THE SOUTH DOWNS COMMUNITY SPECIAL SCHOOL

Children are abused in families, institutional settings, or more rarely by a stranger.   Child abuse is caused by someone inflicting harm or knowingly not preventing harm to children.

Parents should be aware that the school will take any reasonable action to ensure the safety of its pupils.   In cases where the school has reason to be concerned that a child may be subject to ill – treatment, neglect or other forms of abuse, staff have no alternative but to follow the Local Authority Child Protection Procedures and inform the Social Services Department of their concerns.

The close contact that teachers and others working in our school have with children means that they have a crucial role to play in protecting children.   Working Together (HMSO 1999 and OFSTED (Framework for Inspection September 1993) identify two aspects of the school’s role:

Both parents and schools teach children not to talk to strangers and whom they can go to for help. This is good, sound childcare and education. These are messages which should be regularly reinforced throughout a child’s school life. It must be remembered however that statistics show that at least 75% of abuse is committed by someone known to the child.

The ultimate aim of these procedures is to reduce the risk of abuse taking place.  There is a need to protect staff, parents and others from unfounded allegations of abuse.    Dealing with children who have behavioral problems and social / communication difficulties and who may also display challenging behaviour including self-injury is not an easy task.

1.         All staff will have been vetted before employment.   (CRB check).

2.         Volunteers, students and visitors should be appropriately supervised both for their

protection and that of the child.

3.         ‘School awareness’ recognises that our children are potentially at risk, both outside and inside school.   We have to ‘Think the unthinkable’.

4.         All staff have access to the East Sussex Child Protection Guidelines and our own recording procedures, (displayed in classrooms and staff room).

5.         Training in management and behaviour problems is ongoing and is an area for whole school discussion at staff meetings. The same applies in the area of sex education.

6.                  No information about any pupil will be given to any agency except the Child Protection Team. The Headteacher or her representative must be responsible for the release of sensitive information.

7.                  If any staff member is asked for information on any child it must not be given without referral to the Headteacher and permission from the child’s parent or legal guardian.

8.                  Foster good communication and consultation between staff, with other agencies and with parents.   Parents need to be aware of the types of records made regarding their children in addition to school policies and behaviour management.

For many reasons, children with Special Educational Needs rather than Learning disabilities face an increased risk of abuse, research suggests that they are significantly under represented in child protection data. The mistaken assumption that disability protects from abuse contributes to the vulnerability of our children.

The increased vulnerability of children with our learning disabilities to abuse, results from social attitudes and the special treatment of this group of children. These children can be more isolated, more dependent and have less control over their lives and their bodies, and may be less likely to be heard or believed.  Children with learning disabilities can often be in the care of many more adults than other children, i.e. they are more likely to spend time in institutional settings.

·       If you have any concerns / worries about a child at our school then -:

 PROCEDURES TO BE FOLLOWED IF ABUSE IS SUSPECTED

Other than the child’s parents, we are the only people who see the child on a daily basis.   Social Services rely on the school to alert them of families under stress of children at risk.

1.                  Use the ‘Body Map’ to record any bruises / marks / injuries which appear to be significant’.   Date the ‘Body Map’ and give some brief report.   Keep this in the class Child Protection File and copy to the designated teacher for Child Protection.

2.                  Ask parents for an explanation of any injury / mark that the child cannot explain what / why it has happened.

3.                  If you are not satisfied with the parental explanation ask the Headteacher if you can contact the Social Services for an in formal opinion.

4.                  If a child discloses abuse to you, report to the Headteacher or Teacher with responsibility for Child protection and then contact Social Services. Always listen and believe the child.

5.                  On contacting Social Services fill in the appropriate sheet with the date / time and a brief outline of the discussion.   Keep this in the class Child Protection File.   Follow their instructions; write to the Social Services confirming the conversation and any action taken.

6.                  If the child is on the ‘At Risk’ register you may need to have regular discreet checks ie when the child undresses for P.E. or swimming.

7.                  If you have personal hygiene concerns about a child that requires the school nurse / Health Visitor’s expertise fill in the appropriate form and pass it to the Headteacher who will contact the relevant person.

8.                  Any injury caused to a child at school will be recorded in the Accident Book.  Parents will be informed by telephone if possible or a letter will be sent home to the parents informing them of the details.

9.                  Sex education and teaching youngsters to say ‘NO’ is a very important step in helping to avoid abuse.   This is taught throughout the school via the PSE programme.

PROCEDURE

INITIAL SUSPICION

CHILD PROTECTION CO-ORDINATOR (CPC)

Head Teacher

(This person should be kept informed

But will not be personally involved)

CASE TEAM

Eg CPC  

Welfare Assistant

Health Visitor

SOCIAL SERVICES/POLICE

(via Area Child Protection Committee Prodedures)

RECORDING AND PRESENTING EVIDENCE

Working Together (1999) states:

“Good record keeping is an important part of the accountability of professionals to those who use their services.  It is essential to working effectively across agency and professional boundaries. Well-kept records provide an essential underpinning to good Child Protection practice and are a source of evidence for investigations and inquiries.   They should be clear, accessible and comprehensive, with judgements made and actions and decisions taken being carefully recorded.”

Records should include:

*          copies of letters;

*          reports;

*          details of telephone conversations;

*          details of any contact with parents;

*          medical reports

Careful note should be made of dates, times and all members of staff involved.   It is also important to remember that reports should contain only relevant and important information and that they should be objective.   Any comments, which are subjective should be noted as such.   Dates of records are of particular importance.

MONITORING A CHILD WHERE THERE IS SUSPECTED ABUSE, AND AFTER ABUSE

All school staff are in the unique position of being the only adults outside a child’s family who see the child almost daily.   Teachers also have a knowledge of child development and experience of numbers of children of the same age.  The quality of monitoring of children about whom there is concern is importand the teacher is often the best person to dothis.   Where a member of staff has concerns that a child may be being abused, the designated teacher should always be informed.

Monitoring is appropriate:

·                     for a case where there is concern but which does not warrant any immediate action;

Be Prepared

The following information is helpful to Social Services when you make a referral –

·         Why are you making the referral/what is the significance/why you think the child is at risk.

·         Whether the child is presently safe, and where s/he is currently.

·         Child/s name, date of birth, address (current and previous), school, race, religion, language spoken, any known disabilities.

·         Details of any siblings and whether they are thought to be presently safe.

·         Parents/carers names, dates of birth, address (current and previous), race, religion, language spoken, any known disabilities and their present whereabouts.

·         Names of all those with parental responsibility for the child.

·         All available information about the concerns, and whether the concern is about physical/sexual/emotional abuse or neglect, or any combination of these.

·         Information about the child’s general circumstances, including any positive aspects of the child’s care and development.

·         Any general information you have about the parent(s)’ childcare, including positive aspects.

·         Any concerns about the parents which may be pertinent, e.g. concerns about mental health issues, domestic violence, drug or alcohol abuse, learning disability, or threats and violence towards professionals.

·         Whether there are likely to be any communication issues between the family and those investigating the referral (e.g. is an interpreter required?)

·         Details of the family’s General Practitioner and any other professionals known to be working with the family.

·         Details of any members of the child’s extended family or community who are significant to the child.

·         Details of any other person known to be living in or regularly visiting the household.

·         Information about any previous incidents or cause for concern, which are relevant to this referral.

What is Child Abuse?

For children with autism this poses problems. Sex is intimately concerned with the emotions and relationships; an area denied most of our youngsters by the very nature of their autism.  To understand that some touching is necessary, (ie being helped to clean yourself): that some touching is enjoyable as a progression towards a fulfilling relationship with another; and that some touching is an unacceptable exploitation of your body by another; requires a self awareness and a comprehension of the nuances of social behaviour which is lacking in autistic people.

A majority of those who can be said to be on the autistic continuum have great difficulty exercising judgement.   If we teach our children rules those rules are likely to be followed literally and rigidly even if they do not serve self-interest.

This is an area, which merits further work and consideration as regards young people with autism.

----‘Children and adults with autism are, of course, potentially vulnerable to all kinds of abuse.   The fact that they have disturbed behaviour whether or not they have been abused makes diagnosis even more difficult---- special care should be taken when assessing the significance of the behaviour pattern in people with impairments of social interaction and communication.

                                                Extract from a letter by Lorna Wing.

                                                Published in Communication December 1991.

CHECK LIST FOR REPORTING SUSPECTED ABUSE

Name of Child   ..………………………………………………       d.o.b. ……………....

                                                                                                            Age    ………………

Special Factors    …………………………………………………………………………..

                            …………………………………………………………………………..

Parent  / Carer Name   …………………………………………………………………….

Home Address    …………………………………………………………………………..

..........…………………..................………………………………………………………..                                       …………………….........………………….                            post code …………………

Telephone           ……………………………………….

Are you reporting your own concerns or passing on those of somebody else?

Give details.  ………………………………………………………………………………

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Brief description of what has prompted your concerns: include dates, times etc. of any specific incidents.  …………………………………………………………………………

……………………………………………………………………………………………..

……………………………………………………………………………………………..

Any Physical signs?  Behaviour signs?  Indirect signs?  ………………………………….

……………………………………………………………………………………………..

……………………………………………………………………………………………..

Have you spoken to the child?  If so what was said?  ……………………………………...

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Have you spoken to the parent/carer?  If so what was said?  ……………………………...

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Has anybody been alleged to be the abuser?  ……………………………………………...

Have you consulted anybody else?  ………………………………………………………..

Date  …………………                  Signed     ………………………………………………

                                                        Print name   …………………………………………...

CHILD’S FULL NAME   ………………………………………..   d.o.b.   …………….

SCHOOL    ………………………………………………………..

                     ………………………………………………………..

CONCERNS ie HEALTH, EDUCATIONAL, SOCIAL, BEHAVIOURAL ETC.

HAVE YOU DISCUSSED YOUR REFERRAL

WITH THE CHILD’S PARENTS?                                       YES/NO

YOUR OBSERVATIONS WILL BE EXTREMELY HELPFUL TO THE SCHOOL HEALTH SERVICE.

YOUR NAME  …………………………………………..   DATE  …………………

POSITION   ……………………………………………...

NB   Please return this form, when completed to:   The School Nurse, Avenue House,          

         The Avenue, Eastbourne, East Sussex.  BN21 3XY.  Telephone:  01323 440022

GUIDELINES FOR SELF-PROTECTION

1.                  In the event of any injury to a child, accidental or otherwise, ensure that it is recorded and witnessed by another adult.

2.                  Keep records of any false allegations a child makes against you. This should include everything from: ‘you’re always picking on me’, to ‘you hit me’, or comments such as ‘don’t touch me’.   Use a record such as the one in this activity, to keep dates and times.

3.                  Get another adult to witness the allegation, if possible.   If you are in a school or a residential setting, take the child to the Head and explain what happened. A record or that meeting should also be kept.

4.                  If a child touches you in an inappropriate place, record what happened and ensure that another adult also knows.   As it could be a totally innocent touch, do not make the child feel like a criminal. However, remember that ignoring this or allowing it to go on may place you in an untenable situation.   Neither is it a good idea for the child to go on doing this as the next person might take advantage and then say the child instigated it.

5.                  On school journeys, always have two members of staff along.  If it is an overnight trip, always check the rooms in pairs.

6.                  Do not place yourself in a situation where you are spending excessive amounts of time alone with one student away from other people. If you tutor a student, ensure that the door to the room is open.

7.                  If you are in a residential setting, never, under any circumstances, take a child or children into your bedroom.

8.                  Never take children in your car alone.

9.                  Never take children to your home, as they could then describe rooms, furnishings, etc.

10.       If you are in a care situation with children with special needs, try to have another person present when changing nappies for clothing, or bathing a child.     

11.       Never do something of a personal nature for children that they can do themselves.  This includes cleaning bottoms, unbuttoning trouser buttons, or any activity that could be misconstrued.

12.              Do not go into the toilet alone with children.

13.              Be mindful of how and where you touch children.  Never pat a child on the bottom.   If you teach young children or children with special needs who sit on your lap, get a ‘lap cushion’ which they can sit on.

14.       Be careful of extended hugs and kisses on the mouth from children.   This might be particularly relevant to those working with special needs children.    Though we want to give love and attention to children, this guideline is important no only for our protection, but for the children as well.        

15.       When taking children on an outing, think of how you appear to the public when dealing with the children.   In one county a special needs teacher was reported for ‘abusing’ a child, by a member of the public, who misunderstood her actions.   This could apply to anyone taking out a group of children.  It may mean that disruptive children cannot go on outings.

16.       Never keep suspicions of abuse by a colleague to yourself.   If there is an attempted cover-up, you could be implicated by your silence. ‘Why didn’t s/he tell? Something to hide?

Action to be taken where child abuse by a member of staff is suspected 

i)                    In the event that an employee suspects that a member of staff in school, or elsewhere is abusing a pupil, a report should be made in strict confidence to the Headteacher.   The Headteacher should immediately inform the County Education Welfare Officer who shall inform the local Social Services patch office.   Arrangements for investigating the allegations will be discussed with the Headteacher.   No investigation shall commence within the school prior to these arrangements being made.   The Child Protection Procedures will apply in cases where the pupil concerned is 17 years old or under.

ii)         If the Headteacher is suspected of improper conduct the employee concerned should make his/her report to the named teacher, who will directly contact the Head of Children’s Services.   

FEELINGS

Feelings are an important starting point.   Children need to be sensitive to, and respect, the feelings of others.   They should understand that individuals may respond differently to events.   Concentrate on helping them to put their feelings into words.

Use gross categories initially, dividing between ‘Yes’ and ‘No’ feelings.   ‘Yes’ feelings are happy, safe, confident, secure.   ‘No’ feelings are sad, scared, worried, trapped.   Encourage the children to bring a favourite teddy or other comforting object to school (with you also joining in) and build up a list of words associated with ‘Yes’ feelings.   Follow this up with discussion:  What makes you want to hold your teddy?   What would it be like if you forgot your teddy?

TOUCH

Use the ‘Yes’ and ‘No’ language from work on feelings to help the children classify what they like and dislike touching.   Explore this by using materials such as velvet, fur fabric, sawdust, sandpaper and feathers.   Develop this by working on touches, the children like and dislike, for example being rubbed with a towel, holding small animals, being tickled, having their hair brushed and wearing certain fabrics.   Relationships can be discussed in terms of touch, which  is often used as a form of greeting or affection.   Children can explore what touches they like to give or receive and how this varies according to familiarity and circumstances.   All children should be clear about the situations in which others can touch parts of their bodies considered to be private.

If children have ‘No’ feelings from being touched by an adult in their personal network, they have a right to let that adult know, or to inform another adult.  Children can be equipped with age appropriate skills for recognising and dealing with inappropriate touches through drama and role play.

SECRETS

Good secrets are shared in the end and cause no harm, such as birthday surprise.  Bad secrets are not meant to be shared and may be linked to bullying, inappropriate touches, threats or bribes.   Children can share their strategies for dealing with situations where they are asked to keep a bad secret, develop stories and dramas involving good and bad secrets, discuss  ‘telling tales’ and the problem of having secrets.

TRUST

Children should know that not all adults can be trusted.  Even older children often believe that ‘bad’ people can be identified by their appearance or dress.   Explain that if help is needed, safe adults can be identified, such as people in uniforms, shop assistants, traffic wardens, nurses, police officers and mothers with children.

SELF – ESTEEM

Adults foster self-esteem in children by providing positive feedback about the things they do well, and by offering ongoing affection and encouragement, even when mistakes are made. A popular self-esteem activity requires children to look into a specially constructed box marked ‘the most valuable thing in the world’, at the bottom of which is a mirror.

ASSERTIVENESS

Assertiveness has to be distinguished from aggression and intimidation.  It is about giving clear and ambiguous messages to others in a non-provocative way. Children who can read situations quickly and take appropriate decisions are much more in control when something unexpected or threatening arises.   Activities can include discussion and role-play of ‘What if ----‘ situations (you got lost in a big supermarket;  ---- your friend asks you home but your mum is expecting you----) etc.             

What is Child Abuse?

Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child.   ‘Munchausen Syndrome by Proxy’ OR ‘Factitious Illness by Proxy’ may also constitute physical abuse, whereby a parent or carer feigns the symptoms of, or deliberately causes, ill health in a child.

Recognition

Signs and symptoms include:

·         Observations of injury, illness etc.

·         Disclosure, allegations, admissions

·         Observations of child’s behaviour including “frozen watchfulness”, aggression, bullying of younger children

·         Indications that a family is under stress.

Classical features:

·         Delay in seeking appropriate medical attention or advice

·         Explanation does not fit the findings

·         Changes in the explanation or story

·         Previous unusual or frequent injury in same child or family.

Other points:

·         Some children are particularly vulnerable, e.g. infants, disabled children.

·         Not all non-accidental injuries leave clear external marks or localised features, but usually cause some change in the child’s behaviour, functioning etc. (e.g. internal abdominal injuries, internal head injuries, fractures).

·         It is not possible to tell the age of a bruise precisely, other than stating that it is more or less than 18 hours old.

·         A doctor, with appropriate expertise, must provide interpretation of signs and symptoms.   Occasionally medical conditions and non-accidental injuries can be confused. The details in the history are often as important as the observations.

Common Non-Accidental Injuries:

Bruises, bites etc.

Bruises are difficult to age accurately because they change colour at variable rates:

·         Petechiae – Fine haemorrhages within the surface layers of the skin, looks like a fine non-blanching rash.   Results from sudden high pressure, e.g. slap, squeeze.

·         Hand-mark – A slap causes line of haemorrhage and bruising in skin.   Gripping causes ovals from fingertips or lines from between fingers.

·         Pinch – Small double bruises.

·         Punch or Kick – Irregular bruise with paler centre.

·         Human Bite – Two semi-circles sometimes heal leaving just one or two teeth mark scars.

·         Ligature – Linear pink mark, haemorrhages or pale scar, especially at wrists, ankles, neck, male genitalia.

·         Implements – e.g. belt or stick may leave an outline.

Head and Neck:

·         Black Eye (Peri-orbital bruising) – One black eye should be treated with some suspicion, but may be accidental; two black eyes are highly suspicious.

·         Ear Injuries – Ears are not often injured accidentally.  Pulling, slapping, twisting causes redness, bleeding, bruising of ear or behind it.  Internal ear damage needs to be excluded.

·         Face and Head – Bi-lateral injuries are suspicious.

·         Mouth – A torn frenulum (flap in midline under upper lip) is highly suspicious.   Broken teeth and mouth injuries.

·         Genital Areas and Thighs – Bleeding, bruising, walking awkwardly.

Burns and Scalds:

Burns and scalds are very painful immediately and pain usually lasts for some time.   The absence of an appropriate history raises concern.   Multiple burns are concerning without a clear explanation; multiple old scars may be an incidental finding.   Inflicted burns often have clear outlines of implements or objects and may scar.

·         Cigarette burns – are characteristically circular punched out lesions 0.6-0.7 cm in diameter; healing usually leaves a scar.   Healing cigarette burns can be difficult to distinguish from other skin conditions.   Accidental cigarette burns are usually superficial, asymmetrical and uncommon.

·         Friction burns – result from being dragged.

·         Scalds – non –accidental forced immersion scalds are more likely to have clear demarcation lines without splash marks.   Non-accidental splash or thrown scalds are more likely to be on unusual sites, e.g. backs of hands, genitalia, extending from mouth across face or on different sides of the body.

Fractures: 

All fractures cause immediate pain and usually loss of normal function if a limb is involved.   A vague or inconsistent history is highly suspicious.

·         Fractures in children younger than 12 months are more likely to be non-accidental than accidental unless there has been a major accident. An appropriate radiological opinion is needed.

·         Initial x-rays can be normal.

·         There may be no bruising after a fracture.

Poisoning, Induced and Munchausen Syndrome by Proxy/Factitious Illness by Proxy

Accidental poisoning usually has a clear history and response and is commonest between 18 months and three years.   Poisoning may be associated with neglect. 

Emotional Abuse

Emotional abuse is the persistent emotional ill-treatment 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 in so far as they meet the needs of another person.   It may involve 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 ill-treatment of a child, though it may occur alone.

Recognition

The recognition of emotional abuse is based on observations over time of the quality of relationships between the parent/carer and the child (e.g. high on criticism and low on warmth).   For example –

Parent/carer and child relationship

·         The parent or carer is emotionally or psychologically distant from the child, they are unresponsive or neglectful of the child’s emotional or psychological needs.

·         There are persistent negative comments about the child, e.g. child perceived as deserving harsh discipline, rejection or punishment when this is inappropriate.

·         There are inappropriate or inconsistent developmental expectations of the child, e.g. over-protection and limitation of exploration and learning.

·         There is a failure to recognise or acknowledge the child’s individual or psychological boundaries; an inability to distinguish between the child’s reality and the adult’s belief; the child may be deployed for gratification of parent’s emotional needs.

·         Parents or carers failing to promote the child’s social adaptation or actively undermining their socialisation.

·         Distorted communications e.g. contradictory communications, mystifying, confusing and misleading communications.

Child’s presentation may include –

·         Physical signs, e.g. failure to thrive/faltering growth.

·         Emotional indicators e.g. unhappiness, low self-esteem, frightened, distressed, anxious.

·         Difficult attachment relationships e.g. insecure.

·         Behavioural problems e.g. attention seeking, opposing, age-inappropriately over-responsible.

·         Poor relationships with peers, including withdrawn or isolated behaviour.

·         Delay in achieving developmental, cognitive and/or educational milestones.

Parent/carer’s presentation

·         Poor attachment relationship with child(ren).

·         Singling out one child within a sibling group as a particular problem.

·         Dysfunctional family relationships including domestic violence.

·         Parental problems that supersede the needs of the child, e.g. metal illness, substance misuse, learning disabilities.

Contextual factors may include –

·         Child(ren) left unsupervised or unattended.

·         Child(ren) left with multiple other carers.

·         Child(ren) regularly absent, late or not collected from school.

·         Child(ren) repeatedly reported lost or missing.

·         Parent regularly unaware of child’s whereabouts.

·         Child(ren) regularly not available for meetings with childcare workers.

The common denominator in all of these scenarios is the dimension of persistence i.e. the recognition of patterns enduring over time. 

Sexual Abuse

Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, whether or not the child is aware of what is happening.  The activities may involve physical contact, including penetrative or non penetrative acts.   They may include non-contact activities, such as involving children in looking at pornographic material or watching sexual activities, or encouraging children to behave in sexually inappropriate ways.

Child sex abuse includes -

·         Rape:- Vaginal or anal intercourse committed by a male on a female or male without consent.   This offence will always occur when a person of any age does not consent to the intercourse taking place, or they are by reason of their young age unable to understand the nature of what is happening.

·         Note – In law children under 16 years of age cannot consent ot any sexual activity occurring, although in practice young people under this age will on occasions be involved in sexual contact which as individuals they consent to.

·         Unlawful Sexual Intercourse (USI):- Intercourse with a female under 16 years to which she consents to as an individual.   This will still be an offence in the eyes of the law.   The male involved commits the offence.  A more serious offence occurs when the female is aged less than 13 years.

·         Indecent assaults and gross indecency:- Other forms of sexual activity including fondling, masturbation, digital penetration, oral-genital contact, or enticing a child to sexually touch an adult.   Such offences can be committed by either sex.

·         Other forms of sexual activity, such as taking indecent photographs of children or exposing children to pornography.

·         These offences may be committed by parents on their children, adopted children or stepchildren, and by other relatives within the family or extended family.

·         Sexual abuse of children may also take place with people outside their family and include the activities named above.  It is most likely that the person who abuses a child is someone they know and trust, e.g. family friend, teacher, babysitter.  Total strangers can abuse children, but this is rare.

·         Children may be abused whilst resident in a school, children’s home or other establishment.   In such cases the Complex Abuse Protocol must be followed.  (see Complex Abuse Protocol in Section 6)

·         Children may also abuse other children (see section on Children Who Abuse)

Recognition

There may be no recognisable signs of sexual abuse but the following indicators may be signs that a child is or has been the subject of sexual abuse.

Physical signs may include:

·         Genital injuries

·         Vaginal discharge

·         Anal bleeding, lesions and other abnormalities

·         Sexually transmitted diseases

·         Pregnancy

Behavioural signs may include:

·         Psychosomatic complaints such as abdominal pain, sleeplessness, headaches

·         Drug and alcohol abuse

·         Deliberate overdose

·         Self-harm (especially cutting)

·         Running away

·         Extreme variations in behaviour e.g. anxiety, aggression or withdrawal

·         Sexually provocative behaviour or knowledge that is incompatible with the child’s age and understanding.

Neglect

Neglect is the persistent failure to meet a child’s basic physical and psychological needs, likely to result in the serious impairment of the child’s health or development.  It may involve a parent or carer failing to provide adequate food, shelter and clothing, failing to protect a child from physical harm or danger, or the failure to ensure access to appropriate medical care or treatment.   It may also include neglect of a child’s basic emotional needs.

Recognition

Neglect is cumulative and child protection enquiries will be initiated when one or more of the above patterns emerges and/or in respect of a new incident of neglect.

Indicators of neglect are recognisable in the child, by the parent’s behaviour and within the home environment.   Neglect is usually the result of a combination of factors and the starting point when recognising neglect is the professional’s judgement.

Basic essential needs of the child not adequately met

Children have different needs at different times.  The basic needs of children are:-

·         Food

·         Warmth

·         Clean and appropriate clothing

·         Shelter/protection

·         Cleanliness

·         Fresh air/Sunlight

·         Activity/Rest

·         Prevention of illness and accidents

·         Affection

·         Continuity of care

·         Security of belonging

·         Appropriate boundary setting and opportunity to become self-disciplined

·         Personal identity

·         Opportunity to learn/have career opportunities

·         Opportunity to achieve

·         Opportunity to achieve independence, without being overburdened by responsibilities.

Signs and symptoms in child(ren)

One aspect of neglect is the failure by carers to provide health care or treatment to their children.   It may include the following:-

·         Abnormal growth, including failure to thrive

·         Underweight or obesity

·         Recurrent infection

·         Skin conditions, for example, severe nappy rash, untreated eczema, persistent (untreated/unmanaged) headlice/scabies

·         Poor dental health

·         Not being registered with a GP

·         Frequently changing GP

·         Refusal of contact with a Health Visitor

·         Constant non-attendance for appointments without adequate explanation

·         No immunisations or developmental checks

·         Failure to seek or comply with appropriate medical treatment

·         Frequent accidents or injuries

·         Inappropriate use of different hospitals/health professionals

·         Increased morbidity or mortality.

Developmental signs may include –

·         Developmental delays, particularly speech and language delay

·         Poor concentration/attention span

·         Poor self-esteem

·         Failure to achieve educationally.

Educational neglect may include –

·         Many unexplained school absences or being regularly late for school

·         Unauthorised absence which may result in a failure to learn basic skills of literacy and numerically and a failure to develop social skills

·         Parental denial of learning opportunities.

Behavioural and social signs may include –

·         Attachment disorders

·         Unkempt, dirty appearance

·         Unresponsive or over aggressive, impassive behaviours

·         Indiscriminate friendliness, seeking physical comfort/closeness with strangers

·         Withdrawn

·         Poor social relationships

·         Poor school progress

·         Destructive behaviours

·         Substance misuse

·         Running away

·         Scapegoating

·         Abandoned 

·         Sexual promiscuity

·         Offending behaviours

Home Environment, including some or all of the following:-

·         Insufficient food (quantity, quality, planning for next meal); inappropriate feeding, inadequate food preparation arrangements.

·         Kitchen, toilet, bathroom facilities dirty, unclean, not functional.

·         Dangerous or hazardous environment (home or garden – including failure to use/inappropriate use of home safety equipment).

·         Personal or environmental odour resulting from stale urine, rotting food, poor hygiene, dirty toilet etc.

·         Poor state of children’s bedroom and bedding (appropriateness, quality, cleanliness – often in comparison with parent’s bedding) and inappropriate sleeping arrangements.

·         Inadequate ventilation (including passive smoking dangers); inadequate heating/warmth.

·         Risk from animals in the household.

·         Play: lack of opportunities (indoors and/or outdoors) unsafe environment or equipment, toys/books withheld or not made available.

·         Children left home alone and/or inappropriate supervision of the child by parents or carers.

Contributing factors may include:

·         Poverty

·         Parent’s substance misuse

·         Parent’s mental health illness

·         Parent’s physical disability

·         Domestic violence,

When professionals are concerned that a child is being neglected, a flexible strategy exists so that a child may easily move from being considered a ‘child-in-need’ to being considered a ‘child-in need of protection from maltreatment’ and vice versa. In both cases the professionals in their routine practice, which could include consultation within an agency or between agencies, have the responsibility of defining what is and what is not neglect and their opinions are crucial.

Grave Concern

GENERAL

Many of these are common features of emotional disturbances of all kinds, but occasionally indicate sexual abuse.

a)                  Lack of trust in familiar adults, or marked fear of men.

b)                  Severe sleep disturbance with fears, phobias, vivid dreams or nightmares, sometimes with sexual content.

c)                  Inappropriate displays of affection between fathers and daughters or mothers and sons.

d)                 Social isolation, or sudden poor peer group relationships.   The child plays alone and withdraws into a private/fantasy world.

e)                  Behaviour indicative or role reversal in the home.

f)                   Regressive behaviour, e.g. sudden onset of bedwetting.

g)                  Sudden change in mood or behaviour.

h)                  Changes in eating patterns such as loss of appetite or excessive pre-occupation with food.

i)                    Disobedience, attention seeking, or restless, aimless behaviour and poor concentration.

j)                    Loss of self-esteem and desire to make self unattractive, depression, frozen response.

k)                  Pseudo-mature or overtly compliant behaviour.

l)                    Learning difficulties, or a sudden drop in school performance.   For some school may be a haven – the only place they can function as a child, they may arrive early and be reluctant to leave.

m)                Avoidance and fear of school medical examination by child or parent.

n)                  Truancy or persistent attempts to run away from home.

o)                  Self-mutilation, suicidal feelings or attempts.

p)                  Hysterical attacks.

Sex Education within the P.S.E. School Policy

Sex education and teaching youngsters to say ‘no’ is perceived as very important in helping to avoid abuse.   Our sex education programme aims to empower children and deal with possible abuse.

We aim to help children to resist abuse and to become responsible, caring and confident adults.   We teach strategies for making judgements about people and recognising and expressing their own feelings.   Decision making skill, assertiveness and the development

of a positive self-esteem are essential elements of prevention.

Always Remember

                        Exposure to adults or peers who inflict injury, emotion or physical

                        neglect, or sexual abuse can lead to arrested growth and development,

                        mistrust and psychological scarring.   The result may be long term

                        difficulties in social adjustment and relationships.   Abuse can take a

                        number of forms, such as occasional bullying by peers, or long term

                        sexual contact by a relative or babysitter.  The schools role is not

                        simply confined to recognising symptoms of abuse and managing

                        disclosures effectively, teachers must also build opportunities into

                        childrens learning experiences to develop awareness of sources of

                        danger, together with strategies for avoidance and problem solving.  

Supporting the child

The school can provide a stable, secure environment for the child during the very stressful time of the investigation, the case conference and afterwards.   In many cases the school will be the only area of the child’s life where the normal routine continues.

All teachers should be sensitive to the needs of children during this difficult period and afterwards, but there is a need to be cautious regarding possible case evidence when talking with the child.