should being able to support other professionals in an early help assessment and interventions Being supportive of children and young people, while helping them understand that they cannot guarantee absolute confidentiality Being alert to any signs of abuse or harm in the children and young people they have contact with Immediately reporting any nagging doubts both orally and in writing (see Appendix 1a, Nagging to the lead DSL Sarah Makin or in her absence the deputy DSL’s Jodie Hayes/Danielle Clayton Serious concerns should immediately be reported both orally and in writing to the lead DSL’s Makin or in her absence Deputy DSL’s Jodie Hayes/Danielle Clayton or direct to Stockport LSCB 0161 217 6028 (see Appendix 1b, Serious Concerns) Understanding that individual staff with concerns may refer to the local children’s services directly Taking part in safeguarding training provided by the school on child protection and specific safeguarding issues identified in Keeping Children Safe In Education Sept 2016 Understanding and practising the school’s safeguarding procedures Having an awareness of safeguarding issues- some of are listed below. Staff should be aware that behaviours linked to the likes of drug taking, alcohol abuse, truanting and sexting put children in danger aware that safeguarding issues can manifest themselves via peer on peer abuse. This is most likely to include, but not limited to: bullying (including cyber bullying), gender based violence/sexual assaults and sexting. Staff should be clear as to the school or college’s policy and procedures with regards to peer on peer abuse 3.7 Expert and professional organisations are best placed to provide up-to-date guidance and practical support on specific safeguarding issues. For example, information for schools can be found on the TES, MindEd and the NSPCC websites. School and care staff can access government guidance as required on the issues; these can be referred to on P12 and Annex A of Keeping Children Safe in Education Sept 2016. . Further safeguarding information and guidance for staff please refer to Part One in Keeping Children Safe in Education Sept 2016 Definitions and Signs of Abuse 4.1 What is child abuse?
should being able to support other professionals in an early help assessment and interventions Being supportive of children and young people, while helping them understand that they cannot guarantee absolute confidentiality Being alert to any signs of abuse or harm in the children and young people they have contact with Immediately reporting any nagging doubts both orally and in writing (see Appendix 1a, Nagging to the lead DSL Sarah Makin or in her absence the deputy DSL’s Jodie Hayes/Danielle Clayton Serious concerns should immediately be reported both orally and in writing to the lead DSL’s Makin or in her absence Deputy DSL’s Jodie Hayes/Danielle Clayton or direct to Stockport LSCB 0161 217 6028 (see Appendix 1b, Serious Concerns) Understanding that individual staff with concerns may refer to the local children’s services directly Taking part in safeguarding training provided by the school on child protection and specific safeguarding issues identified in Keeping Children Safe In Education Sept 2016 Understanding and practising the school’s safeguarding procedures Having an awareness of safeguarding issues- some of are listed below. Staff should be aware that behaviours linked to the likes of drug taking, alcohol abuse, truanting and sexting put children in danger aware that safeguarding issues can manifest themselves via peer on peer abuse. This is most likely to include, but not limited to: bullying (including cyber bullying), gender based violence/sexual assaults and sexting. Staff should be clear as to the school or college’s policy and procedures with regards to peer on peer abuse 3.7 Expert and professional organisations are best placed to provide up-to-date guidance and practical support on specific safeguarding issues. For example, information for schools can be found on the TES, MindEd and the NSPCC websites. School and care staff can access government guidance as required on the issues; these can be referred to on P12 and Annex A of Keeping Children Safe in Education Sept 2016. . Further safeguarding information and guidance for staff please refer to Part One in Keeping Children Safe in Education Sept 2016 Definitions and Signs of Abuse 4.1 What is child abuse?
Safeguarding-pPolicy-2018-APril.docx