exploitation for a wide range of factors from living in poverty to a desire to earn “street cred” amongst their peers. It can also be carried out under the threat of severe violence or intimidation. Typically, gangs use mobile phone lines to facilitate drug orders and supply the users. They also use local property as a base; these often belong to a vulnerable adult and are obtained through force or coercion (known as ‘cuckooing’).

The County Lines process is now understood as a driving causal factor in youth violence and, in some cases, includes elements child trafficking.  An updated report by the National Crime Agency (NCA) has found that the use of ‘county lines’ by gangs, is a growing issue, and is exploiting ever-younger victims.

Signs and signals of County Lines or other forms of criminal exploitation include:

• Returning home late, staying out all night or going missing
• Being found in areas away from home
• Increasing drug use, or being found to have large amounts of drugs on them
• Being secretive about who they are talking to and where they are going
• Unexplained absences from school, college, training or work
• Unexplained money, phone(s), clothes or jewellery
• Having a second, old phone (i.e. not a smart phone)
• Increasingly disruptive or aggressive behaviour
• Using sexual, drug-related or violent language you wouldn’t expect them to know
• Coming home with injuries or looking particularly dishevelled
• Having hotel cards or keys to unknown places.

What should you do if you suspect a girl or boy is involved in County Lines or other gang activities?

If parents suspect a boy or girl is involved in County Lines or other gang activities, they should report this as a child protection issue to a member of the designated safeguarding team: 

• Mrs Lisa Davies Headteacher is the Designated Safeguarding Lead
• Mrs Erin Curnow Deputy Headteacher is a Deputy Designated Safeguarding Lead
• Mrs Watson KS2 lead is a Deputy Designated Safeguarding Lead
• Mrs Withers KS1 and EYFS lead is a Deputy Designated Safeguarding Lead
• Mrs Gemma Moss SENCO/ INCO is a Deputy Designated Safeguarding Lead

Alternatively, parents can report concerns directly to the Police or to the Multi-Agency Safeguarding Hub (MASH). 03001234043

Members of the public should report County Lines or related concerns to the police or to MASH.

What is domestic violence and abuse?

When people think of domestic abuse, they often focus on domestic violence. But domestic abuse includes any attempt by one person in an intimate relationship or marriage to dominate and control the other. Domestic violence and abuse are used for one purpose and one purpose only: to gain and maintain total control over you.

An abuser doesn’t “play fair.” An abuser uses fear, guilt, shame, and intimidation to wear you down and keep you under their thumb.

Domestic violence and abuse can happen to anyone; it does not discriminate. Abuse happens within heterosexual relationships and in same-sex partnerships. It occurs within all age ranges, ethnic backgrounds, and economic levels. And while women are more often victimized, men also experience abuse - especially verbal and emotional. The bottom line is that abusive behaviour is never acceptable, whether from a man, woman, teenager, or an older adult. You deserve to feel valued, respected, and safe.

Domestic abuse often escalates from threats and verbal assault to violence. And while physical injury may pose the most obvious danger, the emotional and psychological consequences of domestic abuse are also severe. Emotionally abusive relationships can destroy your self-worth, lead to anxiety and depression, and make you feel helpless and alone.

No one should have to endure this kind of pain - and your first step to breaking free is recognizing that your relationship is abusive.

Signs of an abusive relationship

There are many signs of an abusive relationship, and a fear of your partner is the most telling. If you feel like you have to walk on eggshells around them - constantly watching what you say and do in order to avoid a blow-up - chances are your relationship is unhealthy and abusive. Other signs include a partner who belittles you or tries to control you, and feelings of self-loathing, helplessness, and desperation.

To determine whether your relationship is abusive, answer the questions below. The more “yes” answers, the more likely it is that you are in an abusive relationship.

Are you in an abusive relationship?

Your inner thoughts and feelings

Do you: feel afraid of your partner much of the time? avoid certain topics out of fear of angering your partner? feel that you can’t do anything right for your partner? believe that you deserve to be hurt or mistreated? wonder if you’re the one who is crazy? feel emotionally numb or helpless?

Your partner’s belittling behaviour

Does your partner: humiliate or yell at you? criticize you and put you down? treat you so badly that you’re embarrassed for your friends or family to see? ignore or put down your opinions or accomplishments? blame you for their own abusive behaviour? see you as property or a sex object, rather than as a person?

Your partner’s violent behaviour or threats

Does your partner: have a bad and unpredictable temper? hurt you, or threaten to hurt or kill you? threaten to take your children away or harm them? threaten to commit suicide if you leave? force you to have sex? destroy your belongings?

Your partner’s controlling behaviour

Does your partner: act excessively jealous and possessive? control where you go or what you do? keep you from seeing your friends or family? limit your access to money, the phone, or the car? constantly check up on you?

 

Physical and Sexual Abuse

Physical abuse occurs when physical force is used against you in a way that injures or endangers you. Physical assault or battering is a crime, whether it occurs inside or outside of a family. The police have the power and authority to protect you from a physical attack.

Any situation in which you are forced to participate in unwanted, unsafe, or degrading sexual activity is sexual abuse. Forced sex, even by a spouse or intimate partner with whom you also have consensual sex, is an act of aggression and domestic violence. Furthermore, people whose partners abuse them physically and sexually are at a higher risk of being seriously injured or killed. 

Speak up if you suspect domestic violence or abuse

If you suspect that someone you know is being abused, speak up! If you’re hesitating—telling yourself that it’s none of your business, you might be wrong, or that the person might not want to talk about it - keep in mind that expressing your concern will let the person know that you care and may even save their life. 

Talk to the person in private and let them know that you’re concerned. Point out the signs you’ve noticed that worry you. Tell the person that you’re there for them, whenever they feel ready to talk.

Reassure them that you will keep whatever is said between the two of you, and let them know that you will help in any way you can. 

Remember, abusers are very good at controlling and manipulating their victims. People who have been emotionally or physically abused are often depressed, drained, scared, ashamed, and confused. They need help getting out of the situation, yet their partner has often isolated them from their family and friends. By picking up on the warning signs and offering support, you can help them escape an abusive situation and begin healing.

Operation Encompass

• Harpenden Academy is part of Operation Encompass. This is a police and education early intervention safeguarding partnership which supports children and young people who experience Domestic Abuse.
• Operation Encompass means that the police will share information about Domestic Abuse incidents with our school prior to the start of the next school day when they have been called to a domestic incident.
• The Operation Encompass information is stored in line with all other confidential safeguarding and child protection information.
• The key adults with access to Operation Encompass are our DSL, Mrs Davies, or one of our Deputy DSLs, Mrs Curnow, Mrs Watson or Mrs Withers
• When a notification is received, we are aware that we must do nothing that puts the child/ren or the non abusing adult at risk.

What is Female Genital Mutilation (FGM)?

FGM is the partial or total removal of the external female genitalia or other damage to the genital organs.  It is sometimes referred to as female circumcision, however, unlike the majority of male circumcisions, it can inflict severe and long term physical and psychological damage.  FGM is a cultural issue; it is not a religious issue and no religion requires FGM.  Some cultures, however, see FGM as a rite of passage which will make the girl more virtuous.  Victims are usually taken abroad for the procedure as it is illegal in this country.

Who is at risk from FGM?

FGM is typically inflicted on girls between 4 and 15 years of age. The majority of known cases are in 28 African countries including Somalia, Sudan, as well as others in the Middle East and Asia.

FGM and the Law

FGM is child abuse and is illegal in the UK.  It is also illegal to plan or prepare for FGM. 

Since October 2015 it has been mandatory for teachers to report cases to the police where they discover FGM appears to have been carried out.

What are the effects of FGM?

FGM has no health benefits.  It harms girls and women in many ways as it involves removing and damaging normal and healthy genital tissue and interferes with the natural function of female bodies.

Immediate complications can include severe pain, shock, haemorrhage, tetanus or sepsis, urine retention, open sores in genital region and injury to nearby genital tissue.

Long term consequences can include recurrent bladder and urinary tract infections, cysts, infertility, an increased risk of complications in child birth and a need for further surgery.

Many victims also suffer severe psychological trauma and long-term psychological problems.

What are the indications that a girl may be about to become a victim of FGM

• The girl talks of a “special procedure” which will make her a woman or talk of a ceremony.  There may be talk of vaccinations.
• Talk of a long holiday to the country of origin where the practice is prevalent.  This might not be enough on its own but might be significant when added to other concerns.
• A mother or older sister has undergone FGM.

What are the indications that a girl is a victim of FGM?

• Prolonged absence from school and a change in behaviour on return
• Finding it difficult to sit still and appears to be experiencing discomfort or pain
• Spending a long time at the toilet
• Asking to be excused from Games
• A sudden change in dress.

What should you do if you suspect a girl has been or is about to become a victim of FGM?

A member of staff who think a girl is at risk of FGM or that FGM has taken place must report this as a child protection issue to the Designated Safeguarding Lead (DSL) and to the police on 101.

Members of the public should report this to the police on 101.  

The NSPCC also have a FGM helpline: 0800 028 3550.  

What is Neglect? 

Neglect is the most common form of child abuse.  It is dangerous and can cause serious, long-term damage to children and young people.  It can result in death.

Neglect can be a lot of different things, which can make it hard to spot.  Sometimes it is because parents/carers do not look after their children and sometimes because they are unable to. 

There are 4 types of neglect:

1. Physical Neglect: A child's basic needs, such as food, clothing or shelter, are not met or they are not properly supervised or kept safe.
2. Educational Neglect: A parent does not ensure their child is given an education. 
3. Emotional Neglect: A child doesn't get the nurture and stimulation they need. This could be through ignoring, humiliating, intimidating or isolating them. 
4. Medical Neglect: A child is not given proper health care. This includes dental care and refusing/ignoring medical recommendations or failing to take their child to appointments. 

Signs of Neglect 

If you notice multiple signs that last for a while, they show there is a serious problem.  Children and young people who are neglected might have: 

Poor appearance and Hygiene 

• Being smell or dirty
• Being hungry
• Having unwashed and/or ill-fitting clothing
• Having the wrong clothing, such as no warm clothes in winter
• Have frequent and untreated nappy rash in infants 

Health and Development Problems 

• Anaemia
• Body issues, such as poor muscle tone or prominent joints
• Medical or dental issues
• Missed medical appointments, such as for vaccinations
• Not given the correct medicines
• Poor language or social skills
• Regular illness or infections
• Repeated accidental injuries, often caused by lack of supervision
• Skin issues, such as sores, rashes, flea bites, lice, scabies or ringworm
• Thin or swollen tummy
• Tiredness/constant tiredness
• Untreated injuries
• Weight or growth issues 

Housing and Family Issues 

• Living in an unsuitable home environment, such as having no heating
• Being left alone for a long time
• Taking on the role of carer for other family members 

Change in behaviour 

• Becoming clingy
• Becoming aggressive
• Being withdrawn, depressed or anxious
• Changes in eating habits
• Stealing/scavenging
• Displaying obsessive behaviour
• Finding it hard to concentrate or take part in activities
• Missing school
• Showing signs of self-harm
• Substance misuse 

Effects of Neglect

Neglect changes childhood. Children who've been neglected might experience short-term and long-term effects.

These can include: 

• Problems with brain development
• Taking risks, like running away from home, using drugs and alcohol or breaking the law
• Getting into dangerous relationships
• Difficulty with relationships later in life, including with their own children
• A higher chance of having mental health problems, including depression 

Whilst it is the most common form of abuse it is also one of the most difficult to recognise as there is often no single sign.  If professionals, parents or pupils have concerns, they should report them to a member of the designated safeguarding team: 

• Mrs Lisa Davies Headteacher is the Designated Safeguarding Lead
• Mrs Erin Curnow Deputy Headteacher is a Deputy Designated Safeguarding Lead
• Mrs Watson KS2 lead is a Deputy Designated Safeguarding Lead
• Mrs Withers KS1 and EYFS lead is a Deputy Designated Safeguarding Lead
• Mrs Gemma Moss SENCO/ INCO is a Deputy Designated Safeguarding Lead

Further advice and support 

• Nice Guidance: Child abuse and neglect
• Research in Practice: Neglect - mapping resource
• Ofsted: A professionals response to neglect
• NSPCC: Child abuse and neglect
• Action for Children
• Children's Needs - Parenting Capacity

What is Child-on-Child Abuse? 

"Children can abuse other children (often referred to as child-on-child abuse), and that it can happen both inside and outside of school or college and online." Keeping Children Safe in Education (September 2022)

Child-on-child abuse is behaviour by an individual or group, intending to physically, sexually or emotionally harm others.  It can happen to children of a similar age or stage of development and can be harmful to the children who display it as well as those who experience it. 

Child-on-child abuse can happen in a wide range of settings, including:

• at school
• at home
• in someone else's home
• in the community
• online 

It can take place in spaces which are supervised or unsupervised.  Within a school context, for example, child-on-child abuse might take place in spaces such as toilets, the playground, corridors and when children are walking home (Contextual Safeguarding Network, 2020). 

Online child-on-child abuse is any form of child-on-child abuse with a digital element, for example:

• sexting
• online abuse
• coercion and exploitation
• peer-on-peer grooming
• threatening language delivered via online means
• the distribution of sexualised content and harassment 

As children develop healthily, it is normal for them to display certain types of behaviour.  It is important that adults who work or volunteer with children can identify if any behaviour has become harmful or abusive, and respond proportionally to keep all the children involved safe.

It is essential that all our staff understand the importance of challenging inappropriate behaviours between peers.  Child-on-child abuse will never be accepted or dismissed as ‘children being children’. Downplaying certain behaviours, for example dismissing sexual harassment as ‘just banter’, ‘just having a laugh’, ‘part of growing up’ or ‘boys being boys’ can lead to a culture of unacceptable behaviours, an unsafe environment for children and in worst case scenarios a culture that normalises abuse leading to children accepting it as normal and not coming forward to report it. (KCSIE 21) 

If one child causes harm to another, this should not necessarily be dealt with as peer-on-peer abuse: bullying, fighting and harassment between children do not generally require multi-agency intervention.  However, it may be appropriate to regard a child’s behaviour as abusive if:

• there is a large difference in power (for example age, size, ability, development) between the children concerned; or
• the perpetrator has repeatedly tried to harm one or more other children; or
• there are concerns about the intention of the alleged child. If the evidence suggests that there was an intention to cause severe harm to the victim or to exploit them, this should be regarded as abusive whether or not severe harm was actually caused. 

What are the indicators and signs that a child is being abused by their peers? 

Indicators and signs that a child may be suffering from child-on-child abuse can also overlap with those indicating other types of abuse and can include: 

• failing to attend school, disengaging from lessons, or struggling to carry out school related tasks to the standard ordinarily expected
• physical injuries
• experiencing difficulties with mental health and/or emotional wellbeing
• becoming withdrawn and/or shy; experiencing headaches, stomach aches, anxiety and/or panic attacks; suffering from nightmares or lack of sleep or sleeping too much
• broader changes in behaviour including alcohol or substance misuse
• changes in appearance and/or starting to act in a way that is not appropriate for the child's age
• abusive behaviour towards others 

Abuse affects our children and their presenting behaviours in different ways and the list above is not exhaustive.  Children who present with one or more of these signs are not necessarily victims of abuse and their behaviour will depend on their individual circumstances. 

ALL staff are alert to behaviour that may cause concern and think about what the behaviour might signify. We actively encourage children to share with us any underlying reasons for their behaviour, and, where appropriate, to engage with their parents/carers so that the cause(s) of their behaviour can be investigated and understood with the appropriate support in place. 

We recognise that any child can be vulnerable to peer-on-peer abuse due to the strength of peer influence, especially during adolescence, and staff should be alert to signs of such abuse amongst all children.  

Which groups of pupils are most vulnerable to being abused by their peers? 

Extra consideration should be given for pupils who may have additional vulnerabilities due to protected characteristics. 

Individual and situational factors can increase a child’s vulnerability to abuse by their peers.  Research suggests that: 

• child-on-child abuse may affect boys differently from girls (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;
• children with Special Educational Needs and/or Disabilities (SEND) are three times more likely to be abused than their peers without;
• some children may be more likely to experience child-on-child abuse than others as a result of certain characteristics such as sexual orientation, ethnicity, race or religious beliefs; and
• children who are questioning or exploring their sexuality may also be particularly vulnerable to abuse. 

What factors influence sexualised behaviour? 

Many factors influence sexual behaviour, including:

• lack of sex and relationships information
• lack of privacy
• boredom, loneliness, anxiety, confusion or depression
• family/carer conflict or information and support needs
• lack of rules, appropriate consequences or boundaries
• emotional, physical or sexual abuse
• sexual exploitation and/or trafficking
• communication difficulties
• sexual excitement or curiosity
• attention or relationship needs
• gender issues
• copying the behaviour of other children and young people
• copying behaviours seen on the internet or TV 

This is not an exhaustive list and we may need specialist support to clearly identify the reason for the behaviour and the correct intervention.  

Dealing with unhealthy sexual behaviour at an early stage can help to prevent subsequent sexually harmful behaviours from developing.  

Prevention 

It is important to develop appropriate strategies in order to prevent the issue of peer-on-peer abuse rather than manage the issues in a reactive way.

Firstly, and most importantly, is recognition that child-on-child abuse can occur in any setting even with the most stringent of policies and support mechanisms.  In which case it is important to continue to recognise and manage such risks and learn how to improve and move forward with strategies in supporting children to talk about any issues and through sharing information with all staff. 

We actively seek to raise awareness of and prevent all forms of peer-on-peer abuse by:

• educating Governors, the Senior Leadership Team, staff, and volunteers, pupils, and parents about this issue. This will include training all Governors, Senior Leadership Team, staff and volunteers on the nature, prevalence, and effect of child-on-child abuse, and how to prevent, identify and respond to it. This includes: 
  • contextual safeguarding;
  • the identification and classification of specific behaviours; and
  • the importance of taking seriously all forms of peer-on-peer abuse (no matter how low level they may appear) and ensuring that no form of peer-on-peer abuse is ever dismissed as banter or part of growing up
• providing a developmentally appropriate PSHE and Relationships Education curriculum which develops children’s understanding of acceptable behaviour and keeping themselves safe;
• ensure that there are clear and consistent boundaries to what is considered to be acceptable behaviour and children will understand the consequences of unacceptable behaviour or language;
• creating a culture where pupils feel able to share their concerns openly, in a non-judgemental environment, and have them listened to;
• having a robust online safety programme which develops children’s knowledge, understanding and skills, to ensure personal safety and self-protection when using the internet and social networking;
• having robust monitoring and filtering systems in place to ensure children are safe and act appropriately when using information technology in school; and
• pupils are frequently told what to do if they witness or experience such abuse, the effect that it can have on those who experience it and the possible reasons for it, including vulnerability of those who inflict such abuse. 

There may be instances where staff feel it is necessary to go beyond teaching delivered through the curriculum in immediate response to a child’s behaviour.  This may include targeted work with individuals or groups to address behaviour which puts the child or others at risk, or behaviours which are repeated or habitual.    

How will the school respond to child-on-child abuse? 

A member of the safeguarding team (DSL/Deputy DSL) will discuss the concerns or allegations with the member of staff who has reported them and will, where necessary, take any immediate steps to ensure the safety of the child/all children affected. 

The DSL/Deputy DSL will use their professional judgement to determine whether it is appropriate for alleged behaviour to be dealt with internally and, if so, whether any external specialist support is required.  This may include consultation with children’s social care and/or any other external agencies on a no-names basis to determine the most appropriate response.

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 the extreme right wing, violent Islamist groups and other causes.

How does the Prevent Strategy apply to schools?

From July 2015 all schools (as well as other organisations) have a duty under section 26 of the Counter-Terrorism and Security Act 2015 to safeguard children from radicalisation and extremism.

This means we have a responsibility to protect children from extremist and violent views the same way we protect them from drugs or gang violence.  Importantly, we can provide a safe place for pupils to discuss these issues so they better understand how to protect themselves.

What does this mean in practice?

We recognise that we play a vital role in keeping children safe from harm, including from the risks of extremism and radicalisation, and in promoting the welfare of children in our care.

Many of the things we already do in school to help children become positive, happy members of society also contribute to the Prevent strategy.

These include:

• Exploring other cultures and religions and promoting diversity
• Challenging prejudices and racist comments
• Developing critical thinking skills and a strong, positive self-identity
• Promoting the spiritual, moral, social and cultural development of pupils, as well as British values such as democracy

We will also protect children from the risk of radicalisation, for example by using filters on the internet to make sure they can’t access extremist and terrorist material, or by vetting visitors who come into school to work with pupils.  Different schools will carry out the Prevent Duty in different ways, depending on the age of the children and the needs of the community.

What are the risks?

Children and young people can be drawn into violence or exposed to messages of extremist groups by a number of means, including the influence of:

• Family members or friends and/or direct contact with extremist groups and organisations.
• The internet and social media to share extremist ideologies and views.  Online content/social media may pose a specific risk as it can be seen to normalise radical views and promote content which is shocking and extreme; children can be trusting and may not necessarily appreciate bias, which can lead to being drawn into such groups and to adopt their extremist views.
• Exposure to extremist groups increases the risk of a young person being drawn into criminal activity and has the potential to cause significant harm. 

If we assess a child as at risk, we will refer to the local MASH (Multi Agency Safeguarding Hub) team for advice.

Potential Indicators include:

• The need for identity and belonging
• Use of inappropriate language
• Behavioural changes/becoming emotionally volatile
• The expression of extremist views
• Possession of violent extremist literature
• Advocating violent actions and means
• Seeking to recruit others to an extremist ideology
• A conviction that their religion, culture or beliefs are under threat and treated unjustly
• A tendency to look for conspiracy theories and distrust of mainstream media
• Being secretive about who they have been talking to online and what sites they visit
• Switching screens when you move near the phone, tablet or computer
• Possessing items - electronic devices or phones - of which the parent/carer is unaware 

What we do if there is a concern

If we have a concern about a particular pupil we will follow the school’s normal safeguarding procedures, including discussing with the school’s Designated Safeguarding Lead, and where deemed necessary, with Children’s Social Care. 

The Department for Education can also support us through their dedicated advice line (020 7340 7264).

If parents have a concern

If parents have concerns about their own or another child they are most welcome to contact Police or the NSPCC directly or they can speak to a member of the safeguarding team:

• Mrs Lisa Davies Headteacher is the Designated Safeguarding Lead
• Mrs Erin Curnow Deputy Headteacher is a Deputy Designated Safeguarding Lead
• Mrs Watson KS2 lead is a Deputy Designated Safeguarding Lead
• Mrs Withers KS1 and EYFS lead is a Deputy Designated Safeguarding Lead
• Mrs Gemma Moss SENCO/ INCO is a Deputy Designated Safeguarding Lead

Some key terms

Extremism – vocal or active opposition to fundamental British values such as democracy, the rule of law and tolerance of different faiths and beliefs
Terrorism – a violent action against people or property, designed to create fear and advance a political, religious or ideological cause
Radicalisation – the process by which a person comes to support extremism and terrorism

Frequently Asked Questions

How does Prevent related to British Values?

Schools have been required to promote British values since 2014, and this will continue to be part of our 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. However, it is about teaching children values such as tolerance and mutual respect. The school will 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 misogynistic extremism. Some of these may be a bigger threat in our area than others. In future, we do not know where the children who currently attend Harpenden Academy will find themselves living and working, or who they may come across. We will give children the skills to protect them from any extremist views they may encounter, now or later in their lives.  

What parents should look for when choosing a good club for their child

Many parents support their children in attending various activities. These might include a sports group such as football or in attending a group to learn a new skill. They may also consider employing a personal coach. For many children this is a good and valuable experience assisting the child’s development, self-esteem and enjoyment. When choosing any group activity, it is important that parents are confident that their children will be safe and happy. 

Choosing the right group activity or club

If your child is interested in attending a group activity, for example to learn a new sport, or to join a team, it is important to visit and find out how the group operates. It is best to visit a standard group activity session so you can see first-hand what the staff are doing and whether the children seem happy. Coaches can sometimes be stern to maintain group discipline or excitable to motivate children to stretch their performance. The children may be a little anxious of the challenges at times but should never be upset nor become fearful of the coach or the activity. Paid or volunteer, all coaches and instructors should act professionally and in a similar way you would expect from school teachers. Taking care of children and young people is a huge responsibility and it is important that staff are well trained, supported and have the necessary skills and experience to work with children.

What about discipline and punishment?

Children can find extra school activities a struggle at times, and they will not always behave or remain focused on the activity. When this happens, you need to be assured that the coach or leader will handle the situation appropriately. Coaches or activity leaders are not allowed to smack or hit pupils even if parents allow or request it. Coaches should not use physical activity which causes pain or discomfort and It is important that you and the coach discuss what are the right forms of discipline to use if your child misbehaves during the sessions. Any activity which causes pain or discomfort should not be applied as an aid to discipline or as a means of obtaining compliance. Thus, activities such as holding stress positions, or excessive physical exercise should never be used. Indeed all sports and activities should be enjoyable for children, and coaches should not overtrain children or force them to experience pain in order to develop in the sport or activity. This would include training or competing when injured.

What to do if your child tells you something inappropriate has happened

It is important that you listen to what your child says and believe what they are saying reassuring them that it is not their fault. If you are concerned that the tutor or coach has engaged in ‘poor practice’ i.e. has not done the right thing, rather than done something wrong that is abusive or a possible offence, generally, we would advise parents to cancel the activities or keep the young person away from the activities until there has been time to seek advice. You should contact MASH on 0300 1213 4043 if you are concerned that a coach or tutor has:

• behaved in a way that has harmed a child, or may have harmed a child
• possibly committed a criminal offence against or related to a child
• behaved towards a child or children in a way that indicates they may pose a risk of harm to children
• behaved in a way that raises concerns as to their suitability to work with children

You should contact the Police if you believe that a crime has been committed.

Quick checklist for parents 

Has the club or organisation achieved a sports body or local council accreditation that’s up to date?

If so, then this can be viewed as evidence that the club/organisation has attained a certain level of safe practices as assessed by the awarding body.

Even if your club’s accredited you should check that the club or organisation has:

• A named and contactable welfare officer responsible for the implementation of their safeguarding policy and issues regarding the protection of children or young people.
• Procedures for dealing with complaints or concerns regarding poor practice, abuse or neglect.
• A trained first aider on site. 
• Written standards of good practice (i.e. a Code of Conduct / Behaviour).
• A parental consent/emergency details form that you must return to the club.
• Safe recruitment procedures for those working with young people that include a clear job description, appropriate references, criminal record checks (e.g. DBS) for relevant posts and technical qualifications.
• Access to appropriate safeguarding (child protection) training for staff/volunteers.

Remember, a well-run club will welcome your questions about their activities and policies. They will know they have a responsibility to have the right arrangements in place, and to give this kind of information to anyone who leaves a child in their care.

What is Sexting? 

This is the sharing of sexual, naked or semi-naked images, videos or messages on any device.

At Harpenden Academy we are committed to ensuring our children understand how to use any electronic device responsibly and safely. Although 'sexting' is associated with teenagers, pressure via social media and unsupervised time online can leave younger children vulnerable.

Key messages we teach the children, and which you as parents can reinforce are:

• Think before you post
• Would a true friend ask you to do that?
• Only take and share photos with permission
• If you are worried tell a trusted adult 

If parents have a concern

If parents have concerns about their own or another child they speak to a member of the designated safeguarding team:

• Mrs Lisa Davies Headteacher is the Designated Safeguarding Lead
• Mrs Erin Curnow Deputy Headteacher is a Deputy Designated Safeguarding Lead
• Mrs Watson KS2 lead is a Deputy Designated Safeguarding Lead
• Mrs Withers KS1 and EYFS lead is a Deputy Designated Safeguarding Lead
• Mrs Gemma Moss SENCO/ INCO is a Deputy Designated Safeguarding Lead

For advice to help parents understand the risks and to support their child if they have been sending, sharing or receiving nude images, visit www.nspcc.org.uk/sexting or contact the NSPCC helpline on 0808 800 5000 to discuss any concerns. 

At Harpenden Academy everyone has the right to respect.

The children in our school remain our priority and we do everything within our power to make sure that they are safe and happy, both in school and within the wider community.

We strive to provide a happy, safe and caring environment where everyone is valued. Our pupils are actively encouraged to reach their full potential both academically and socially. This will be recognisable through the children’s desire to learn and to equip themselves for life. The aim is for each child to be confident and have self-esteem, enabling them to act with increased independence and make responsible contributions to society.

We recognise that children may experience or witness difficult things in their lives and they may find it difficult to develop a sense of self-worth or view the world in a positive way. For such children school may be one of the few stable, secure and predictable components in their life. Other children may be vulnerable because they have a disability or they are in care. We seek to provide all our children with the necessary support to keep them safe and build their self-esteem and self-confidence. We want children at our school to feel able to talk freely to any member of staff if they are worried or concerned, with the assurance that they are heard.

Whatever their background and culture, age, disability, gender, racial origin or religious belief we believe that children have the right to participate in a society and environment which is safe and free from violence, fear, abuse, bullying and discrimination. They have the right to be protected from harm, exploitation and abuse, and to be provided with safe environments in which to live and play.

We seek to protect children and young people against the messages of all violent extremism from any background.

We develop children’s knowledge of the wider community through our work on community cohesion.

At all times we will work to establish effective working relationships with parents, carers and colleagues from other agencies such as Health or Social Care.

Click on the link to view the Department for Education guidance on Keeping Children Safe in Education

ChildLine

ChildLine is a free 24-hour counselling service for children and young people up to their 19th birthday in the UK provided by the NSPCC. ChildLine deals with any issue which causes distress or concern, common issues dealt with include child abuse, bullying, parental separation or divorce, pregnancy and substance misuse.

 

NSPCC

The National Society for the Prevention of Cruelty to Children (NSPCC) is a charity, campaigning and working in child protection in the United Kingdom. The NSPCC helpline responded to almost 55,000 contacts from adults concerned about the welfare of a child last year. The NSPCC counsellors are there 24 hours a day, to help parents, professionals and anyone worried about a child in the UK. They will listen to your concerns, offer advice and support and can take action on your behalf if a child is in danger. Every 25 seconds a child contacts Childline. NSPCC volunteers have conversations that mean they can protect children in abusive situations by getting them the help they need, when they need it most.

 

At Harpenden Academy we are aware of the importance of online safety and the increasingly important role it plays in our children’s lives.

We are committed to teaching the children how to be safe online.

The internet can be a fantastic place for children and young people where they can talk to friends, be creative and have fun. However, this is not always the case. If you or your child are worried or upset about something which has happened on the internet there is help out there.

The National Crime Agency CEOP Command (formerly the Child Exploitation and Online Protection Centre) works with child protection partners across the UK and overseas to identify the main threats to children, and coordinates activity against these threats to bring offenders to account. They protect children from harm online and offline, directly through NCA led operations and in partnership with local and international agencies.

Children today have embraced new technologies as a source of information, education and entertainment.  The use of digital technology has been completely normalised by this generation, and it is now fully integrated into their daily lives.

Technology is changing all the time and young people are no longer passive recipients of online information, but are increasingly directly interacting within a digital landscape in a variety of ways.

Children are increasingly referred to as ‘digital natives’: citizens born into a digital world, who grow up surrounded by and emerged in the technology and tools of the digital age. Their confidence and skills in using this technology are typically high, but their knowledge and awareness of the inherent issues, risks and dangers is usually very low.

Children and young people need to be empowered to keep themselves safe – this isn’t just a top down approach. Children will be children – pushing boundaries and taking risks. Teaching your child about technology should be seen as another part of keeping them safe, just like crossing the road or learning to swim.

Do you know how to keep your children safe? Do your children know how to keep safe? At Harpenden Academy , we are committed to discussing these serious issues as part of our e-safety curriculum (including capturing their online habits in our e-safety questionnaire) but we can only be successful if we all work together: pupils, parents and teachers.

Please see below a range of E-Books that you can use with your child to discuss internet safety. 

• KS1 Smartie the Smartphone's Digital Disaster E-Book
• KS2 Tommy the Tablet's Birthday Blunder E-Book
• Detective Digiduck E-Book
• Digiduck and the Magic Castle E-Book
• Digitduck Saves the Day E-Book
• Digiduck's Famous Friend E-Book

NSPCC - Share Aware Online Safety

We tell our children to share but online it's different.

In fact, sometimes sharing online can be dangerous.

Talking to your child is the best way to help keep them safe. But with things changing all the time, it can be hard to keep up to date. You can always call our online safety helpline on 0808 8005002 to get advice on anything from the latest social networks to parental controls. 

Tips, advice, guides and resources to help keep your child safe online Parents and Carers - UK Safer Internet Centre

The internet is a great place for children to be. Being Share Aware makes it safer.

 

As a school, we do all we can to keep children safe whilst using the internet and through our curriculum give them knowledge and skills to help keep themselves safe and build digital resilience. We cannot do it without your support at home too, we really appreciate you working with us and reinforcing these messages and skills at home.

We all want the best for children and it is really important that children are protected from unsuitable online content and have a healthy balance between screen time and other activities. The digital world became a huge part of our lives during the lockdowns and it is really important to acknowledge how many positives there are to our digital lives, but it is also important to have a balance. 

As well as parental controls and internet filters it is so important that you monitor how much time your child spends on digital devices. It is a good idea to set up a timetable/rota to clearly identify where your child is allowed screen time.  Where possible, ensure that your child remains in the room with you at all times, during their allocated screen time. Please make sure that you are aware of what your child is accessing whilst online and have relevant parental controls or protection in place on PCs, laptops, phones and tablets and also on streaming services on TV and games consoles.

Wake Up Wednesday Parent Guides

We strongly recommend that you adhere to the age restrictions on Social Media apps and sites, Here are some of the popular ones for quick reference:  

• Facebook - 13yrs 
• Instagram - 13yrs 
• Tik-Tok - 13yrs 
• Snapchat - 13yrs  
• Twitter - 13yrs
• What's App - 16yrs 
• Discord - 13yrs

There are also other elements of social media use which may not be appropriate for young users. 

It is always better to wait until the required age to join any social media service. These rules around age relate to privacy, but also are relevant to safety. Some services offer additional protection for users who are registered as under 18, and by supplying a fake age young people can potentially lose some of this protection. Young people also risk being exposed to content which is intended for older users when they use sites that are not designed for people their age.

Games have an age limit too. These games may seem harmless enough but many of them have unsuitable content, including violence, swearing and drugs and alcohol.  Seeing and hearing such inappropriate content could well affect your child's behaviour and wellbeing. Children have also been known to become addicted to such content.

• Roblox - 7yrs   
• Fortnite - 12yrs
• Minecraft - 7yrs  

For any Game or App where contact is made with others please remember that your child can be exposed to unsavoury messages and content - even from other children and privacy settings are essential, making sure your child is not sharing more information than they intend to.