REMEMBER: Respond, Record, Report, and Refer

Note: If you think a child is in immediate danger, report to the police immediately and keep the child safe. 

Respond
Concerns, suspicions, allegations, and disclosures come from two main sources:

1. A child approaches you with information relating to an individual’s behaviour towards themselves or their friend.

2. You become aware of an individual through first-hand knowledge or a third party (for example through conversation with another adult/child; through direct observations or signs or indicators that suggest abuse; or anonymous tip-off)

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The NSPCC have provided three simple directions to remember when a child is making a disclosure:

1. Show you care and help them open up- Give them your full attention and keep your body language open and encouraging. be compassionate, be understanding and reassure them their feelings are important.

2. Take your time, slow down- respect pauses and don't interrupt them- let them go at their own pace. recognise and respond to their body language. And remember that it may take several conversations for them to share what has happened to them

3. Show you understand, reflect back- make it clear you are interested in what they are telling you. Reflect back what they've said to check your understanding and use their language to show their experience.

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Record

It’s important to record information as soon as possible and as accurately as possible. Information that needs to be passed on. For example, to the Safeguarding Leads or the Police. So they must be as helpful as possible. This is why it is necessary to make a detailed record at the time of the concern, suspicion or disclosure.

Information should include the following:

1. The nature of the allegations

2. A description of any visible bruising or other injuries

3. The child’s account, if it can be given, of what has happened, a witnesses to the incident(s) (this could be you)

4. Any times, dates or other relevant information

5. A clear distinction between what is fact, opinion, or hearsay

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Report
Report to one of the Safeguarding Leads. Always complete this incident form or search ‘incident report form SKOLA’ on the SKOLA google drive. Then inform a Safeguarding Lead.  No concern is ever too small or too big. 

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Everyone has an obligation to report any concerns, suspicions, allegations, or disclosures relating to any child or adult involved at SKOLA. SKOLA also recognises that false concerns, allegations, suspicions, or disclosures can be made. However, they are rare, and a robust complaints/disciplinary procedure will always address these.

Refer
Once you have made your report to the Safeguarding Leads. They will decide whether it needs to be referred to an outside organisation. This could include the Local Authority Designated Officer (LADO)*, police or foreign equivalent. 

*LADOs work within Children's Services and give advice and guidance to employers, organisations and other individuals who have concerns about the behaviour of an adult who works with children and young people.

Although different countries have their own way of dealing with safeguarding issues, the key is educating students. For example, the safeguarding lead may signpost students to the NSPCC website. This website is available in multiple languages. By recognising abuse (including their own), children are more likely to seek help.

1. If you believe a child is in danger, call 999 and ensure the child is safe.

2. If the child needs medical treatment, refer to the school nurse or first aiders. Phone an ambulance if required. Inform the Safeguarding Leads immediately. 

3. Always complete this incident form or search ‘incident report form SKOLA’ on the SKOLA google drive. Then inform a Safeguarding Lead.  No concern is ever too small or too big. 

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5.1 Types of abuse 
There are four categories of abuse. Use the acronym PENS to help remember them:

1. Physical. For example, hitting, kicking, shaking, poisoning, burning. Also, female genital mutilation (FGM). This is illegal in the UK. It is also illegal for it to happen to any British national abroad.

2. Emotional. For example, manipulating a child, never saying anything kind to them, threatening them. 

3. Neglect. This is failing to meet the child’s basic physical and/ or psychological needs. For example, failing to provide adequate food, clothing, and shelter. Also failing to protect children from harm or not providing adequate supervision.

4. Sexual. For example, forcing a child to take part in sexual activities. This could be both physical and non-physical. This could include exposing them to pornography or taking indecent pictures. Also grooming a child in preparation for abuse (including over the internet).

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Domestic Abuse

Harm can include witnessing harm to others. This is particularly possible in a domestic setting. Domestic abuse includes Psychological, Physical, Sexual, Financial and Emotional. This can happen wholly online. They can have a short term and long-term impact on children’s ability to learn, health and well-being. Domestic abuse can happen to anyone. Teenagers in relationships can also experience domestic abuse from their partner. 

Staff have a key role in recognising the signs of domestic abuse. They should record and report concerns to the DSL. Staff should build a positive relationship built on trust with students. This is so students feel safe to voice their concerns.

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5.2 Typical signs of abuse 
All the categories of abuse have both physical and psychological signs. Some to watch for are:

• Physical abuse:

a. Has unexpected bruises, burns, etc.
b. Wearing clothes to cover injuries, even in hot weather
c. Refusal to undress for e.g., sports

 

• Sexual abuse:

a. Acting in an inappropriate sexual way with objects or peers
b. Becoming withdrawn or clingy
c. Personality changing, seeming insecure
d. Unaccountable fear of places or people
e. Becoming secretive
f. Physical signs such as unexplained soreness around genitals, sexually transmitted diseases

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• Emotional abuse:

a. Delayed physical or emotional development
b. Shows extremes of passivity or aggression
c. Overreaction to mistakes, or continual self-deprecation
d. Neurotic behaviour (rocking, hair twisting, self-mutilation/harm)

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• Neglect:

a. Often hungry
b. Badly dressed in clothes that need washing
c. Poor appearance and personal hygiene; unwashed, hair not brushed
d. Lacks needed medical or dental care
e. Often tired
f. Might abuse alcohol or drugs

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Some of these may appear naturally as the children are in a new environment. But, in extreme cases, these might be indicators of a deeper problem.

5.3 If a child discloses abuse
A child may choose any adult to talk to; so, all adults need to know the right way to respond. If a child discloses abuse follow the procedure outlined in the next section of this Policy.

5.4 Bullying
Bullying is usually a repeated action intended to hurt someone. It can be physical or emotional. It is not tolerated at SKOLA because it breaks one of our rules. Everyone should be Kind to themselves and others. Children who are LGBTQ+ can be targeted by other children. A child who is perceived by other children to be LGBTQ+ can be as vulnerable as children who identify as LGBTQ+.

Identifying bullying:

1. Bullying can take many forms, it can be: 

2. Physical assault 

3. Making threats

4. Teasing

5. Name-calling 

6. Cyber bullying 

7. Lack of respect for someone’s property

8. Exclusion

9. Teenage relationship abuse (TRA)

10. Harmful sexual behaviour (HSB)

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Sometimes it is not obvious. Sometimes the bully might not even be aware that they are hurting someone. A bullied student may feel too frightened or worried to tell a member of staff. That is why it’s important for the staff to be always observant. It is best practice to observe during break times and activities.

How to deal with bullying:

1. Don’t ignore it. React and confront the behaviour. Don’t assume it’s ‘teasing’.

2. Remain calm. Don’t argue or get into conflict with the students. Displaying anger will not enable the student to reflect on their behaviour.

3. Report all cases to the Designated Safeguarding Staff however trivial they may seem. Record everything in the incident book

4. Deal with the students individually. Don’t attempt to sort out the facts while everyone is present. Students may get into an argument with one another. If you talk to them on a one-to-one basis, everyone will be able to tell their side of the story.

5. Hold bystanders accountable – they provide an audience for the bullies. Explain that this type of behaviour is wrong and is not tolerated. They also have a responsibility to stop bullying.

6. Listen and don’t prejudge - it’s possible that the person you suspect to be the bully is being bullied.

7. Elicit examples from the offender: examples of bad behaviour and the cause/ effect of it. Tell them that this kind of behaviour is unacceptable. Ask them to consider an appropriate way of putting things right.

8. Ensure that any apology is done with a member of staff present and recorded in the Incident Book.

9. Inform the Designated Safeguarding Staff. They will inform the parents of what happened and how it was resolved.

10. If the bullying continues EST will do its best to protect the victim which may include changing or restricting the activities of the bully. Parents will be informed.

11. If a student continuously bullies others he/she will be expelled.

12. For detailed information please see the Policy for Dealing with Abusive Behaviour in the Staff Handbook

5.5 Child Exploitation
Child Sexual Exploitation (CSE) and Child Criminal Exploitation (CCE) are growing concerns in the UK. Concern for SKOLA is for children travelling alone to the UK who do not attend the courses. CSE and CCE can be linked to ‘County Lines’ where UK criminal gangs use vulnerable children to move drugs around the country. 

Training to spot the signs of abuse
Staff and students have a relationship built on trust. Staff will have a professional curiosity and create safe spaces for disclosure. No victim blaming or judgement.
Record incidents. The DSL will report to local authority children's social care (The local authority designated officer, LADO). Any immediate risk of harm to students will be reported to the police. 

5.6 Honour Based Abuse
Female Genital Mutilation
This procedure is illegal in the UK (Female Genital Mutilation Act 2003). It is considered child abuse, however most FGM families don’t see it as a form of abuse. This procedure is carried out on a broad age range of girls and always has harmful consequences.
Some short-term consequences involve severe pain, emotional/ physical shock, haemorrhage, wound infections.
Some long-term consequences involve vaginal, pelvic infections, difficulties in menstruating/ passing urine. Also damage to the reproductive system, complications during pregnancy, and PTSD.

Girls who are more at risk of FGM:

• Girls from less integrated communities

• Familial history of FGM

• Sister who underwent FGM

• Girl withdrawn from personal, social and health education

Signs that FGM might take place:

1. Older visitor (e.g., from country of origin)

2. References to FGM in conversation

3. Girl may confide (e.g., that she will have a special procedure or will become a woman)

4. Long holiday abroad/ parental statement to take child on long holiday

Signs that FGM has taken place:

1. Difficulty in walking

2. Long time in toilet

3. Urinary/ menstrual problems (e.g., very painful periods)

4. Behaviour changes

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If staff notice any of the above they should notify Designated Safeguarding Staff immediately. If a girl discloses FGM, staff should treat it as abuse and handle it like other forms of abuse, outlined in the next section.

Forced Marriage
Forced marriage this is when you face physical pressure to marry. For example, threats, physical violence, or sexual violence. Also, emotional, and psychological pressure. For example, if you’re made to feel like you’re bringing shame on your family.
Students may be travelling to the UK and using SKOLA as a cover for marriage against their will. Staff need to be aware of the possibility for certain cultures to practise this. Speak to the DSL if they have any concerns.  

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Forced Marriage Unit
fmu@fcdo.gov.uk 
Telephone: 020 7008 0151
From overseas: +44 (0)20 7008 0151
Monday to Friday, 9am to 5pm 
Out of hours: 020 7008 500

5.7 Harmful Sexual Behaviour
Harmful sexual behaviour (HSB) is age-inappropriate sexual behaviour by children. It is harmful or abusive.

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Peer-on-peer sexual abuse is a form of HSB between children of a similar age or stage of development. 

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Child-on-child sexual abuse is a form of HSB that takes place between children of any age or stage of development.

Problematic sexual behaviour (PSB) is developmentally inappropriate or socially unexpected, sexualised behaviour. It doesn’t have an overt element of victimisation or abuse.

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Statutory guidance for schools in England says staff should act on the assumption that all children and young people could be affected by child-on-child sexual violence and harassment (Department for Education (DfE, 2022)

Policies and Procedures
All staff and students should follow the Code of Conduct. This outlines the expectations of behaviour. Any concerns should be recorded and reported to the DSL. 

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All staff will be trained in what HBS is and how to report it. The training and policy will be reviewed and updated annually, after an update or incident. 

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Any concerns, observed or disclosed, should be taken seriously, and reported to the DSL without delay. Do not assume the concern has already been reported. 

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Take immediate action to keep the student safe. 

A Risk assessment needs to be made if sexual violence or harassment has been reported. These should include the following question:

• How to protect the victim? 

• Any other victims?

• Who is the alleged perpetrator?

• How to protect all other children at the school?

• When was the time and location of the incident?

The assessment should also include any action required to make that location safer. 

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5.8 Sharing nudes and semi nudes 
Sometimes referred to as ‘sexting’. This is the sharing of sexual images or videos of yourself or others. Image refers to moving (video) or still (picture) from now on. 
If the person in the image is under 18, it is an indecent image. 
An indecent image refers to a sexual image of a child (under 18). This includes nude or partially clothed children. Also, children posing sexually in self-generated images. This is according to the Sexual Offences Act 2003 England and Wales. 

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It is illegal to make, have and distribute any 'indecent' imagery of someone under 18. This includes imagery of yourself or another child if you are under 18. According to the Protection of Children Act 1978 England and Wales; Sexual Offences Act 2003, England, and Wales.

Indecent imagery does not always mean nudity. 

• But images are likely to be defined as such if they meet one or more of the following criteria:

• nude or semi-nude sexual posing e.g., displaying genitals and/or breasts or

• overtly sexual images of young people in their underwear

• someone nude or semi-nude touching themselves in a sexual way

• any sexual activity involving a child

• someone hurting someone else sexually

• sexual activity that includes animals

Any potential incidents should be reported to the DSL. 

• If the incident is between a child and an adult, report to the police. See NPCC ‘When to call the police’ document. 

• If it is between children, the DSL will conduct a further review. This includes an interview with any child or young person involved. So, they can establish the facts and assess the risks. The DSL will define the incident using the Finkelhor and Wolak’s typology of youth-produced assessment model. 

If posted indecent images of child are posted online: 
Send signposts to the IWF and Childline’s Report Remove tool at
www.childline.org.uk/info-advice/bullying-abuse-safety/online-mobile-
safety/sexting/report-nude-image-online/. 

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Report Remove helps children and young people to report an image shared online, to see if it is possible to get the image removed. This must be done as soon as possible to minimise the number of people that have seen the picture.