SAFEGUARDING
At Hateley Heath, we fully recognise our responsibility for safeguarding children and young people. It is difficult to accept, but every child can be hurt, put at risk of harm or abused, regardless of their age, gender, religion or ethnicity. That is why we do everything within our power to:
· Protect children from maltreatment.
· Prevent impairment of children’s health or development.
· Ensure that children grow up in circumstances consistent with the provision of safe and effective care.
· Take action to enable all children and young people to secure the best outcomes.
Staff Recruitment
In line with the guidance ‘Safer Recruitment’, at least one person involved in interview panels (including the Headteacher and key members of SLT) have completed Safer Recruitment training. All staff, including volunteers, have been carefully selected and screened and all have had an enhanced DBS check prior to commencing work. Details of all checks are held in a single central record. Staff will be inducted into the Academy and training will be given with regard to child protection.
Safeguarding School Advocate
Our Academy has a Safeguarding School Advocate (Adam Pritchard, Director for Manor Multi Academy Trust), who will act as the link person between the Directors and the DSL. The Safeguarding School Advocate will review safeguarding procedures/practices including access to Manor MAT’s termly Safeguarding Network meetings/minutes. The Directors will ensure that sufficient time is given to carry out the duties including accessing training. Where safeguarding concerns arise regarding a member of staff, the Safeguarding School Advocate will liaise with the Support and Challenge School Advocate (Mike Wilkes – Director for Manor MAT).
Designated member of staff
The Designated Safeguarding Lead (DSL) is Rachael James, Deputy DSLs are Louise Howells, Kath Rathbone and Jo Humphries.
Our designated members of staff are fully trained and receive updated training every 2 years.
The DSL ensures all confidential records are kept securely. It is the responsibility of the DSL to have discussions with Social Care when concerns arise regarding the safety of a pupil in this school. All such pupils are closely monitored, including attendance, and where extra concerns arise these are always passed on to the appropriate agencies. The DSL ensures that all staff are trained with regard to safeguarding and child protection.
Children with Statements of Special Educational Needs and Disabilities (SEND)
We recognise that statistically children with behavioural difficulties and disabilities are most vulnerable to abuse. All staff who support these pupils will be extra aware of the need for vigilance for signs of abuse. More information can be found on the Sandwell Children’s Safeguarding Partnership website.
The full suite of current and ratified Safeguarding policies is available to interested parties on request. However, the key policies are freely available to all, and are clearly signposted, as appropriate, on this website.
Domestic Abuse
Sandwell Women's Aid
Black Country Women's Aid supports victims of domestic and sexual violence, they provide provision of refuge accommodation and specialist support.
Please call 0121 553 0090
visit Black Country Women's Aid.
The Effects of Domestic Abuse for Children
Just as every child's experience of domestic abuse is different, every child will be affected differently. Domestic abuse can impact upon all areas of children and young people's live including health, education, the development of relationships, recreation and social activities. The effects of domestic violence on children are wide ranging and will differ for each child or young person. Effects can include:
- Feelings of fear, shame or anger.
- Underachieving (or overachieving) in school.
- Difficulties sleeping and nightmares.
- Distracted behaviour.
- Outbursts or temper and aggression.
- Regressive behaviour such as thumb sucking, bed wetting etc.
- Reluctance to eat.
- Complaints of tummy pain or pain in other parts of the body.
- Low esteem and confidence.
- Reluctance to engage in social activities.
- Self harm.
Some things to say to your child:
- It's not your fault.
- You can always tell me how you feel.
- I will listen to you.
- You have the right to feel safe.
- There is nothing you could have done to prevent or change it.
- I care about you, you are important to me.
- We can think of ways to keep you safe in the future.
It is because of this that all staff in school need to have a clear understanding of what to do if they think a child might be abused or neglected and what happens if a parent is suspected of abusing a child.
If we think that a child in our care might have been neglected or abused, we have a duty to report it to The Multi Agency Safeguarding Hub (MASH). Once reported, Agencies based at the MASH will securely collate information within the MASH from all available sources to make an informed decision concerning any required intervention.
Before staff report any suspected abuse, parents/carers will normally be contacted beforehand to share our intention to report the concerns. However, this contact with parents/carers is not always appropriate. For example, if the child may be placed at an increased risk of significant harm, then the call will not take place. Staff in school will always follow the direction and advice of Sandwell Children’s Trust when deciding to contact parents.
Hateley Heath Academy School is part of Sandwell's Operation Encompass. This is the early reporting to school when a child has been exposed to domestic violence or domestic abuse. School can then monitor the child and provide support if necessary. If you are a victim of domestic abuse or domestic violence or know someone who is, school can provide a wide range of support. Speak to the safeguarding team for further information. Please click the Operation Encompass link to find out more.
Mental Health
What is Mental Health?
Mental health includes social, psychological and emotional well-being. Mental health refers to the ability to function and deal with daily life and everything it represents.
The phrase ‘mental health’ is often thought to refer to mental health problems. It is the case, however, that everyone has mental health. People have times when their mental health is good and also times when it isn’t. Mental health can vary over time, just like physical health.
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Mental ill health is a phrase used to describe a range of conditions which can lead to changes in feelings or behaviour. These conditions include; anxiety, depression, obsessive-compulsive disorder, eating disorders and psychosis. This is not an exhaustive list.
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One in ten children experience mental ill health and over 50% of mental health illnesses start before the age of 14.
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If you have any concerns relating to mental health, you can contact your school’s safeguarding team for support or signposting to additional help.
Early Warning Signs
Experiencing one or more of the following feelings or behaviours can be an early warning sign of a problem:
- Eating or sleeping too much or too little.
- Pulling away from people and usual activities .
- Having low or no energy.
- Feeling numb or like nothing matters.
- Having unexplained aches and pains.
- Feeling helpless or hopeless.
- Smoking, drinking, or using drugs more than usual.
- Feeling unusually confused, forgetful, on edge, angry, upset, worried, or scared.
- Shouting or fighting with family and friends.
- Experiencing severe mood swings that cause problems in relationships.
- Having persistent thoughts and memories you can't get out of your head.
- Hearing voices or believing things that are not true.
- Thinking of harming yourself or others.
- Inability to perform daily tasks like taking care of your children or getting to work or school.
Mental Health and Wellness
Positive mental health allows people to:
- Realise their full potential.
- Cope with the stresses of life.
- Work productively.
- Make meaningful contributions to their communities.
Ways to maintain positive mental health include:
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- Getting professional help if you need it.
- Connecting with others.
- Staying positive.
- Getting physically active.
- Helping others.
- Getting enough sleep.
- Developing coping skills.
- National Wellbeing Services.
Extremism and Radicalisation
Extremism is defined by the 2011 Prevent strategy as:
"Vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs. Also included in the definition is the call for death of members of our armed forces, whether in this country or overseas."
The demonstration of unacceptable behaviour by using any means or mediums to express views which:
- Encourage, justify or glorify terrorist violence in furtherance of particular beliefs.
- Seek to provoke others to terrorist acts.
- Encourage other serious criminal activity or seek to provoke others to serious criminal acts.
- Foster hatred, which might lead to inter-community violence in the UK.
Radicalisation refers to the process by which someone comes to support terrorism or violent extremism and, in some cases, to the participation in terrorist groups. It is driven by ideology, and it advocates the support of using violence to meet its goals. The Prevent strategy suggests that radicalisation may occur as people search for identity, meaning and community. It must be remembered that there are no typical 'extremists' or a particular indicator that someone is considering the use of violence to support extremist ideas.
Schools can support their young people by:
- Providing a safe environment for discussing controversial issues and helping young people understand how they can influence and participate in decision making.
- Encouraging young people to express their views but also to appreciate the impact their views can have on others.
- To encourage them to take responsibility for their actions and to understand that the use of violence to further any cause is criminal.
- Creating an understanding of the values on which our society is founded and our system of democratic government to help connect with the Prevent agenda.
- Recognising that they can be exposed to extremist influences or prejudiced views, particularly via the internet and other social media and addressing the issues in the same way as other safeguarding strategies are taught.
If you are worried about the welfare of a child or young person, it may be useful to ask the following questions:
- Who is the young person involved with?
- Who are their peers?
- Have there been changes in the young person's behaviour or attitude?
- Are there any other issues that could be the reason behind the changes?
- What could the young person be involved in?
- Is this a child protection issue?
- Who is being affected and who may require a safeguarding response?
Indicators a young person may be becoming involved in extremism:
- Withdrawing from a normal social interaction or loss of interest in other friends/ activities.
- Becoming obsessed by the internet or social networking sites and being secretive about what they are doing.
- Becoming uncooperative, disengaged or using provocative behaviour.
- Fascination with weapons, chemicals, explosives or extremist events.
- Changes in relationships/ withdrawal from family.
- Changes in friendship groups (including adult relationships) or a desire to be part of a gang.
- Communications with others that suggests identification with a group, cause or ideology.
- Possession of materials or symbols associated with an extremist cause.
- Using derogatory language towards another group.
- Attempts to recruit others to a group of cause.
- Change in behaviour or appearance centred on an ideology, group or cause.
- Seeking to recruit/ 'groom' others to extremist ideology.
- Possession of violent extremist literature.
- Absence patterns or travel plans.
- Using extremist narratives and a global ideology to explain personal disadvantage.
What should you do if you're concerned?
Contact the NSPCC help line on - 0808 800 5000
or text - 88858
Educate Against Hate - Prevent.