SAFEGUARDING POLICY
Author: Jo Wharam
Date of issue: October 2018
Next review date: October 2019

Policy Review
This policy will be reviewed in full by Jennifer Grace Vocal and Music Academy Limited (JGM) on an annual basis.

C O N T E N T S
1 Introduction
2 Statutory Framework
3 The Safeguarding Officer
4 JGM Procedures
5 When to be Concerned
6 Dealing with a Disclosure
7 Confidentiality
8 Communication with Parents
9 Record Keeping
10 Allegations Involving School Staff/Volunteers
Appendix 1 Indicators of Harm
Appendix 2 Preventing Extremism and Radicalisation Policy
Appendix 3 Local Safeguarding Referral Procedures 2016


1. INTRODUCTION
Safeguarding is defined as protecting children from maltreatment, preventing impairment of health and/or development, ensuring that children grow up in the provision of safe and effective care and optimizing children’s life chances.
Purpose of a Safeguarding Policy
To inform staff, parents and volunteers about JGM’s responsibilities for safeguarding children.
To enable everyone to have a clear understanding of how these responsibilities should be carried out.
JGM Staff
JGM staff are particularly well placed to observe outward signs of abuse, changes in behaviour and failure to develop because they have regular contact with children. All staff will receive safeguarding children training, so that they are knowledgeable and aware of their role in the early recognition of the indicators of abuse or neglect and of the appropriate procedures to follow. This training is refreshed every two years.
Temporary staff and volunteers will be made aware of the safeguarding policies and procedures by the Safeguarding Officer.
All staff know how to report any alleged malpractice, allegations and/or concerns relating to a child and will be supported when speaking out.
Mission Statement
Establish and maintain an environment where children feel secure, are encouraged to talk, and are listened to when they have a worry or concern. Establish and maintain an environment where JGM staff and volunteers feel safe, are encouraged to talk and are listened to when they have concerns about the safety and wellbeing of a child.
Effective procedures are in place for responding to complaints, concerns and allegations of suspected or actual abuse.
Contribute to the five outcomes which are key to children’s wellbeing: • be healthy • stay safe • enjoy and achieve • make a positive contribution • achieve economic wellbeing
Implementation, Monitoring and Review of the Child Protection Policy
The policy will be reviewed. It will be implemented through JGM’s induction and training and as part of day to day practice. Compliance with the policy will be monitored by the Safeguarding Officer.
2. STATUTORY FRAMEWORK
In order to safeguard and promote the welfare of children, JGM will act in accordance with the following legislation and guidance: • The Children Act 1997 • The Children Act 2004 • Education Act 2002 (section 175) • Local Safeguarding Children Board Inter-agency Child Protection and Safeguarding Children Procedures • Safeguarding Children and Safer Recruitment in Education (DfES 2006) • Working Together to Safeguard Children (HM Government 2010) • Dealing with Allegations of Abuse Against Teachers and Other Staff (DfE 2011)

3. THE DESIGNATED SENIOR PERSON
The Safeguarding Officer for JGM is: Jo Wharam
It is the role of the Safeguarding Officer to: • Ensure that he/she receives refresher training at two yearly intervals to keep his or her knowledge and skills up to date • Ensure that all staff who work with children undertake appropriate training to equip them to carry out their responsibilities for safeguarding children effectively and that this is kept up to date by refresher training at two yearly intervals • Ensure that new staff receive a safeguarding children induction within 7 working days of commencement of their contract • Ensure that temporary staff and volunteers are made aware of JGM’s arrangements for safeguarding children within 7 working days of their commencement of work. • Ensure that JGM operates within the legislative framework and recommended guidance • Ensure that all staff and volunteers are aware of the JGM Child Protection and Safeguarding Children Procedures • Decide upon the appropriate level of response to specific concerns about a child e.g. discuss with parents or refer to the Local Children Services. • Liaise and work with Children’s Services: Safeguarding and Specialist Services over suspected cases of child abuse • Ensure that accurate safeguarding records relating to individual children are kept separate from the academic file in a secure place, marked ‘Strictly Confidential’. • Submit reports to, ensure the JGM’s attendance at child protection conferences and contribute to decision making and delivery of actions planned to safeguard the child, when relevant • JGM make parents aware of the safeguarding procedures used and how to access the child protection policy and will discuss with parents the role of JGM’s safeguarding responsibilities.
4. JGM PROCEDURES – STAFF RESPONSIBILITIES
If any member of staff is concerned about a child, he or she must inform the Safeguarding Officer. The member of staff must record information regarding the concerns on the same day. The recording must be a clear, precise, factual account of the observations. The Safeguarding Officer will decide whether the concerns should be referred to the Local Children’s Services: Safeguarding and Specialist Services. If it is decided to make a referral to Children’s Services: Safeguarding and Specialist Services this will be discussed with the parents, unless to do so would place the child at further risk of harm. Particular attention will be paid to the attendance and development of any child about whom JGM has concerns, or who has been identified as being the subject of a child protection plan and a written record will be kept.
5. WHEN TO BE CONCERNED
All staff and volunteers should be aware of the following types of abuse
Physical – deliberate injury to a person however slight.
Emotional – ill treatment of a person that adversely affect their wellbeing or development. Emotional abuse is involved in all types of harm but can also occur on its own.
Sexual – the involvement of sexual activities when a person does not want or understand or who is unable to validate effective consent. This may include sexual assault, rape, exposure to inappropriate material or inappropriate sexual contact.
Neglect – continuous failure to prevent harm, not meeting a person’s basic needs and/or psychological needs. Can impair health and development.
Internet – a form of bullying which uses communication technologies to either a group or individual that is intended to harm.
FGM (Female Genital Mutilation) – it is illegal in the UK and refers to a surgical procedure that intentionally change or cause injury to the female genital organs for non-medical reasons. It is also illegal to take a female out of the UK to do this.
Bullying – when either an individual or group of people engage in behaviour that is degrading, demeaning, aggressive, threatening and/or intimidating towards others.
Sexual exploitation – a type of sexual abuse where children are sexually exploited for power, status and/or money.
Radicalization – is defined as a process when those who are vulnerable come to support terrorism and/or violent extremism to directly participate in or support terrorist groups.
Abuse is the violation of an individual’s human and civil right usually for gratification. In the terms of safeguarding it is used to refer to any intentional or negligent act by another and any form of abuse is usually perpetrated as the result of deliberate intent.
All staff and volunteers should be concerned about a child if he/she presents with indicators of possible significant harm – see Appendix 1 for details.
Generally, in an abusive relationship the child may: • Appear frightened of the parent/s or other household members e.g. siblings or others outside of the home • Act in a way that is inappropriate to her/his age and development (full account needs to be taken of different patterns of development and different ethnic groups) • Display insufficient sense of ‘boundaries’, lack stranger awareness • Appear wary of adults and display ‘frozen watchfulness’
6. DEALING WITH A DISCLOSURE
If a child discloses that he or she has been abused in some way, the member of staff / volunteer should: • Listen to what is being said without displaying shock or disbelief • Accept what is being said • Allow the child to talk freely • Reassure the child, but not make promises which it might not be possible to keep • Not promise confidentiality – it might be necessary to refer to Children’s Services: Safeguarding and Specialist Services • Reassure him or her that what has happened is not his or her fault • Stress that it was the right thing to tell • Listen, only asking questions when necessary to clarify • Not criticize the alleged perpetrator • Explain what has to be done next and who has to be told • Make a written record (see Record Keeping) • Pass the information to the Principal and/or Child Protection Officer and/or the police without delay
Support Dealing with a disclosure from a child, and safeguarding issues can be stressful. The member of staff/volunteer should, therefore, consider seeking support for him/herself and discuss this with the Safeguarding Officer.
7. CONFIDENTIALITY
Safeguarding children raises issues of confidentiality that must be clearly understood by all staff/volunteers • All staff have a responsibility to share relevant information about the protection of children with other professionals, particularly the investigative agencies (Children’s Services: Safeguarding and Specialist Services and the Police). • If a child confides in a member of staff/volunteer and requests that the information is kept secret, it is important that the member of staff/volunteer tell the child in a manner appropriate to the child’s age/stage of development that they cannot promise complete confidentiality – instead they must explain that they may need to pass information to other professionals to help keep the child or other children safe. • Staff/volunteers who receive information about children and their families in the course of their work should share that information only within appropriate professional contexts.
8. COMMUNICATION WITH PARENTS
JGM will:
Undertake appropriate discussion with parents prior to involvement of another agency unless to do so would place the child at further risk of harm.
Ensure that parents have an understanding of the responsibilities placed on JGM and staff for safeguarding children.

9. RECORD KEEPING
When a child has made a disclosure, the member of staff/volunteer should: • Make brief notes as soon as possible after the conversation • Not destroy the original notes in case they are needed by a court • Record the date, time, place and any noticeable non-verbal behaviour and the words used by the child • Draw a diagram to indicate the position of any injuries • Record statements and observations rather than interpretations or assumptions
All records need to be given to the Safeguarding Officer promptly. No copies should be retained by the member of staff or volunteer.
10. ALLEGATIONS INVOLVING SCHOOL STAFF/VOLUNTEERS
An allegation is any information which indicates that a member of staff/volunteer may have: • Behaved in a way that has, or may have harmed a child • Possibly committed a criminal offence against/related to a child • Behaved towards a child or children in a way which indicates s/he would pose a risk of harm if they work regularly or closely with children
This applies to any child the member of staff/volunteer has contact within their personal, professional or community life.
The person to whom an allegation is first reported should take the matter seriously and keep an open mind. S/he should not investigate or ask leading questions if seeking clarification; it is important not to make assumptions. Confidentiality should not be promised and the person should be advised that the concern will be shared on a ‘need to know’ basis only.
Actions to be taken include making an immediate written record of the allegation using the informant’s words – including time, date and place where the alleged incident took place, brief details of what happened, what was said and who was present. This record should be signed, dated and immediately passed on to the Child Protection Officer.
If the concerns are about the Safeguarding Officer, then the Local Authority Designated Officer should be contacted. The recipient of an allegation must not unilaterally determine its validity, and failure to report it in accordance with procedures is a potential disciplinary matter.
The individual will not investigate the allegation itself, or take written or detailed statements, but will refer the matter immediately to the Safeguarding Officer, who will assess whether it is necessary to refer the concern to the Local Authority Designated Officer. If the allegation meets any of the three criteria set out at the start of this section, contact should always be made with the Local Authority Designated Officer without delay.
If it is decided that the allegation meets the threshold for safeguarding, this will take place in accordance with Local Safeguarding Children Board Inter-agency Child Protection and Safeguarding Children Procedures.
If it is decided that the allegation does not meet the threshold for safeguarding, it will be handed back to JGM for consideration via JGM’s internal procedures.
The Safeguarding Officer should, as soon as possible, following briefing from the Local Authority Designated Officer inform the subject of the allegation.
Any allegation concerning a member of staff, a child’s foster carer or a volunteer should be reported immediately to the JGM Safeguarding Officer. If an allegation is made about the Safeguarding Officer, you can contact the Local Authority Designated Officer on 01603 223473. NSPCC whistleblowing helpline is also available for staff who do not feel able to raise concerns regarding child protection failures internally. Staff can call: 0800 028 0285 – line is available from 8:00am to 8:00pm, Monday to Friday or via e-mail: [email protected]


APPENDIX 1 – INDICATORS OF HARM
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.
Indicators in the child
Bruising
It is often possible to differentiate between accidental and inflicted bruises. The following must be considered as non-accidental unless there is evidence or an adequate explanation provided:
• Bruising in or around the mouth • Two simultaneous bruised eyes, without bruising to the forehead, (rarely accidental, though a single bruised eye can be accidental or abusive) • Repeated or multiple bruising on the head or on sites unlikely to be injured accidentally, for example the back, mouth, cheek, ear, stomach, chest, under the arm, neck, genital and rectal areas • Variation in colour possibly indicating injuries caused at different times • The outline of an object used e.g. belt marks, hand prints or a hair brush • Linear bruising at any site, particularly on the buttocks, back or face • Bruising or tears around, or behind, the earlobe/s indicating injury by pulling or twisting • Bruising around the face • Grasp marks to the upper arms, forearms or leg • Petechae haemorrhages (pinpoint blood spots under the skin.) Commonly associated with slapping, smothering/suffocation, strangling and squeezing
Fractures
Fractures may cause pain, swelling and discoloration over a bone or joint. It is unlikely that a child will have had a fracture without the carers being aware of the child’s distress. If the child is not using a limb, has pain on movement and/or swelling of the limb, there may be a fracture. There are grounds for concern if:
• The history provided is vague, non-existent or inconsistent • There are associated old fractures • Medical attention is sought after a period of delay when the fracture has caused symptoms such as swelling, pain or loss of movement Rib fractures are only caused in major trauma such as in a road traffic accident, a severe shaking injury or a direct injury such as a kick. Skull fractures are uncommon in ordinary falls, i.e. from three feet or less. The injury is usually witnessed, the child will cry and if there is a fracture, there is likely to be swelling on the skull developing over 2 to 3 hours. All fractures of the skull should be taken seriously.
Mouth Injuries
Tears to the frenulum (tissue attaching upper lip to gum) often indicates force feeding of a baby or a child with a disability. There is often finger bruising to the cheeks and around the mouth. Rarely, there may also be grazing on the palate.
Poisoning
Ingestion of tablets or domestic poisoning in children under 5 is usually due to the carelessness of a parent or carer, but it may be self-harm even in young children.
Fabricated or Induced Illness
Professionals may be concerned at the possibility of a child suffering significant harm as a result of having illness fabricated or induced by their carer. Possible concerns are: • Discrepancies between reported and observed medical conditions, such as the incidence of fits • Attendance at various hospitals, in different geographical areas • Development of feeding / eating disorders, as a result of unpleasant feeding interactions • The child developing abnormal attitudes to their own health • Non organic failure to thrive – a child does not put on weight and grow and there is no underlying medical cause • Speech, language or motor developmental delays • Dislike of close physical contact • Attachment disorders • Low self esteem • Poor quality or no relationships with peers because social interactions are restricted • Poor attendance at school and under-achievement
Bite Marks
Bite marks can leave clear impressions of the teeth when seen shortly after the injury has been inflicted. The shape then becomes a more defused ring bruise or oval or crescent shaped. Those over 3cm in diameter are more likely to have been caused by an adult or older child. A medical/dental opinion, preferably within the first 24 hours, should be sought where there is any doubt over the origin of the bite.
Burns and Scalds
It can be difficult to distinguish between accidental and non-accidental burns and scalds. Scalds are the most common intentional burn injury recorded. Any burn with a clear outline may be suspicious e.g. circular burns from cigarettes, linear burns from hot metal rods or electrical fire elements, burns of uniform depth over a large area, scalds that have a line indicating immersion or poured liquid. Old scars indicating previous burns/scalds, which did not have appropriate treatment or adequate explanation. Scalds to the buttocks of a child, particularly in the absence of burns to the feet, are indicative of dipping into a hot liquid or bath.
The following points are also worth remembering: • A responsible adult checks the temperature of the bath before the child gets in. • A child is unlikely to sit down voluntarily in a hot bath and cannot accidentally scald its bottom without also scalding his or her feet. • A child getting into hot water of his or her own accord will struggle to get out and there will be splash marks
Scars
A large number of scars or scars of different sizes or ages, or on different parts of the body, or unusually shaped, may suggest abuse.
Emotional/behavioural presentation
Refusal to discuss injuries
Admission of punishment which appears excessive
Fear of parents being contacted and fear of returning home
Withdrawal from physical contact
Arms and legs kept covered in hot weather
Fear of medical help
Aggression towards others
Frequently absent from school
An explanation which is inconsistent with an injury
Several different explanations provided for an injury
Indicators in the parent
May have injuries themselves that suggest domestic violence
Not seeking medical help/unexplained delay in seeking treatment
Reluctant to give information or mention previous injuries
Absent without good reason when their child is presented for treatment
Disinterested or undisturbed by accident or injury
Aggressive towards child or others
Unauthorised attempts to administer medication
Tries to draw the child into their own illness.
Past history of childhood abuse, self-harm, somatising disorder or false allegations of physical or sexual assault
Parent/carer may be over involved in participating in medical tests, taking temperatures and measuring bodily fluids
Observed to be intensely involved with their children, never taking a much needed break nor allowing anyone else to undertake their child’s care.
May appear unusually concerned about the results of investigations which may indicate physical illness in the child
Wider parenting difficulties may (or may not) be associated with this form of abuse.
Parent/carer has convictions for violent crimes.
Indicators in the family/environment
Marginalised or isolated by the community
History of mental health, alcohol or drug misuse or domestic violence
History of unexplained death, illness or multiple surgery in parents and/or siblings of the family
Past history of childhood abuse, self-harm, somatising disorder or false allegations of physical or sexual assault or a culture of physical chastisement.
EMOTIONAL ABUSE
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 cyberbullying), 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.
Indicators in the child
Developmental delay
Abnormal attachment between a child and parent/carer e.g. anxious, indiscriminate or no attachment
Aggressive behaviour towards others
Child scapegoated within the family
Frozen watchfulness, particularly in pre-school children
Low self-esteem and lack of confidence
Withdrawn or seen as a ‘loner’ – difficulty relating to others
Over-reaction to mistakes
Fear of new situations Inappropriate emotional responses to painful situations
Neurotic behaviour (e.g. rocking, hair twisting, thumb sucking)
Self-harm
Fear of parents being contacted
Extremes of passivity or aggression
Drug/solvent abuse
Chronic running away
Compulsive stealing
Low self-esteem
Air of detachment – ‘don’t care’ attitude
Social isolation – does not join in and has few friends
Depression, withdrawal
Behavioural problems e.g. aggression, attention seeking, hyperactivity, poor attention
Low self-esteem, lack of confidence, fearful, distressed, anxious
Poor peer relationships including withdrawn or isolated behaviour
Indicators in the parent
Domestic abuse, adult mental health problems and parental substance misuse may be features in families where children are exposed to abuse.
Abnormal attachment to child e.g. overly anxious or disinterest in the child
Scapegoats one child in the family Imposes inappropriate expectations on the child e.g. prevents the child’s developmental exploration or learning, or normal social interaction through overprotection.
Wider parenting difficulties, may (or may not) be associated with this form of abuse.
Indicators of in the family/environment
Lack of support from family or social network.
Marginalised or isolated by the community.
History of mental health, alcohol or drug misuse or domestic violence.
History of unexplained death, illness or multiple surgery in parents and/or siblings of the family
Past history of childhood abuse, self-harm, somatising disorder or false allegations of physical or sexual assault or a culture of physical chastisement.
NEGLECT
Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse.
Once a child is born, neglect may involve a parent or carer failing to: • provide adequate food, clothing and shelter (including exclusion from home or abandonment); • protect a child from physical and emotional harm or danger; • ensure adequate supervision (including the use of inadequate caregivers); or • ensure access to appropriate medical care or treatment.
It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.
Indicators in the child
Physical presentation
Failure to thrive or, in older children, short stature
Underweight
Frequent hunger
Dirty, unkempt condition Inadequately clothed, clothing in a poor state of repair
Red/purple mottled skin, particularly on the hands and feet, seen in the winter due to cold
Swollen limbs with sores that are slow to heal, usually associated with cold injury
Abnormal voracious appetite
Dry, sparse hair
Recurrent / untreated infections or skin conditions e.g. severe nappy rash, eczema or persistent head lice / scabies/ diarrhoea
Unmanaged / untreated health / medical conditions including poor dental health
Frequent accidents or injuries
Development
General delay, especially speech and language delay
Inadequate social skills and poor socialization
Emotional/behavioural presentation
Attachment disorders
Absence of normal social responsiveness Indiscriminate behaviour in relationships with adults
Emotionally needy
Compulsive stealing
Constant tiredness
Frequently absent or late at school
Poor self esteem
Destructive tendencies
Thrives away from home environment
Aggressive and impulsive behaviour
Disturbed peer relationships
Self-harming behaviour
Indicators in the parent
Dirty, unkempt presentation Inadequately clothed
Inadequate social skills and poor socialisation
Abnormal attachment to the child .e.g. anxious Low self-esteem and lack of confidence
Failure to meet the basic essential needs e.g. adequate food, clothes, warmth, hygiene
Failure to meet the child’s health and medical needs e.g. poor dental health; failure to attend or keep appointments with health visitor, GP or hospital; lack of GP registration; failure to seek or comply with appropriate medical treatment; failure to address parental substance misuse during pregnancy
Child left with adults who are intoxicated or violent
Child abandoned or left alone for excessive periods
Wider parenting difficulties, may (or may not) be associated with this form of abuse Indicators in the family/environment History of neglect in the family
Family marginalised or isolated by the community.
Family has history of mental heath, alcohol or drug misuse or domestic violence.
History of unexplained death, illness or multiple surgery in parents and/or siblings of the family
Family has a past history of childhood abuse, self-harm, somatising disorder or false allegations of physical or sexual assault or a culture of physical chastisement.
Dangerous or hazardous home environment including failure to use home safety equipment; risk from animals
Poor state of home environment e.g. unhygienic facilities, lack of appropriate sleeping arrangements, inadequate ventilation (including passive smoking) and lack of adequate heating Lack of opportunities for child to play and learn
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, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing.
They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (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.
Indicators in the child
Physical presentation
Urinary infections, bleeding or soreness in the genital or anal areas
Recurrent pain on passing urine or faeces
Blood on underclothes
Sexually transmitted infections
Vaginal soreness or bleeding
Pregnancy in a younger girl where the identity of the father is not disclosed and/or there is secrecy or vagueness about the identity of the father
Physical symptoms such as injuries to the genital or anal area, bruising to buttocks, abdomen and thighs, sexually transmitted disease, presence of semen on vagina, anus, external genitalia or clothing
Emotional/behavioural presentation
Makes a disclosure.
Demonstrates sexual knowledge or behaviour inappropriate to age/stage of development, or that is unusually explicit Inexplicable changes in behaviour, such as becoming aggressive or withdrawn
Self-harm – eating disorders, self-mutilation and suicide attempts
Poor self-image, self-harm, self-hatred
Reluctant to undress for PE
Running away from home
Poor attention / concentration (world of their own)
Sudden changes in school work habits, become truant
Withdrawal, isolation or excessive worrying Inappropriate sexualised conduct
Sexually exploited or indiscriminate choice of sexual partners
Wetting or other regressive behaviours e.g. thumb sucking
Draws sexually explicit pictures
Depression
Indicators in the parents
Comments made by the parent/carer about the child.
Lack of sexual boundaries
Wider parenting difficulties or vulnerabilities
Grooming behaviour
Parent is a sex offender
Indicators in the family/environment
Marginalised or isolated by the community.
History of mental health, alcohol or drug misuse or domestic violence.
History of unexplained death, illness or multiple surgery in parents and/or siblings of the family
Past history of childhood abuse, self-harm, somatising disorder or false allegations of physical or sexual assault or a culture of physical chastisement.
Family member is a sex offender.

Appendix 2 – Preventing Extremism and Radicalisation
Policy Introduction: The Counter-Terrorism and Security Act 2015 states that ‘due regard to the need to prevent people from being drawn into terrorism’.
This duty is known as the Prevent duty (2015) JGM is committed to providing a safe and secure environment for children, where they can feel safe and are kept safe.
Safeguarding is recognised by JGM as being everyone’s responsibility irrespective of the role they undertake.
The Preventing Extremism and Radicalisation Policy is one element that contributes to our Safeguarding Policy to promote the safety and welfare of all students and will be incorporated with this policy.
Definition: The Government definition for Extremism: – ‘Vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths, beliefs; and /or calls for the death of members of our armed forces, whether in this county or overseas’.
Practise: • There is no place for extremist views of any kind within JGM either from internal/external sources, external agencies or individuals. • We recognise that extremism and exposure to extremist materials and influences can lead to poor outcomes for children therefore this will be dealt with as a safeguarding concern, following our policy. • Any prejudice, discrimination or extremist views and including derogatory language displayed by students or staff will be challenged. • Extremism may place a child at risk of harm therefore staff are required to report all incidents where they believe a child might be at risk to JGM’s Safeguarding Officer without delay. • We will aim to ensure that all our staff are trained and equipped to recognize extremism and are confident to challenge language and/or behaviour appropriately.
Ethos: JGM will promote and encourage individual liberty, respect and tolerance for those with different beliefs and faiths and encourage individuality with understanding and tolerance.
Prevent Lead: All staff have a contact name and number within JGM to contact for further advise in relation to extremism and/or safeguarding concerns.


Appendix 3 – Local Safeguarding Referral Procedures 2016
NORFOLK MASH
Multi-Agency Safeguarding Hub: Referral Procedures
Where an agency/organisation or worker has concern for the welfare or safety of a child they can make a telephone referral via Care Connect by telephone on 0344 800 8020.
A telephone referral must then be confirmed in writing using the form marked NSCB1, within a maximum of 48 hours, ideally 24 hours.
The completed NSCB1 can be: • Faxed to the MASH Team on 01603 762445 • Posted to: The MASH Team Manager, Floor 5, Vantage House, Fishers Lane, Norwich, Norfolk, NR2 1ET • NSCB1 forms can also be e-mailed to MASH via [email protected] but must only be sent from a secure email address.
Safeguarding Consultation Line
You can request a professional consultation if you are not clear about how to support a family and require further advice about a child. This is provided by the MASH Team. In order to access this service call Customer Services on 0344 800 8020 and state that you request a professional consultation.
This procedure replaces the consultation service previously offered by the local Duty Teams. Please note that consultations should not be used in circumstances where you suspect immediate risk or harm to a child e.g. when the child has made a disclosure of abuse or you suspect the child is presenting with a non-accidental injury. In these circumstances, you should contact Customer Services and explain that you wish to make a referral.