CHILD PROTECTION AND SAFEGUARDING POLICY

Table of Contents (click the title link to proceed to respective section)                                                                

Introduction        

Our context        

Our commitment        

Our Principles        

Our Policy        

Types of Abuse        

What is child abuse?        

Children who may require early help        

How to report any concerns        

Types of Child Abuse        

Emotional abuse        

Neglect        

Physical abuse        

Sexual abuse        

Bullying        

Signs of Abuse        

Emotional Abuse

Neglect        

Physical abuse        

Sexual Abuse        

Safeguarding Roles and Responsibilities        

Safeguarding Processes and Procedures        

Referring to Child Protection Officer        

Recruitment of staff and Volunteers        

Dealing with allegations against staff and volunteers who work with children        

Important contact details and useful links        

Training for all staff to raise awareness and increase understanding        

Establishing a safe environment in which children can learn and develop        

Management of the Policy        

Appendix 1: Learning from best practice        

Appendix 2 – Referral Process for reporting concerns about a child at Al Salam School        

1. Introduction

1. Our context

Al Salam School believes every child should be  special and safe.  We fully recognise the Obligation  to protect children and support students in our school.  The aim of the policy is to ensure the safeguarding and promotion of  our students’ welfare, safety and health, by fostering an honest, open, caring and supportive climate. Each  student’s welfare is of paramount importance. 

“We want to make Dubai the safest and happiest place for children in the world” as per the vision of His Highness Shaikh Mohammad Bin Rashid Al Maktoum, Vice-President and Prime Minister of the UAE and Ruler of Dubai.

UNICEF uses the term ‘child protection’ to refer to preventing and responding to violence, exploitation and abuse against children – including commercial sexual exploitation, trafficking, child labour and harmful traditional practices, such as female genital mutilation/cutting and child marriage.

The objective of the Child Protection and Safeguarding Policy at Al Salam Private School is to ensure that the child is protected  from all forms of physical and mental violence, injury and abuse; neglect, maltreatment or exploitation including sexual abuse.

This policy applies to all staff, management and visitors to the school.

The policy binds Al Salam to offer protection:

• Where the school management provides services or activities directly under the supervision or management of school staff, the school’s arrangements for child protection will apply.
• Where services or activities are provided separately by another body, the school management should seek assurance that the body concerned has appropriate policies and procedures in place to safeguard and protect children and there are arrangements to liaise with the school on these matters where appropriate. 

2. Our commitment

The school adopts an open and accepting attitude towards children as part of its responsibility for pastoral care. The school hopes that children and parents will feel free to talk about any concerns and will see Al Salam as a safe place when there are difficulties. Children’s worries and fears will be taken seriously and children are encouraged to seek help from members of staff. 

Our school will therefore: 

• Establish and maintain an ethos where children feel secure and are encouraged to talk, and are listened to;
• Ensure that children know that there are adults in the school whom they can approach if they are worried or are in difficulty;
• Include in the curriculum activities and opportunities which equip children with the skills they need to stay safe from abuse, and which will help children develop realistic attitudes to the responsibilities of adult life, particularly with regard to childcare and parenting skills;
• Ensure every effort is made to establish effective working relationships with parents and colleagues from other referral agencies;
• Support parents by providing information for increased awareness and appropriate action
• Operate safe recruitment procedures and make sure that all appropriate checks are carried out on new staff and volunteers who will work with children. 

1. Our Principles

Safeguarding arrangements in our school are underpinned by two key principles:

• Safeguarding is everyone's responsibility: all staff, governors and volunteers should play their full part in keeping children safe
• A child-centred approach: a clear understanding of the needs and views of children.

2. Our Policy

The aim of the policy is to prevent abuse  by maintaining a  positive and safe school atmosphere, secure teaching and pastoral guidance given to students, staff and parents.  Where abuse is discovered, the policy is there to protect by following these agreed procedures:

• ensuring staff are trained and supported to respond appropriately and sensitively to Child Protection concern
• offer support to students and school staff and to children who may have been abused,  
• form partnerships by working  with parents to ensure appropriate communications and actions are undertaken. 

There are 6 main elements to our policy, which are described in the following sections:

• The types of abuse that are covered by the policy;
• The signs of abuse that staff and volunteers should look out for;
• Roles and responsibilities for safeguarding;
• Expectations of staff and volunteers with regard to safeguarding, and the procedures and processes that should be followed, including the support provided to children;
• How the school will ensure that all staff and volunteers are appropriately trained and checked for their suitability to work within the school;
• How the policy will be managed and have its delivery overseen.

Through implementation of this policy we will ensure that our school provides a safe environment for children to learn and develop and thrive.

2. Types of Abuse

1. What is child abuse?

Child abuse is when a parent or caregiver, whether through action or failing to act, causes injury, death, emotional harm or risk of serious harm to a child.

There are many forms of child maltreatment, including neglect, emotional abuse, physical abuse and sexual abuse and exploitation.

2. Children who may require early help

Staff and volunteers working within the school should be alert to the potential need for early help for children. Staff and volunteers should consider following the procedures identified for initiating early help (see section 5) for a child who:

• is disabled and has specific additional needs
• has special educational needs
• is a young carer
• is showing signs of engaging in antisocial or criminal behaviour
• is in a family circumstance presenting challenges for the child, such as substance abuse, adult mental health, domestic violence
• is showing early signs of abuse and/or neglect

3. How to report any concerns

Clear procedures on reporting any concerns are given to all staff/volunteers in school.

This is done as part of the staff induction training.  All child protection and/or safeguarding concerns should be reported to the Child Protection Officer immediately.

See Appendix 2 for a flow diagram which explains how all disclosures are dealt with at the school.

4. Types of Child Abuse

1. Emotional abuse

This abuse is found in all types of other abuse: neglect, physical and sexual.  Emotional abuse involves behaviour which significantly impairs the child’s self-esteem, sense of security and feeling of love.  

It may include, but not limited to:

• telling a child that they are worthless, unloved or inadequate
• threatening to have a child taken into care
• telling a child that they are not wanted
• it also includes inconsistent parenting

The impact may include, but not limited to:

• the child’s mental health, behaviour and self-esteem
• Underlying emotional abuse may be more significant than more visible forms of abuse in terms of its impact on the child
• long-term consequences for social development

Detailed definition: Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person.

It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond the child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction.

It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone.

2. Neglect        

This is the most common form of abuse.  Many children suffer from a lack of emotional development and/or a lack of supervision.  Neglect is the persistent failure to meet a child’s physical, health or developmental needs which is likely to result in significant harm to the child’s health or development.

It may include, but not limited to, a failure to:

• provide adequate food, clothing and shelter
• protect a child from physical and emotional harm or danger
• ensure adequate supervision (including the use of inadequate care-givers)
• ensure access to appropriate medical care or treatment
• respond to a child’s basic emotional needs

The impact may include, but not limited to:

• the child’s mental health, behaviour and self-esteem
• Underlying emotional abuse may be more significant than more visible forms of abuse in terms of its impact on the child
• long-term consequences for social development

3. Physical abuse

Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

The impact may include, but not limited to:

• linked to aggressive behaviour in children
• emotional and behavioural problems
• can lead to violence in adolescence and adulthood
• can lead to long term neurological damage
• physical injuries and emotional damage
• death
• physical abuse of children often coexists with domestic violence

(Dubai Foundation for Women and Children: 50% of husbands who abuse their wives also abuse their children.)

4. Sexual abuse

Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening.

The activities may involve physical contact or non-contact activities:

• involving children in looking at, or in the production of, sexual images,
• watching sexual activities or online such as pornographic materials,
• encouraging children to behave in sexually inappropriate ways or
• normalising nudity and naked behaviour such as being undressed
• explicit verbal and/or written language content including dirty jokes
• exposure, or grooming a child in preparation for abuse and exploitation (including via the internet).

Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.

5. Bullying

Bullying is also abusive and will include at least one, if not two, three or all four, of the defined categories of abuse (refer to school’s anti- bullying policy)

3. Signs of Abuse

5. Emotional Abuse

Emotional abuse can be difficult to identify as there are often no outward physical signs. Indications may be a developmental delay due to a failure to thrive and grow. However, children who appear well-cared for may nevertheless be emotionally abused by being taunted, put down or belittled. They may receive little or no love, affection or attention from their parents or carers. Emotional abuse can also take the form of children not being allowed to mix or play with other children.

Changes in behaviour which can indicate emotional abuse include:

• neurotic behaviour e.g. sulking, hair twisting, rocking
• being unable to play
• fear of making mistakes
• sudden speech disorders
• self-harm
• fear of parents being approached regarding their behaviour
• developmental delay in terms of emotional progress

6. Neglect

It can be difficult to recognise neglect, however its effects can be long term and damaging for children.

The physical signs of neglect may include:

• being constantly dirty or ‘smelly’
• constant hunger, sometimes stealing food from other children
• losing weight, or being constantly underweight
• inappropriate or dirty clothing

Neglect may be indicated by changes in behaviour which may include:

• mentioning being left alone or unsupervised
• not having many friends
• complaining of being tired all the time
• not requesting medical assistance and/or failing to attend appointments

7. Physical abuse

Most children will collect cuts and bruises and injuries, and these should always be interpreted in the context of the child’s medical and social history, developmental stage and the explanation given. Most accidental bruises are seen over bony parts of the body, e.g. elbows, knees, shins, and are often on the front of the body. It is bruising that is likely to have been inflicted that staff need to watch out for.

Important indicators of physical abuse are bruises or injuries that are either unexplained or inconsistent with the explanation given, or visible on the ‘soft’ parts of the body where accidental injuries are unlikely, e g, cheeks, abdomen, back and buttocks. A delay in seeking medical treatment when it is obviously necessary is also a cause for concern.

The physical signs of abuse may include:

• unexplained bruising, marks or injuries on any part of the body
• multiple bruises in clusters, often on the upper arm, outside of the thigh
• cigarette burns
• human bite mark
• broken bones
• scalds, with upward splash marks
• multiple burns with a clearly demarcated edge

Changes in behaviour that can also indicate physical abuse:

• fear of parents being approached for an explanation
• aggressive behaviour or severe temper outbursts
• flinching when approached or touched
• reluctance to get changed, for example in hot weather
• depression
• withdrawn behaviour
• running away from home

8. Sexual Abuse

All staff and volunteers should be aware that adults, who may be men, women or other children, who use children to meet their own sexual needs abuse both girls and boys of all ages. Indications of sexual abuse may be physical or from the child’s behaviour. In all cases, children who tell about sexual abuse do so because they want it to stop. It is important, therefore, that they are listened to and taken seriously.

The physical signs of sexual abuse may include:

• pain or itching in the genital area
• bruising or bleeding near genital area
• sexually transmitted disease
• genital discharge or infection
• stomach pains
• discomfort when walking or sitting down
• pregnancy

Changes in behaviour which can also indicate sexual abuse include:

• sudden or unexplained changes in behaviour e.g. becoming aggressive or withdrawn
• fear of being left with a specific person or group of people
• having nightmares
• running away from home
• sexual knowledge which is beyond their age, or developmental level
• sexual drawings or language
• bedwetting
• eating problems such as overeating or anorexia
• self-harm or mutilation, sometimes leading to suicide attempts
• saying they have secrets they cannot tell anyone about
• substance or drug abuse
• suddenly having unexplained sources of money
• not allowed to have friends (particularly in adolescence)
• acting in a sexually explicit way towards adults

4. Safeguarding Roles and Responsibilities

4.1 All staff, volunteers and governors have responsibility for the following:

• Being aware of the Al Salam Child Protection and Safeguarding Policy and ensuring these procedures are followed:
• Listening to, and seeking out, the views, wishes and feelings of children and young people
• Knowing who the school’s designated teacher and governor for child protection are
• Being alert to the signs of abuse and their need to refer any concerns to the designated teacher
• Ensuring that their child protection training is up to date, and taking place at least every three years
• Sharing information and working together to provide children and young people with the help they need
• Supporting students who have been abused in accordance with his/her child protection plan

4.2 Governors and school leadership are responsible for:

• Ensuring that Al Salam has a designated staff representative for child protection, and that they have access to appropriate training
• Ensuring that Al Salam has a nominated governor for child protection and safeguarding, and that they have access to appropriate training
• Ensuring all staff receive the appropriate training, and keep it up to date
• Managing security within the school and reviewing it annually
• Ensuring that important policies, such as those for behaviour and bullying, are kept up to date
• Keeping up to date all child records
• Have an overview of the numbers of safeguarding and child protection referrals
• Having in place effective ways to identify emerging problems and potential unmet needs for individual children and families
• Ensuring staff and volunteers undergo appropriate checks before accessing the school
• Ensuring that the curriculum makes best use of pastoral provision to cover safeguarding issues with children
• Making this policy available to parents and carers as appropriate
• Taking leadership responsibility for the school's safeguarding arrangements
• Ensuring that our staff are competent to carry out their responsibilities for safeguarding and promoting the welfare of children and creating an environment where staff feel able to raise concerns and feel supported in their safeguarding role
• Ensuring all staff are given a mandatory induction, which includes familiarisation with child protection responsibilities and procedures to be followed if anyone has any concerns about a child's safety or welfare
• Ensuring all staff have regular reviews of their own practice to ensure they improve over time
• Creating a culture of listening to children and taking account of their wishes and feelings, both in individual decisions and in the school’s development
• Ensuring all records are kept up to date and secure and kept separately from the main student file in a locked location.

4.3        Designated Leads in School

The designated lead person is:

Huda AbuBaker, Child Protection Officer

h.abubaker@alsalamschool.ae

The deputy designated person is:

Mr Craig Dyche-Nichols

principal@alsalamschool.ae 

The nominated governor for child protection and safeguarding is:

Mrs Sue Johnston, CEO

s.johnston@alsalamschool.ae 

5. Safeguarding Processes and Procedures

The school will deliver its responsibilities for identifying and acting on early help needs, safeguarding and child protection in line with the policies and procedures identified above.

9. Referring to Child Protection Officer

The flowchart in the Appendix 2 explains the process for reporting any concerns about a child.  At Al Salam School, we have a clear procedure for reporting.

All concerns should be passed to the child protection officer in the first instance, otherwise, the Head of SEND/Counselling. If neither are available, then the Principal should be made aware, otherwise any other member of SLT.  See Appendix 2 for a flowchart to explain the procedure.

The child protection officer should ensure they have spoken to the family about their concerns and proposed actions unless to do so would place the child at risk. If a child makes a disclosure or presents with an injury it is imperative that advice is sought immediately prior to the child returning home and as soon as the school become aware of this.

Essential information for making a referral includes:

• Full names and dates of birth for the child and other members of the family
• Address and daytime phone numbers for the parents, including mobile
• The child's address and phone number
• Whereabouts of the child (and siblings)
• Child and family's ethnic origin
• Child and family's main language
• Actions taken and people contacted
• Special needs of the child, including the need for an accredited interpreter, accredited sign language interpreter or other language support
• A clear indication of the family's knowledge of the referral and whether they have consented to the sharing of confidential information
• The details of the person making the referral.

Other information that may be essential:

• Addresses of wider family members
• Previous addresses of the family
• Schools and nurseries attended by the child and others in the household
• Name, address & phone number of the Family Doctor
• Any other medical history
• Details of other children who may be in contact with the alleged abuser
• Details of other practitioners involved with the family
• Child's legal status and anyone not already mentioned who has parental responsibility
• History of previous concerns

10. Recruitment of staff and Volunteers

The school will ensure that Safer Recruitment practices are always followed. Every interview panel will have at least one member who has a current certificate in Safer Recruitment. We will check on the identity of candidates, follow up references with referees and scrutinise applications for gaps in employment. We will ensure that safeguarding considerations are at the centre of each stage of the recruitment process.

We will ensure that all staff are aware of government guidance on safer recruitment and that its recommendations are followed. The guidance on the use of new technology is particularly important. This includes advice on safe use of mobile phones and guidance on personal and professional boundaries in emailing, messaging and social networking environments. This is covered in our Child Protection and Safeguarding training done by all staff at least annually.

The pre-recruitment checks will comply with Federal Laws of the UAE and ensure only safe and vetted staff can be employed by the school.

11. Dealing with allegations against staff and volunteers who work with children

Where any member of the school team or any volunteer has concerns that a person has caused harm, or poses a future risk of harm to vulnerable groups, including children they must make a referral to the Principal only.  

They must not discuss this with any other member of staff and must not discuss this with their line manager as this could prejudice any investigation.

12. Important contact details and useful links

Within school:

The Child Protection Officer: Huda AbuBaker h.abubaker@alsalamschool.ae

Concerns outside school – if an emergency call the Police on 999 – otherwise visit the online Child Protection Centre or call them on 116111:

Online reporting

Ministry of Interior Child Protection Centre

Together for a safe and happy childhood

http://www.moi-cpc.ae/en/default.aspx (English)

http://www.moi-cpc.ae/ar/default.aspx (Arabic)

Child Abuse Concerns Telephone lines:

Dubai Child Protection Number: 800 988 or 116111

Sharjah Child Protection Number: 800 700

Dubai Foundation for Women and Children

www.dfwac.ae

Shelter for Women and Children

www.shwc.ae

International sites of good practice:

National Society for the Prevention of Cruelty to Children (UK)

www.nspcc.org.uk

Online Safety awareness (UK):

www.ceop.police.uk/safety-centre

13. Training for all staff to raise awareness and increase understanding

Every year all staff (including non-teaching and volunteers) must undertake the Child Protection and Safeguarding training. This is recorded and logged.

All staff are clear on how to report anything of concern to Huda AbuBaker immediately.

See Appendix 2 for a flow diagram of how concerns are dealt with at the School.

Training will ensure staff are able:

• To recognize how to identify signs of abuse and when it is appropriate to make a referral
• To be on the lookout for signs in children who exhibit one or more of the following traits:

• Disinterest                        
• Poor/reduced academic performance
• Sad/unhappy
• Abusive/violent (physically and verbally)
• Hyperactive/easily excited
• Frequently ill
• School avoidance
• Inattentive
• Disruptive
• Extremes of behaviour: either overly talkative or withdrawn/inhibited

• To ensure each member of staff has access to and understand the school’s child protection policy especially new staff who may work with different educational establishments;
• To ensure all new staff attend induction training covering child protection and are able to recognize and report any concerns immediately they arise;
• To be able to keep detailed, accurate and secure written records of referrals/concerns;

14. Establishing a safe environment in which children can learn and develop

We recognise that because of the day to day contact with students, Al Salam School staff are well placed to observe the outward signs of abuse. We therefore establish a safe environment where students feel secure and are encouraged to talk, and are listened to. This can happen during form time, in student council meetings, during break or lunch time or elsewhere during the school day, for example and possibly with any member of staff.

We are thoroughly committed to teaching all our students about risks and place emphasis on them learning about how to minimise risk.

Our school recognizes that children who are abused or who witness violence may find it difficult to develop a sense of self-worth and to view the world in a positive way. This school may be the only stable, secure and predictable element in the lives of children at risk. Whilst at school, their behaviour may still be challenging and defiant, and there may even be moves to consider suspension or exclusion from school. 

It is also recognized that some children who have experienced abuse may in turn abuse others.  This requires a considered, sensitive approach in order that the child can receive appropriate help and support. 

This school will endeavour to support students through: 

• The curriculum, to encourage self-esteem and self-motivation;
• The school ethos, which promotes a positive, supportive and secure environment, and which gives all students and adults a sense of being respected and valued;
• The implementation of school behaviour management policies;
• A consistent approach, which recognizes and separates the course of behaviour from that which the child displays. This is vital to ensure that all children are supported within the school setting;
• Regular liaison with other professionals and agencies who support the students and their families;
• A commitment to develop productive, supportive relationships with parents, whenever it is in the child’s interest to do so;
• The development and support of a responsible and knowledgeable staff trained to respond appropriately in child protection situations. 

School staff who work, in any capacity, with children and profound and multiple disabilities, sensory impairment and/or emotional and behaviour problems will be particularly sensitive to signs of abuse. 

Steps currently taken by the school to ensure Student safety:

• Security personnel (male and female)
• Guided use of internet at school
• Separate toilets for male and female and age groups
• Use of mobile phones is prohibited on campus
• Constant monitoring of school corridors by staff and Student Council
• Use of Restroom and Clinic pass during classroom instruction
• Designated staff for restroom duty
• Colour coded tags for bus/own transport/ walk home students.
• Permission slips to leave school early/ visiting friends after school

Anti-bullying

Al Salam School holds an anti-bullying week to raise student’s awareness of bullying issues and how to tackle them effectively.

We have anti-bullying ambassadors in Year 8 and 9 who represent student’s opinions across the school.

If any student / member of staff / parent / carer has a concern about bullying, they should report it to: Huda AbuBaker, Child Protection Officer and Community Liaison Officer or any member of staff.

E-Safety

We are thoroughly committed to improving student’s e-safety awareness at Al Salam School.A copy of this policy is contained in the ICT User Policy.

At least annually we hold e-safety awareness embedded into ICT lessons and further guidance is given on the BYOD policy. Students are continually taught how to behave responsibly as online users.  This is done in a variety of ways depending upon the issue. If a student, parent/carer or member of staff has a concern relating to e-safety students are encouraged to report it. They can report it directly to Huda AbuBaker via e-mail: h.abubaker@alsalamschool.ae

6. Management of the Policy

Well-kept records are essential to good child protection practice. All staff are clear about the need to record and report concerns about a child or children within our school. The Designated Persons are responsible for such records and for deciding at what point these records should be passed over to other agencies. Child Protection records are held separately from a child’s school file and in secure storage. 

The Governing Body will oversee the policy, ensure its implementation and review its content on an annual basis.

The Principal will report on safeguarding activity and progress within the school to the governing body annually.

Appendix 1: Learning from best practice

Al Salam recognises the importance of learning and improving from best practice locally and internationally.  We have identified that:

Babies are particularly at risk from abuse and neglect including:

• Shaking
• Co-sleeping
• Domestic abuse
• Methadone used as a soother
• Lack of ante-natal assessment

Teenagers are at risk from:

• Depression and negative emotional well-being
• Suicide/self-harm
• Offending behaviour
• Difficult to engage
• Online Child sexual exploitation (CSE)

Parents are at risk from the death or serious injury of children and young people under their supervision often have contributory factors including:

• Substance misuse
• Mental health
• Domestic abuse/violence
• Hostility/non-engagement
• Disguised compliance

It is vital that themes and learning are shared across all agencies to improve practice and increase safeguards to children and young people. The SCR subcommittee has identified a number of practice developments for professionals including:

• Information gathering, sharing and recording
• Assessing the complete circumstances of the child and family, including their history
• Critically analysing all information
• Ensuring the needs of the child are paramount above those of the parents
• Seeing a child at home and where they sleep.

Appendix 2 – Referral Process for reporting concerns about a child at Al Salam School