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West Sussex Music Trust Safeguarding & Child Protection Policy

Version: 1
Date: 03 September 2020
Review date: September 2021
Author: James Underwood, Chief Executive, West Sussex Music Trust
Responsible Trustee: Eddie Rodriguez, West Sussex Music Trust

SAFEGUARDING AND CHILD PROTECTION POLICY (REVISED NOVEMBER 2019)
KEY CONTACTS

1.1 Designated Safeguarding Lead
James Underwood
01403 286330 / 07469 351444
James.underwood@westsussexmusic.co.uk

1.2 Deputy Designated Safeguarding Lead
Alison Sutton:
01403 286330 / 07467 373865
alison.sutton@westsussexmusic.co.uk

1.3 Lead Trustee for Safeguarding
Eddie Rodriguez
eddie.rodriguez@westsussexmusic.co.uk

1.4 West Sussex Multi-Agency Safeguarding Hub (MASH)
Tel: 01403 229900
(out of hours 0330 222 6664)
MASH@westsussex.gov.uk

1.5 Local Authority Designated Officer (LADO)
Assistant LADO
Claire Coles:
01403 229900
Claire.coles@westsussex.gov.uk

Sally Arbuckle
01403 229900
sally.arbuckle@westsussex.gov.uk

1.6 Safeguarding in Education Team
03302 224030
safeguarding.education@westsussex.gov.uk

From Monday 19th August 2019 referrals in to MASH should be made on the following web-based forms which can be accessed by:
Adults – https://www.westsussex.gov.uk/raiseaconcernaboutanadult
Children’s – www.westsussex.gov.uk/Raiseaconcernaboutachild

(IT SHOULD BE NOTED THAT REFERRALS CAN BE MADE TO MASH ON BOTH THE NEW ON-LINE FORM AND BY EMAILING A REFERRAL FORM. IN DUE COURSE AND WITH NOTICE FROM MASH, THE ONLY ROUTE TO REFER TO MASH WILL BE THE ON-LINE FORM)

1. INTRODUCTION
Safeguarding children and child protection applies to all children up to the age of 18.
Safeguarding is the action taken to promote the welfare of children and protect them from harm.

Safeguarding means
• protecting children from abuse and maltreatment
• preventing harm to children’s health or development
• ensuring children grow up with the provision of safe and effective care
• taking action to enable all children and young people to have the best outcomes.
Child protection is part of the safeguarding process. It focuses on protecting individual children identified as suffering from, or likely to suffer, significant harm. This includes child protection procedures which detail how to respond to concerns about a child.
Safeguarding children is everyone’s responsibility. Everyone who comes into contact with children and families has a role to play.
The purpose of this policy is to inform staff1, parents, volunteers and trustees about West Sussex Music’s responsibilities for safeguarding children and to enable everyone to have a clear understanding of how these responsibilities should be carried out.
We recognise that all adults, including temporary staff, volunteers and trustees, have a full and active part to play in protecting children from harm and that the child’s welfare is our paramount concern. We believe that West Sussex Music should provide a caring, positive, safe and stimulating environment that promotes the social, physical and moral development of the individual child.

CHILD PROTECTION STATEMENT
West Sussex Music takes its responsibility to safeguard children extremely seriously and will train and empower all staff to recognise and respond effectively in order to protect a child who may be at risk of significant harm. It could happen hereIt could happen here
We will ensure all staff members in our organisation maintain an attitude of ‘it could happen here’ and feel able to raise concerns either about a child at risk or a member of staff whose behaviour may present a risk to a child.

West Sussex Music will West Sussex Music will
• Have safeguarding at the heart of everything we do.
Wherever the word “staff” is used, it covers ALL West Sussex Music staff, including trustees, support staff, volunteers and partners working with children
• Maximise opportunities to teach our children / young people how to keep safe both in the real and virtual world.
• support the child’s development in ways that will foster security, confidence and independence;
• provide an environment in which children and young people feel safe, secure, valued, respected, feel confident and know how to approach adults if they may be worried;
• Ensure that ALL our children / young people know a member of staff with whom they can communicate if they are worried about something.
• Make sure all our staff, including volunteers know how to contact child protection agencies should they need to.
• provide a systematic means of monitoring children known or thought to be at risk of harm, and ensure we contribute to assessments of need and support packages for those children;
• emphasise the need for good levels of communication between all members of staff and between West Sussex Music and other agencies;
• have and regularly review, a structured procedure within the organisation which will be followed by all members of the community in cases of suspected abuse;
• develop and promote effective working relationships with other agencies, especially the Police and Children’s Social Care, including the Early Help Team;
• ensure that all adults within West Sussex Music who have access to children have been recruited and checked as to their suitability in accordance with Part 3 of Keeping Children Safe in Education (DfE September 2019)2;
• have in place, other, up to date policies which support safeguarding;
• develop our curriculum to teach our children at every opportunity how to keep themselves safe.
• Make sure all staff are aware of the system within school which support safeguarding. We will explain this on induction together with sharing details of this policy, behaviour policy, staff behaviour policy, the school response to children who go missing from education, and role of the Designated Safeguarding Lead.

VOICE OF THE CHILD – WORKING TOGETHER TO SAFEGUARD CHILDREN 2018
West Sussex Music recognises the findings in Working Together to Safeguard Children 2018, where children expressed that they wanted an effective safeguarding system to be:
• vigilant: to have adults notice when things are troubling them
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/835733/Keeping_children_safe_in_education_2019.pdf
• understanding and actioned: to understand what is happening; to be heard and understood; and to have that understanding acted upon
• stable: to be able to develop an ongoing stable relationship of trust with those helping them
• respectful: to be treated with the expectation that they are competent rather than not
• informed and engaged: to be informed about and involved in procedures, decisions, concerns and plans
• explained: to be informed of the outcome of assessments and decisions and reasons when their views have not met with a positive response
• supported: to be provided with support in their own right as well as a member of their family
• advocated: to be provided with advocacy to assist them in putting forward their views
• protective: to be protected against all forms of abuse and discrimination and the right to special protection and help if a refugee
We will use this information to support the training of our staff and review this and other policies as appropriate.

2. STATUTORY FRAMEWORK
West Sussex Music will act in accordance with the following: Government legislation and guidanceGovernment legislation and guidance
• The Children Act 1989
• The Children Act 2004
• Education Act 2002
• Keeping Children Safe in Education (DfE September 2019) here
• Sexual Violence and sexual harassment between children in schools and colleges 2018: here
• Teaching online safety in school (DfE June 2019) here
• Working Together to Safeguard Children 2018: here
• Regulated Activity in relation to children: scope here
• The Education (Child Information) (England) Regulations 2005
• Prevent Duty for England and Wales (2015) under section 26 of the Counter-Terrorism and Security Act 2015
• Section 5B of the Female Genital Mutilation Act 2003 (as inserted by section 74 of the Serious Crime Act 2015)
• Dealing with Allegations of Abuse against Teachers and Other Staff (2012)
• Children Missing Education Statutory guidance 2016
• West Sussex Safeguarding Children Partnership and Pan-Sussex safeguarding procedures West Sussex Safeguarding Children Partnership

3. CONFIDENTIALITY
1. As a general principle, all matters relating to child protection are confidential and should only be shared on a ‘need-to-know’ basis.
2. The designated safeguarding lead will disclose any child protection related information about a child to other members of staff on a need to know basis only, where the receiving member of staff can play an active role in safeguarding that child.
3. All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children.
4. All staff must be aware that they cannot promise a child to keep secrets if doing so might compromise the child’s safety or wellbeing.
5. The intention to refer a child to Children’s Social Care will be shared with parents/carers unless to do so could put the child at greater risk of harm, or impede a criminal investigation. If in doubt, advice should be sought from the MASH.

4. RESPONSIBILITIES
As an organisation we recognise staff are particularly important as they are in a position to identify concerns early, provide help for children, and prevent concerns escalating. We also recognise ALL staff have a responsibility to provide a safe environment in which children can learn. West Sussex Music staff willWest Sussex Music staff will
• establish and maintain an environment where children feel secure, are encouraged to talk and are listened to;
• be aware of the signs of abuse and maintain an attitude of “it could happen here” with regards to child protection;
• ensure that children know that there are adults in the organisation whom they can approach if they are worried about any problems;
• know what to do if a child tells them they are being abused or neglected;
• know how and where to record their concerns and report these to the Designated Safeguarding Lead as soon as possible
• if a child is in immediate danger, know how to refer the matter to Children’s Social Care and/or the police immediately;
• support pupils in line with their Child Protection Plan and notify the Designated Safeguarding Lead of any child on a Child Protection Plan who has an unexplained absence;
• actively plan opportunities within the curriculum for children to develop the skills they need to assess and manage risk appropriately and keep themselves safe;
• be aware of and follow the Sussex Child Protection & Safeguarding Procedures, produced by West Sussex, East Sussex, and Brighton & Hove. This will include the referral process;
• have read and understand Part 1 of Keeping Children Safe in Education September 2019 and be alert to signs of abuse and know to whom they should report any concerns or suspicions;
• participate in safeguarding training as part of their induction;
• keep accurate central records of each staff member’s safeguarding training attendance;
• receive safeguarding and child protection updates as required, but at least annually, to provide them with relevant skills and knowledge to safeguard children;
• ensure that they know who the Designated Leads are and how to contact them;
• be aware of the early help process and understand their role in it. This includes identifying problems and working effectively with other agencies that provide support to pupils;
• refer to the Chief Executive if they have concerns about another member of staff;
• refer to the Chair of the West Sussex Music Board of Trustees where the concerns are about the Chief Executive. Responsibilities of the Board of TrusteesResponsibilities of the Board of Trustees

The Board of Trustees takes seriously its responsibility to safeguard and promote the welfare of children in its care and to work together with other agencies to ensure adequate arrangements within our organisation to identify, assess, and support children who are, or who may be, suffering harm.
Keeping Children Safe in Education 2019 makes clear that governing bodies and proprietors should have a senior board level or equivalent lead to take leadership responsibility for their schools or colleges safeguarding arrangements and to ensure there are appropriate policies and procedures relevant to their particular setting.
As an organisation we are fully committed to that and will ensure all our policies and practices enable us to take action in a timely manner to safeguard and promote the welfare of the children and young people.

The nominated Trustee for Child Protection in West Sussex Music is: Eddie Rodriguez

The responsibilities placed on the Board of Trustees include:
1. making sure that the safeguarding policies & procedures are effective and comply with the law at all times. This should include a Child Protection Policy (reviewed at least annually and available online); and a Staff Behaviour Policy (sometimes called a Code of Conduct) which should, amongst other things, include acceptable use of technologies staff/pupil relationships and communications including the use of social media;
2. putting in place appropriate safeguarding responses to children who go missing from our activities, particularly on repeat occasions;
3. appointing a Designated Safeguarding Lead who is a senior member of staff from the leadership team, who has responsibility for safeguarding and child protection. This should be explicit in the role-holders job description in line with Annex B of Keeping Children Safe in Education 2019;
4. through regular review and audit, ensuring that any safeguarding deficiencies or weaknesses within the organisation are remedied without delay;
5. ensuring that child protection records are kept securely and separately from other records and are only accessed by staff who need to;
6. ensuring that there are procedures in place to handle allegations against all staff members. Such allegations must be referred to the Local Authority Designated Officer (LADO);
7. recognising that neither the Board of Trustees, nor individual trustees, have a role in pursuing or managing the processes associated with individual cases of child protection;
8. recognising that neither the Board of Trustees, nor individual trustees, have a right to know details of such cases, except when exercising their disciplinary functions in respect of allegations against staff
9. making sure all staff are familiar with the contents of part 1 of Keeping Children Safe in Education, and that all staff have been trained appropriately and that this is updated in line with guidance;
10. ensuring that the organisation is contributing to inter-agency working, which includes providing a coordinated offer of early help when additional needs of children are identified;
11. for e-learning, making sure that appropriate filters and appropriate monitoring systems are in place safeguarding against potentially harmful and inappropriate online material;
12. ensuring that West Sussex Music creates a culture of safe recruitment and as part of that adopt recruitment procedures that help deter, reject or identify people who might abuse children (Part 3: Safer Recruitment. Keeping Children Safe in Education, September 2019). This includes ensuring taking up references for each shortlisted candidate before interview and ensuring that at least one member of any appointing panel, including at shortlisting, will have attended safer recruitment training;
13. ensuring that the organisation keeps an up to date single central record (SCR) of all staff and volunteers and the dates of all appropriate safeguarding checks;
14. understanding that disqualification by association criteria does not now apply to those working in schools or colleges and as such we will no longer ask our staff to provide details of those living in the same household cautioned or convicted for certain offences. Latest guidance can be found here
15. ensuring all staff are reminded that they must bring to the attention of the Chief Executive any material change in circumstances or other information of relevance;
16. monitoring the adequacy of resources committed to child protection and the staff and trustee training profile;
17. ensuring that the organisation complies with the ‘Disqualification under the Childcare Act 2006’, guidance issued in February 2015;
18. ensuring the organisation follows the correct procedure for managing professional differences where there is disagreement between West Sussex Music and other agencies in respect of action taken to keep a child safe. See Protocol managing professional differences
19. training the nominated Trustee for Child Protection annually in respect of safeguarding. Trustees will also consider what other bespoke training, for example Prevent, would enable them to fulfil their responsibilities.

New West Sussex Safeguarding Children PartnershipNew West Sussex Safeguarding Children Partnership
From Tuesday 25 June the West Sussex Safeguarding Children Board was replaced by the West Sussex Safeguarding Children Partnership where three lead agencies; Health Partnership, Police and the Local Authority, will work together as joint and equal partners to shape bespoke arrangements for the needs of the children in West Sussex. As a Trustee Board, we are fully committed to working with the Partnership and will enable governors and our safeguarding lead to attend events and briefings on how the new partnership will support our children.
Responsibilities of Designated Safeguarding Lead (DSL)

In West Sussex Music any individual can contact the designated safeguarding lead if they have concerns about a child.

The Designated Safeguarding Lead at West Sussex Music is:
James Underwood
01403 286330 / 07469 351444
james.underwood@westsussexmusic.co.uk

The Deputy Safeguarding Leads at West Sussex Music are:
Alison Sutton
01403 286330 / 07467 373865
alison.sutton@westsussexmusic.co.uk

Whilst the activities of the designated safeguarding lead can be delegated to appropriately trained deputies the ultimate lead responsibility for child protection, as set out above, remains with the designated safeguarding lead; this lead responsibility should not be delegated.

The designated safeguarding lead will:esignated safeguarding lead will:
1. assist the Board of Trustees in fulfilling their responsibilities under section 175 or 157 of the Education Act 2002;
2. attend initial training for their role and refresh this every two years;
3. keep their knowledge and skills updated at least annually;
4. ensure that all staff know who the designated safeguarding lead is, their role and how to make contact;
5. ensure that all staff understand their responsibilities in relation to signs of abuse and responsibility to refer any concerns to the designated safeguarding lead. In addition, the designated safeguarding lead should ensure that all staff read and understand Part 1 of Keeping Children Safe in Education 2016 and have a record of when this was done;
6. ensure that new staff participate in safeguarding training as part of their induction and that all staff receive safeguarding and child protection updates as required, but at least annually, to provide them with relevant skills and knowledge to safeguard children;
7. be the lead for the organisation when engaging the managing professional difference protocol when there is disagreement between West Sussex Music and other agencies in respect of action taken to keep a child safe. (See Protocol managing professional differences)

The designated safeguarding lead is expected to:
• refer cases of suspected abuse to the West Sussex MASH. Where a referral is made that notes are completed that same day;
• support staff who make referrals to local authority Children’s Social Care;
• refer cases to the Channel programme where there is a radicalisation concern as required;
• support staff who make referrals to the Channel programme;
• refer cases where a person is dismissed or left due to risk/harm to a child to the Disclosure and Barring Service as required;
• refer cases where a crime may have been committed to the police, via the MASH as required;
• ensure all child protection files are kept separately and securely from other records and accessible only by staff who need to access them for safeguarding purposes;
• liaise with the Chief Executive to inform him of issues especially ongoing enquiries under section 47 of the Children Act 1989 and police investigation;
• as required, liaise with the case manager and where required the LADO, in all cases involving allegations against members of staff (both current and former members of staff);
• liaise with staff on matters of safety and safeguarding, and when deciding whether to make a referral by liaising with relevant agencies;
• act as a source of support, advice and expertise for staff. Training Training

As well as training all members of staff as above, the Designated Safeguarding Lead (DSL) and deputies should undergo training to provide them with the skills required to carry out the role. This training should be updated at least every two years.

The DSL and deputies should undertake Prevent Awareness training and ensure the rest of the staff also do this on at least an annual basis as part of the wider continuous safeguarding training process in operation.

Designated Safeguarding Lead –– continual professional development continual professional development

The DSL should be afforded time to allow them to keep up to date with any developments relevant to their role, including:
• ensuring each member of staff has access to and understands the West Sussex Music child protection policy and procedures, especially new and part time staff;
• being alert to the specific needs of children in need, those with special educational needs and young carers;
• keeping detailed, accurate, secure written records of concerns and referrals separately from the main pupil file and use these records to assess the likelihood of risk. The written records should clearly identify details of the concerns and what action was taken. If these are stored electronically ensure that they are differently password protected from the child’s other files and accessible only by the Chief Executive/DSL;
• supporting the organisation with regards to the requirements of the Prevent duty and are able to provide advice and support to staff on protecting children from the risk of radicalisation;
• obtaining access to resources and attend any relevant or refresher training courses;
• encouraging a culture of listening to children and taking account of their wishes and feelings among all staff, in any measures West Sussex Music may put in place to protect them;
• acting as a source of support, advice and expertise to staff on matters of safety and safeguarding and when deciding whether to make a referral by liaising with relevant agencies;
• ensuring the organisation’s child protection policy is reviewed annually, the procedures and implementation are updated and reviewed regularly and work with the Board of Trustees regarding this;
• being responsible for making the senior leadership team aware of trends in behaviour that may affect child welfare;
• liaising with relevant lead teachers to ensure safeguarding is considered within all aspects of the curriculum. 5. CHILD PROTECTION PROCEDURES If a child is in immediate danger the police must be called by dialling 999.If a child is in immediate danger the police must be called by dialling 999. if a member of staff has concerns about a childif a member of staff has concerns about a child
• the school’s designated safeguarding lead (DSL) and the West Sussex Music DSL must be informed immediately. If there is a safeguarding concern at a Music Centre or other off-site activity, the

West Sussex Music DSL must be informed immediately;
• the designated safeguarding lead will decide whether the concerns should be referred to the Multi-Agency Safeguarding Hub (MASH). If there are grounds for actual or suspected significant harm then a referral will be made to the MASH via telephone in the first instance. If the designated safeguarding lead is unsure about whether a referral is required they should contact the MASH for advice;
• if it is decided to make a referral to the MASH this will be usually be discussed with the parents, unless to do so would place the child at further risk of harm or could impact on a police investigation (the MASH is able to provide advice on this);
• the member of staff will make an accurate and detailed recording (which may be used in any subsequent court proceedings) as soon as possible and on the same day. The signed and dated recording must be a clear, precise, factual account of the observations. Do not add comments or opinion although observations about a child’s demeanour or emotional state may be recorded;
• the MASH team will require a follow up of any phone call in writing from the referrer. The designated safeguarding lead will ensure that any written referrals are made using the Request for Support form available here and can also be found on the LSCB website;
• the child protection records must reflect who was spoken to at MASH, the time and date of that contact. The child protection records must also clearly record any advice given and what steps West Sussex Music have taken;
• particular attention will be paid to the attendance and development of any child for who West Sussex Music has concerns, or who has been or is the subject of a Child Protection Plan.
If a member of staff has concerns about another staff memberIf a member of staff has concerns about another staff member
• This applies to any member of staff/trustee/volunteer with whom the staff member has contact in their personal, professional or community life.
• An allegation is any information which indicates that a member of staff/volunteer may have:
i. behaved in a way that has, or may have harmed a child
ii. possibly committed a criminal offence against/related to a child
iii. 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. • If staff have concerns about another staff member then this should be referred to the Chief Executive. If the allegation is against the Chief Executive, then the referral should be made to the Chair of the West Sussex Music Board of Trustees. If for
any reason this causes a delay, then the local authority designated officer (LADO) should be approached directly. • The person to whom an allegation against another member of staff 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.
Allegations against member of staffAllegations against member of staff — Actions to be taken Actions to be taken • Make 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 must be signed, dated and immediately passed on to the Chief Executive of West Sussex Music

• 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 Chief Executive or Chair of the West Sussex Music Board of Trustees will not investigate the allegation themselves, or take written or detailed statements, but will assess and decide whether to refer the concern to the LADO. If there is any doubt as to whether to refer, advice should be taken from the LADO.
• If there are concerns that a child is at risk, the matter must be immediately reported to MASH.
• Any records generated in the course of such matters must be retained securely, away from other child protection and personnel records and only be accessed by those who need to for investigation/review purposes.
• Guidelines contained within the Pan Sussex Child Protection and Safeguarding Procedures in respect of managing allegations made against people who work or volunteer with children, found here , must be followed on each occasion. If there is any doubt, then advice must be taken from the LADO. Whistleblowing/ Confidential reportingWhistleblowing/ Confidential reporting
We will ensure that all staff members are aware of their duty to raise concerns, where they exist, about the actions or attitudes of colleagues. If necessary, the member of staff can speak with the Headteacher, Principal, Chair of Governors or with the LADO.
We will ensure staff should are aware of and know how to access West Sussex Confidential Reporting Policy, accessed here and that further assistance for staff to raise concerns can be accessed by calling the NSPCC whistleblowing helpline on 0800 028 0285 or visiting the Whistleblowing advice line | NSPCC

Special Educational Needs and Disabilities
Special Considerations Special Considerations
We are aware that children with SEN and disabilities can face additional safeguarding challenges and expect all staff to recognise:
• assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration;
• being more prone to peer group isolation than other children;
• the potential for children with SEN and disabilities being disproportionally impacted by behaviours such as bullying, without outwardly showing any signs; and
• communication barriers and difficulties in overcoming these barriers.
SEN & D Support SEN & D Support

To address these additional challenges, West Sussex Music will consider extra pastoral support for children with special educational needs and disabilities.

THE USE OF REASONABLE FORCE
1. Keeping Children Safe in Education 2019 recognises that there are circumstances when it is appropriate for staff in schools and colleges to use reasonable force to safeguard children and young people. The term ‘reasonable force’ covers the broad range of actions used by staff that involve a degree of physical contact to control or restrain children. This can range from guiding a child to safety by the arm, to more extreme circumstances such as breaking up a fight or where a young person needs to be restrained to prevent violence or injury. ‘Reasonable’ in these circumstances means ‘using no more force than is needed’. The use of force may involve either passive physical contact, such as standing between pupils or blocking a pupil’s path, or active physical contact such as leading a pupil by the arm out of the classroom.
2. Paragraph 113 of Keeping Children Safe in Education 2019 encourages headteachers, principals, governing bodies and proprietors to adopt sensible policies, which allow and support their staff to make appropriate physical contact. The decision on whether or not to use reasonable force to control or restrain a child is down to the professional judgement of the staff concerned and should always depend on individual circumstances.
Please refer to KCSIE 2019 and the guidance offered at paragraphs 111 – 114
ON-LINE SAFETY Our Organisation
1. West Sussex Music recognises the use of technology has become a significant component of many safeguarding issues. Child sexual exploitation; radicalisation; sexual predation: technology often provides the platform that facilitates harm. An effective and proactive approach to online safety empowers a school or college to protect and educate the whole school or college community in their use of technology and establishes mechanisms to identify, intervene in and escalate any incident where appropriate. It also empowers children and young people to make informed choices and keep themselves safe online.
2. The breadth of issues classified within online safety is considerable, but can be categorised into three areas of risk:
• Content: being exposed to illegal, inappropriate or harmful material; for example, pornography, fake news, racist or radical and extremist views;
• Contact: being subjected to harmful online interaction with other users; for example, commercial advertising as well as adults posing as children or young adults; and
• Conduct: personal online behaviour that increases the likelihood of, or causes, harm; for example, making, sending and receiving explicit images, or online bullying.
3. West Sussex Music will follow the guidance contained within the document Teaching On Line Safety in Schools, June 2019, found here Mobile devicesMobile devices
West Sussex Music recognises that many children have unlimited and unrestricted access to the internet via 3G, 4G and, in the future, 5G, in particular and West Sussex Music will carefully consider how this is managed on our premises and issue specific guidance for pupils and staff in respect of this. Staff Training Staff Training
West Sussex Music recognises the need for staff to undergo regularly updated safeguarding training and the requirement to ensure our children are taught about safeguarding, including online. With that in mind, online safety training for staff will be integrated, aligned and considered as part of our overarching safeguarding approach. It will also be considered within our teaching and learning policy and practice.

WHEN TO BE CONCERNED A CHILD IS AT RISK OF ABUSE

OverviewOverview
All staff and volunteers should be aware of the main categories of abuse:

Abuse
A form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm or by failing to act to prevent harm. They may be abused by an adult or adults or another child or children.

Physical abuse
A form of abuse which 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.

Emotional abuse
The persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to a child 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 a child’s developmental ability 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 although it may occur alone.

Sexual abuse
Involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving 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) by establishing a close relationship or friendship. Sexual abuse is not solely perpetrated by adult males; women can also commit acts of sexual abuse as can other children.

Neglect
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 care-givers), or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs. Physical AbusePhysical 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
• petechial haemorrhages (pinpoint blood spots under the skin) commonly associated with slapping, smothering/suffocation, strangling and squeezing

Fractures
Fractures may cause pain, swelling and discolouration 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.

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 too 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.

Perplexing cases which may indicate a possibility of fabricated or Induced Illness (FFI)Perplexing cases which may indicate a possibility of fabricated or Induced Illness (FFI)
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.

These cases are very complex and for a case to be considered as FFI is after careful and detailed review by a consultant paediatrician. Please Pan-Sussex Child Protection Procedures for further information here
Where any school or college has concerns in this area, they must speak with their school nurse in the first instance. Emotional AbuseEmotional 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. NeglectNeglect
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.

Neglect — Using the Neglect Identification and Management Tool (NIMT)Using the Neglect Identification and Management Tool (NIMT)
In order to assist professionals identify and respond to neglect, West Sussex Safeguarding Children Board have adopted the Neglect identification & Management Tool (NIMT). West Sussex Music is committed to using this tool to assess concerns and identify support for those children at risk of neglect. As a Governing Body we will monitor use of this tool whenever assessing children who may be at risk of neglect.

Access to the NIMT tool can be found here
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 care-givers)
• ensure access to appropriate medical care or treatment.

It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.
If neglect is suspected:
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 health, 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 AbuseSexual 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, or a culture of physical chastisement
• family member is a sex offender.

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.

Child Sexual Exploitation
Child sexual exploitation (CSE) involves exploitative situations, contexts and relationships where young people receive something (for example food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in sexual activities. Sexual exploitation can take many forms ranging from the seemingly ‘consensual’ relationship where sex is exchanged for affection or gifts, to serious organised crime by gangs and groups. What marks out exploitation is an imbalance of power in the relationship.
The perpetrator always holds some kind of power over the victim which increases as the exploitative relationship develops. Sexual exploitation involves varying degrees of coercion, intimidation or enticement, including unwanted pressure from peers to have sex, sexual bullying including cyberbullying and grooming. However, it also important to recognise that some young people who are being sexually exploited do not exhibit any external signs of this abuse.

Where there are concerns a child may be at risk of Child Sexual Exploitation (CSE), advice MUST be taken from MASH and West Sussex Music will normally complete Part A of the CSE ‘screening tool’ Part A which can be accessed here

Completion of this should not delay you making a referral however it may assist you in being clear about the key areas of concern and the level of risk.
Schools play a vital role in keeping children safe from CSE and often have more information than any other agency. Where schools have concerns, they must be persistent in referring those concerns, and escalate using the professional difference protocol if necessary.

Child Criminal Exploitation: County Lines
Criminal exploitation of children is a geographically widespread form of harm that is a typical feature of county lines criminal activity: drug networks or gangs groom and exploit children and young people to carry drugs and money from urban areas to suburban and rural areas, market and seaside towns. Key to identifying potential involvement in county lines are missing episodes, when the victim may have been trafficked for the purpose of transporting drugs. Like other forms of abuse and exploitation, county lines exploitation:
• can affect any child or young person (male or female) under the age of 18 years;
• can affect any vulnerable adult over the age of 18 years;
• can still be exploitation even if the activity appears consensual;
• can involve force and/or enticement-based methods of compliance and is often accompanied by violence or threats of violence;
• can be perpetrated by individuals or groups, males or females, and young people or adults; and
• is typified by some form of power imbalance in favour of those perpetrating the exploitation. Whilst age may be the most obvious, this power imbalance can also be due to a range of other factors including gender, cognitive ability, physical strength, status, and access to economic or other resources.
If we have any concerns that a child or young person is at risk of Criminal exploitation MASH must be contacted for advice and a child exploitation risk assessment completed – found here Serious

ViolenceSerious Violence
• All staff be aware of the indicators which may signal that children are at risk from, or involved with, serious violent crime. We will be aware that indicators such as increased absence, a change of friendships or relationships with older individuals or groups, a significant decline in performance, signs of self-harm or a significant change in wellbeing, or signs of assault or injuries. In addition, unexplained gifts or new possessions could also indicate that children have been approached by, or are involved with, individuals associated with criminal networks or gangs.
• We understand that such cases are often difficult to identify. As a school we will do all we can to hear the voice of the child, enabling all our children to share concerns, worries or feel enabled to ask for help.
• Where we are concerned that a child at may be involved in serious violence or at risk of exploitation we will complete the child exploitation risk assessment found here
• If there are any concerns a child is at risk of serious violence, we will contact MASH for advice.
• If we are concerned that the child is at risk of imminent serious violence, we will call the police on 999. Contextual Safeguarding Networks Contextual Safeguarding Networks
Recent developments in developing a contextual safeguarding network can significantly increase the support to young people at risk of exploitation. This network looks at different aspects of potential abuse which is committed outside the home. More information can be found here Domestic Abuse Domestic Abuse
West Sussex Music recognises the definition of domestic abuse to be any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse between those aged 16 or over who are, or have been, intimate partners or family members regardless of gender or sexuality. The abuse can encompass, but is not limited to:
• psychological;
• physical;
• sexual;
• financial; and
• emotional

Exposure to domestic abuse and/or violence can have a serious, long lasting emotional and psychological impact on children. In some cases, a child may blame themselves for the abuse or may have had to leave the family home as a result. Domestic abuse affecting young people can also occur within their personal relationships, as well as in the context of their home life.
Any concerns regarding domestic abuse will be considered by the designated safeguarding lead or deputy and advice and guidance obtained from MASH. Homelessness Homelessness
West Sussex Music recognises that being homeless or being at risk of becoming homeless presents a real risk to a child’s welfare. The Designated Safeguarding Lead (and any deputies) should be aware of contact details and referral routes in to the Local Housing Authority so they can raise/progress concerns at the earliest opportunity. Indicators that a family may be at risk of homelessness include household debt, rent arrears, domestic abuse and anti-social behaviour, as well as the family being asked to leave a property. Whilst referrals and or discussion with the Local Housing Authority should be progressed as appropriate, this does not, and should not, replace a referral into Children’s Social Care where a child has been harmed or is at risk of harm.
• The Homelessness Reduction Act 2017 places a new legal duty on English councils so that everyone who is homeless or at risk of homelessness will have access to meaningful help including an assessment of their needs and circumstances, the development of a personalised housing plan, and work to help them retain their accommodation or find a new place to live.
• The following factsheets usefully summarise the new duties: Homeless Reduction Act Factsheets found here the new duties shift focus to early intervention and encourage those at risk to seek support as soon as possible, before they are facing a homelessness crisis.
• In most cases school and college staff will be considering homelessness in the context of children who live with their families, and intervention will be on that basis. However, it should also be recognised in some cases 16- and 17-year olds could be living independently from their parents or guardians, for example through their exclusion from the family home, and will require a different level of intervention and support. Children’s Services will be the lead agency for these young people and the designated safeguarding lead (or a deputy) should ensure appropriate referrals are made based on the child’s circumstances. The department and the Ministry of Housing, Communities and Local Government have published joint statutory guidance on the provision of accommodation for 16 and 17 year olds who may be homeless and/ or require accommodation available here So Called Honour Based VSo Called Honour Based Violence iolence –– including Female Genital Mutilation and Forced including Female Genital Mutilation and Forced Marriage Marriage
So-called ‘honour-based’ violence (HBV) encompasses incidents or crimes which have been committed to protect or defend the honour of the family and/or the community, including female genital mutilation (FGM), forced marriage, and practices such as breast ironing. Abuse committed in the context of preserving “honour” often involves a wider network of family or community pressure and can include multiple perpetrators. It is important to be aware of these dynamic and additional risk factors when deciding what form of safeguarding action to take. All forms of HBV are abuse (regardless of the motivation) and should be managed and escalated as such. Professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a child being at risk of HBV, or already having suffered HBV.

Actions
For schools and colleges who may use children and / or other family members to translate information to parents and cares – THIS MUST NOT BE DONE IF THERE ARE CONCERNS ABOUT so called honour-based violence.
If staff have a concern regarding a child that might be at risk of HBV or who has suffered from HBV, they should speak to the designated safeguarding lead (or deputy) who will in turn contact the MASH.

Female Genital Mutilation Female Genital Mutilation
West Sussex Music has a legal obligation to report acts of Female Genital Mutilation.
Female Genital Mutilation (FGM) comprises all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs. It is illegal in the UK and a form of child abuse with long-lasting harmful consequences.
Professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a girl being at risk of FGM, or already having suffered FGM.
From 31st October 2015, regulated health and social care professionals and teachers in England and Wales must report ‘known’ cases of FGM in under 18’s which they identify in the course of their professional work to the police.
The Home Office has published procedural information on the duty to help health and social care professionals, teachers and the police understand: the legal requirements placed upon them, a suggested process to follow, and an overview of the action which may be taken if they fail to comply with the duty. It also aims to give the police an understanding of the duty and the next steps upon receiving a report.
Guidance can be obtained here: i. Home Office: Mandatory Reporting of FGM – procedure information ii. FGM Mandatory Reporting Fact Sheet iii. FGM Reporting Flowchart for under 18s Forced Marriage Forced Marriage
Forcing a person into a marriage is a crime in England and Wales. A forced marriage is one entered into without the full and free consent of one or both parties and where violence, threats or any other form of coercion is used to cause a person to enter into a marriage. Threats can be physical or emotional and psychological. A lack of full and free consent can be where a person does not consent or where they cannot consent (if they have learning disabilities, for example).
Nevertheless, some communities use religion and culture as a way to coerce a person into marriage. We recognise that we can play an important role in safeguarding children from forced marriage.
The Forced Marriage Unit has published statutory guidance and Multi-agency guidelines, with pages 35-36 of which focus on the role of schools and colleges. That guidance can be found here
School and college staff who have concerns about a forced marriage should contact the DSL or deputy DSL who should contact MASH for further advice. Specialist advice can also be obtained from the Forced Marriage Unit on 020 7008 0151 or email fmu@fco.gov.uk
Preventing Radicalisation Preventing Radicalisation
As part of our safeguarding training West Sussex Music will train all staff at least annually in respect of preventing radicalisation.
Protecting children from the risk of radicalisation should be seen as part of our organisation’s wider safeguarding duties and is similar in nature to protecting children from other forms of harm and abuse. During the process of radicalisation it is possible to intervene to prevent vulnerable people being radicalised.

Radicalisation refers to the process by which a person comes to support any form of violent extremism3, including terrorism. There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. It can happen in many different ways and settings. Specific background factors may contribute to vulnerability which are often combined with specific influences such as family, friends or online and with specific needs for which an extremist or terrorist group may appear to provide an answer. The internet and the use of social media in particular has become a major factor in the radicalisation of young people.

As with managing other safeguarding risks, staff should be alert to changes in children’s behaviour which could indicate that they may be in need of help or protection. West Sussex Music staff should use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately which may include making a referral to the Channel programme.

Prevent

From 1 July 2015 all schools and childcare providers, as defined in the summary of this guidance, have been subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015 (“the CTSA 2015”), in the exercise of their functions, to have “due regard4 to the need prevent people being drawn into terrorism5” must have regard to statutory guidance issued under section 29 of the CTSA 2015 (“the Prevent guidance”).
The statutory Prevent guidance summarises the requirements in terms of four general themes: risk assessment, working in partnership, staff training and IT policies.
Schools and childcare providers are expected to assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology. This means being able to demonstrate both a general understanding of the risks affecting children and young people in the area and a specific understanding of how to identify individual children who may be at risk of radicalisation and what to do to support them. Schools and childcare providers should have clear procedures in place for protecting children at risk of radicalisation. These procedures may be set out in existing safeguarding policies. It is not necessary for educational establishments to have distinct policies on implementing the Prevent duty.
The Prevent duty builds on existing local partnership arrangements. For example, the West Sussex Music board of trustees ensures that its safeguarding arrangements take into account the policies and procedures of Local Safeguarding Children Boards (LSCBs).
The Prevent guidance refers to the importance of Prevent awareness training to equip staff to identify children at risk of being drawn into terrorism and to challenge extremist ideas. Individual schools and colleges are best placed to assess the training needs of staff in the light of their assessment of the risk to pupils at the school of being drawn into terrorism. As a minimum, however, schools should ensure that the designated safeguarding lead undertakes Prevent awareness training and is able to provide advice and support to other members of staff on protecting children from the risk of radicalisation.

Schools and childcare providers must ensure that children are safe from terrorist and extremist material when accessing the internet in schools. Schools and colleges should ensure that
3 Extremism is 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. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas
4 According to the Prevent duty guidance ‘having due regard’ means that the authorities should place an appropriate amount of weight on the need to prevent people being drawn into terrorism when they consider all the other factors relevant to how they carry out their usual functions
5 “Terrorism” for these purposes has the same meaning as for the Terrorism Act 2000 (section 1(1) to (4) of that Act).
suitable filtering is in place. It is also important that schools and colleges teach pupils about online safety more generally. The Department for Education has issued advice and social media guidance to schools and childcare providers to help them keep children safe from the risk of radicalisation and extremism. The prevent duty advice is for/of: • school leaders, school staff and governing bodies in all local maintained schools, academies and free schools • proprietors, governors and staff in all independent schools • proprietors, managers and staff in childcare settings • particular interest to safeguarding leads. The social media guidance is for: • headteachers • teachers • safeguarding leads. What do I do if I am concerned someone is at risk of radicalisation? What do I do if I am concerned someone is at risk of radicalisation? Channel Programme Channel Programme
Staff should understand when it is appropriate to make a referral to the Channel programme.6 Channel is a programme which focuses on providing support at an early stage to people who are identified as being vulnerable to being drawn into terrorism. It provides a mechanism for schools to make referrals if they are concerned that an individual might be vulnerable to radicalisation. An individual’s engagement with the programme is entirely voluntary at all stages.

Section 36 of the Counter-Terrorism and Security Act 2015 (CTSA 2015) places a duty on local authorities to ensure Channel panels are in place. The panel must be chaired by the local authority and include the police for the relevant local authority area. Following a referral the panel will assess the extent to which identified individuals are vulnerable to being drawn into terrorism, and, where considered appropriate and necessary consent is obtained, arrange for support to be provided to those individuals. Section 38 of the CTSA 2015 requires partners of Channel panels to co-operate with the panel in the carrying out of its functions and with the police in providing information about a referred individual. Schools and colleges which are required to have regard to Keeping Children Safe in Education are listed in the CTSA 2015 as partners required to cooperate with local Channel panels.7
In West Sussex, two panels operate, meeting monthly – one specifically for Crawley, and the other for the rest of West Sussex. • Prevent and Channel Duty – A Toolkit for Schools

Guidance issued under section 36(7) and section 38(6) of the CTSA 2015 in respect of Channel is available at: https://www.gov.uk/government/publications/channel-guidance
Such partners are required to have regard to guidance issued under section 38(6) of the CTSA 2015 when co-operating with the panel and police under section 38 of the CTSA 2015
• Channel General Awareness e-learning package • Making a Channel Referral in West Sussex • Prevent Channel Referral Form
Further advice and guidance regarding the Prevent duty and preventing radicalisation and violent extremism can be accessed on the West Sussex Service for Schools website, accessed here Peer on

Peer on Peer Abuse
West Sussex Music believes that all children have a right to learn in a safe environment. Children should be free from harm by adults and other students.
All staff should be aware that safeguarding issues can manifest themselves via peer on peer abuse. This may include physical abuse, emotional abuse, sexual abuse and sexual exploitation and may manifest as (though not limited to): bullying (including cyber-bullying), gender based violence/sexual assaults and sexting. Such peer on peer abuse may take many different forms and present in many different ways – see below. All staff must be aware that children can be abusers and any concerns should be discussed with the designated safeguarding lead.
If Peer on Peer abuse is suspected staff should discuss with the designated safeguarding lead who will follow section 8.7 of the West Sussex Child Protection and Safeguarding Procedures – Children who Harm Other Children. Preventing Peer on Peer AbusePreventing Peer on Peer Abuse

We will minimise the risk of allegations against other pupils by:
• having systems in place for any student to raise concerns with staff, knowing that they will be listened to, believed and valued, and
• developing robust risk assessments.

Allegations against other pupils which are safeguarding issues
Occasionally, allegations may be made against a student by other students which are of a safeguarding nature. Safeguarding issues raised in this way may include physical abuse, emotional abuse, sexual abuse and sexual exploitation.
Professionals must decide in the circumstances of each case whether or not behaviour directed at another child should be categorised as abusive or not.

It will be helpful to consider the following factors:
• relative chronological and developmental age of the two children (the greater the difference, the more likely the behaviour should be defined as abusive)
• a differential in power or authority (e.g. related to race or physical or intellectual vulnerability of the victim)
• actual behaviour (both physical and verbal factors must be considered)
• whether the behaviour could be described as age appropriate or involves inappropriate sexual knowledge or motivation
• physical aggression, bullying or bribery
• the victim’s experience and perception of the behaviour
• the possibility the abuser is, or was, also a victim
• attempts to ensure secrecy
• an assessment of the change in the behaviour over time (whether it has become more severe or more frequent)
• duration and frequency of behaviour.

Examples of safeguarding issues against a student could include:

Physical abuse:
• violence, particularly pre-planned
• forcing others to use drugs or alcohol

Emotional abuse:
• blackmail or extortion
• threats and intimidation (including racist or homophobic/religious remarks, cyber-bullying)
• isolating an individual from social activities
• sexting

Sexual abuse:
• indecent exposure, indecent touching or serious sexual assault
• forcing others to watch pornography or taking part in sexting

Sexual Exploitation:
• encouraging other children to engage in inappropriate sexual behaviour
• photographing or videoing other children performing indecent acts

Procedure
If there is a safeguarding concern at a school, the school’s designated safeguarding lead (DSL) and theWest Sussex Music DSL must be informed immediately. If there is a safeguarding concern at a Music Centre or other off-site activity, the West Sussex Music DSL must be informed immediately.
1. A factual record should be made of the allegation, but no attempt at that stage should be made to investigate the circumstances.
2. The designated safeguarding lead should contact the MASH to discuss the case.
3. The designated safeguarding lead will follow through the outcomes of the discussion and make a referral when appropriate.
4. If the allegation indicates that a potential criminal offence has taken place, the MASH will consult with the police.
5. Parents of both the student being complained about and the alleged victim should be informed and kept updated on the progress of the referral, unless to do so would place the alleged victim at risk, and/or jeopardise a police investigation. If unsure, advice should be sought.
6. The designated safeguarding lead will make a record of the concern and a copy will be kept on files.
7. It may be appropriate to exclude the pupil being complained about for a period of time.
8. In situations where West Sussex Music considers a safeguarding risk is present, a risk assessment should be prepared along with a preventative plan. The plan should be monitored and a date set for a follow up review with everyone concerned. Sexual Violence and Sexual Harassment between Children in Schools and Colleges Sexual Violence and Sexual Harassment between Children in

Schools and Colleges
New guidance has been produced to assist school and colleges manage cases of sexual violence and harassment between pupils. The full guidance can be found here
West Sussex Music recognises the following as sexual violence Sexual violence and sexual harassment can occur between two children of any age and sex. It can also occur through a group of children sexually assaulting or sexually harassing a single child or group of children.
Children who are victims of sexual violence and sexual harassment will likely find the experience stressful and distressing. This will, in all likelihood, adversely affect their educational attainment. Sexual violence and sexual harassment exist on a continuum and may overlap, they can occur online and offline (both physical and verbal) and are never acceptable. It is important that all victims are taken seriously and offered appropriate support. Staff should be aware that some groups are potentially more at risk. Evidence shows girls, children with SEND and LGBT children are at greater risk.
Staff should be aware of the importance of:
• making clear that sexual violence and sexual harassment is not acceptable, will never be tolerated and is not an inevitable part of growing up;
• not tolerating or dismissing sexual violence or sexual harassment as “banter”, “part of growing up”, “just having a laugh” or “boys being boys”; and
• challenging behaviours (potentially criminal in nature), such as grabbing bottoms, breasts and genitalia, flicking bras and lifting up skirts. Dismissing or tolerating such behaviours risks normalising them. What is Sexual violence and sexual harassment? What is Sexual violence and sexual harassment?

Sexual violence
It is important that school and college staff are aware of sexual violence and the fact children can, and sometimes do, abuse their peers in this way. When referring to sexual violence we are referring to sexual offences under the Sexual Offences Act;
Rape: A person (A) commits an offence of rape if: he intentionally penetrates the vagina, anus or mouth of another person (B) with his penis, B does not consent to the penetration and A does not reasonably believe that B consents.
Assault by Penetration: A person (A) commits an offence if: s/he intentionally penetrates the vagina or anus of another person (B) with a part of her/his body or anything else, the
penetration is sexual, B does not consent to the penetration and A does not reasonably believe that B consents.
Sexual Assault: A person (A) commits an offence of sexual assault if: s/he intentionally touches another person (B), the touching is sexual, B does not consent to the touching and A does not reasonably believe that B consents.

What is consent?
Consent is about having the freedom and capacity to choose. Consent to sexual activity may be given to one sort of sexual activity but not another, e.g.to vaginal but not anal sex or penetration with conditions, such as wearing a condom. Consent can be withdrawn at any time during sexual activity and each time activity occurs. Someone consents to vaginal, anal or oral penetration only if s/he agrees by choice to that penetration and has the freedom and capacity to make that choice.

Sexual harassment
When referring to sexual harassment we mean ‘unwanted conduct of a sexual nature’ that can occur online and offline. When we reference sexual harassment, we do so in the context of child on child sexual harassment. Sexual harassment is likely to: violate a child’s dignity, and/or make them feel intimidated, degraded or humiliated and/or create a hostile, offensive or sexualised environment.
Whilst not intended to be an exhaustive list, sexual harassment can include:
• sexual comments, such as: telling sexual stories, making lewd comments, making sexual remarks about clothes and appearance and calling someone sexualised names;
• sexual “jokes” or taunting;
• physical behaviour, such as: deliberately brushing against someone, interfering with someone’s clothes (schools and colleges should be considering when any of this crosses a line into sexual violence – it is important to talk to and consider the experience of the victim) and displaying pictures, photos or drawings of a sexual nature; and
• online sexual harassment. This may be standalone, or part of a wider pattern of sexual harassment and/or sexual violence. It may include:
o Non-consensual sharing of sexual images and videos;
o Sexualised online bullying;
o Unwanted sexual comments and messages, including, on social media; and
o Sexual exploitation; coercion and threats. The response to a report of sexual violence or sexual harassment The response to a report of sexual violence or sexual harassment

The initial response to a report from a child is important. It is essential that all victims are reassured that they are being taken seriously and that they will be supported and kept safe. A victim should never be given the impression that they are creating a problem by reporting such matters. If staff have a concern about a child, or a child makes a report to them, they should follow the referral process as set out from paragraph 23 in Part 1 of this guidance. As is always the case, if staff are in any doubt as to what to do, they should speak to the designated safeguarding lead (or a deputy).

Safeguarding and supporting the alleged perpetrator he alleged perpetrator
The following principles are based on effective safeguarding practice and should help shape any decisions regarding safeguarding and supporting the alleged perpetrator:
1. The school / college will have a difficult balancing act to consider. On one hand they need to safeguard the victim (and the wider pupil/student body) and on the other hand provide the alleged perpetrator with an education, safeguarding support as appropriate and implement any disciplinary sanctions.
2. Consider the age and the developmental stage of the alleged perpetrator and nature of the allegations. Any child will likely experience stress as a result of being the subject of allegations and/or negative reactions by their peers to the allegations against them.
3. Consider the proportionality of the response. Support (and sanctions) should be considered on a case-by-case basis. An alleged perpetrator may potentially have unmet needs (in some cases these may be considerable) as well as potentially posing a risk of harm to other children. Harmful sexual behaviours in young children may be (and often are) a symptom of either their own abuse or exposure to abusive practices and or materials. Advice should be taken, as appropriate, from children’s social care, specialist sexual violence services and the police.
4. It is important that if the alleged perpetrator does move to another educational institution (for any reason), that the new educational institution is made aware of any ongoing support needs and where appropriate, potential risks to other children and staff. The designated safeguarding lead should take responsibility to ensure this happens as well as transferring the child protection file.
5. It is also very important to monitor the emotional health and well-being of all involved, including the alleged perpetrator and school / college must consider accessing Youth Emotional Support (YES) or more specialist services. Where there are concerns school / college should discuss the concerns with MASH / THE EARLY HELPTEAM worker. Youth Produced SexuaYouth Produced Sexual Imagery or ‘Sexting’l Imagery or ‘Sexting’ West Sussex Music recognises that ‘Sexting’ is a safeguarding risk to our children. Any incident of youth produced sexual imagery which comes to the attention of any staff will be referred to the designated safeguarding lead straightaway.
West Sussex Music recognises that responding to such cases can be complex and as such our organisation has adopted the UK Council for Child Internet Safety (UKCCIS) guidance, as recommended by West Sussex Safeguarding Children Board, in responding to and managing such instances.
The UKCCIS can be found here

For further advice in respect of managing cases of sexting or where there is any doubt about whether to refer a case, the advice of MASH should be obtained as soon as possible.

Upskirting
1. West Sussex Music recognises that upskirting is a criminal offence and we will take any allegations of such behaviour very seriously.
2. Upskirting typically involves taking a picture up or under a person’s clothing without them knowing. The picture is taken with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm.
3. When an allegation of upskirting is brought to our attention we will respond as we would for any other disclosure of potential abuse.
4. We will follow the principles as set out in responding to reports of sexual violence and harassment above and will take advice from MASH on how to progress any allegation of upskirting.
5. Where any suspect for a case of upskirting is identified as being a pupil at our school we will initially be guided by police but seek to support that pupil in accordance with the principles set out in 19.21.3 above. Children with family members in prison Children with family members in prison
West Sussex Music is aware of the additional challenges faced by children who have a parent / carer sent to prison. We recognise that these children are at risk of poor outcomes including poverty, stigma, isolation and poor mental health. NICCO provides information designed to support professionals working with offenders and their children, to help mitigate negative consequences for those children and West Sussex Music will work in accordance with that guidance, found here, in supporting children who have a parent or carer in prison. Other aspects of risk Other aspects of risk –– Bullying and Emotional Health & WellBullying and Emotional Health & Well–being being
In addition to the information contained above, additional information is provided on the following areas: 1 Bullyi1 Bullying including cyberbullying. ng including cyberbullying.
1.1 West Sussex Music believes that all forms of bullying behaviour are unacceptable and should not be tolerated. Bullying incidents will be addressed as a safeguarding issue when there is reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm. West Sussex Music will work with parents and carers in dealing with bullying allegations. 2 Emotional Health and Well2 Emotional Health and Well–being being
• We support our student’s emotional health and where necessary seek the advice and support of our local THE EARLY HELPTEAM hub and in particular the Youth Emotional Support (YES) programme. Details of which can be found here .
• West Sussex Music will make use of national guidance which can be found here.
• Public Health England have also published a whole school and college approach for Promoting children and young people’s emotional health and wellbeing which we will make use of. That guidance can be found here.

6. DEALING WITH A DISCLOSURE
We are determined that West Sussex Music will be a safe place where children feel able to talk to a trusted adult if they are concerned.
We are also determined that all staff, including volunteers, will know how to respond appropriately should a child disclose to them. If a child discloses If a child discloses
1. accept what the child says;
2. stay calm, the pace should be dictated by the child without them being pressed for detail. DO NOT ASK LEADING QUESTIONS such as “did x touch you there?” It is our role to listen – not to investigate;
3. if more information is needed to establish if there has been abuse use open questions such as “describe what happened?” “tell me what happened?”;
4. use age appropriate words, avoid jargon or terms the child may well not understand;
5. be careful not to burden the child with guilt by asking questions like “Why didn’t you tell me before?” but you could ask ‘Have you spoken to anyone else about this?’;
6. acknowledge how hard it was for the child to tell you;
7. do not criticise the perpetrator, the child might have a relationship with them;
8. do not promise confidentiality, but reassure the child that they have done the right thing, explain whom you will have to tell (the designated lead) and why and, depending on the child’s age, what the next stage will be. It is important that you avoid making promises that you cannot keep such as “I’ll stay with you all the time” or “it will be all right now”. When recording informationWhen recording information
• Any records made may well be used
• Make detailed notes at the time or immediately afterwards; record the date, time, place and context of disclosure or concern. Record facts and what was said but not your assumption or interpretation
• If it is observation of bruising or an injury record the detail, e.g. “right arm above elbow”
• Use skin / body maps if necessary
• Do not take photographs
• Note the non-verbal behaviour and the key words in the language used by the child (try not to translate into ‘proper terms’)
• Record the date, time and location where the notes were made and if anyone else was present
• Pass the notes as soon as possible to your designated safeguarding lead. Support for staffSupport for staff

It is recognised that staff who have become involved with a child who has suffered harm, or appears to be likely to suffer harm may find the situation stressful and upsetting. West Sussex Music will support such staff by providing an opportunity to talk through their anxieties with the designated safeguarding lead and to seek further support as appropriate.

5. RECORD KEEPING Child Protection Files Child Protection Files
1. Records kept for child protection purposes must be kept securely, separate from other records and accessed only by those who need to do so for safeguarding and / or monitoring purposes.
2. Each child should have a separate record.
3. Each record must be accurate, legible and entries made as soon as practicable after a concern is raised.
4. Where computer systems are used, staff must still have access to paper forms so immediate conversations with a child / body map drawings etc. can be made contemporaneously.
5. Any paper records generated at 4 above must be retained within the file, even where they have been scanned to a computer record.
6. Where there is more than one sibling, each sibling should have their own record, cross-referenced where necessary to their siblings.
7. Each file should have a chronology to enable assessment, provide an overview and enable fast time assessment of previous activity.
8. Each file should have an up to date contact number for other key professionals. Allegations Against StaAllegations Against Staff Records ff Records
Any records generated in respect of an allegation must be kept securely, accessed only by those who require doing so for legitimate investigation / safeguarding / review purposes.
Any records must be kept separate from any other personal file relating to that staff member.

8. MANAGING PROFESSIONALDIFFERENCES AND CONCERNS
This is a vital tool in keeping children safe.
On occasions there may be differences of opinion between professionals in response to a specific safeguarding matter. Professional Differences and Concerns Protocol Professional Differences and

Concerns Protocol
In such circumstances the Designated Safeguarding Lead will assess the impact of such a decision on the child(ren) and where concerns remain, the Designated Safeguarding Lead will engage the Managing Professional Difference protocol which can be found on the West Sussex Safeguarding Children Website, accessed here.

9. HEALTH AND SAFETY
1.2 Our Health & Safety policy, set out in the Staff Handbook, reflects the consideration we give to the protection of our children both physically, and for example in relation to internet use, and when on off-site visits.

10. CSAFE CODE OF CONDUCT
West Sussex Music expects all staff to adhere to safe conduct. Safe conduct includes valuing and respecting children as individuals.
Your attention is drawn to the position of trust you hold in working with children and the power and influence you hold. West Sussex Music expects this responsibility to be at the forefront of the minds of all staff to ensure that these positions of trust are never abused.
Wherever possible ensure that there is more than one adult present during activities with children and avoid spending time with young people unobserved.

Where this is not possible:
• ensure that you can be seen, heard and easily located by others. If working after school hours ensure others know of your whereabouts;
• avoid physical contact with children – West Sussex Music has a “no touching” policy;
• in a situation where there is a risk of physical harm to a child and your intervention is essential, take an approach that ensures the minimum amount of contact;
• if you are a qualified first-aider treating a child for an injury, do not continue with any additional contact when it is no longer necessary;
• if a child makes accidental or unsolicited physical contact with you, your response is very important and must be designed to minimise contact without causing a feeling of rejection;
• in the event of an accident, ensure that the incident is reported immediately to the school in which you are teaching and a written account sent to the Designated Member of Staff for Child Protection the same day;
• keep a professional distance from children, both physically and verbally;
• staff should watch out for each other, eg. Are colleagues being drawn into situations that could be misinterpreted?
• do not have, or be perceived to have, favourites;
• treat children with respect. Do not make suggestive or inappropriate remarks to or about a child, even in fun, as this could be misinterpreted
• do not contact children by phone, email, letter or via social media;
• do not give lifts to children;
• do not take children to your home;
• do not arrange meetings with children outside work duties;
• do not develop social relationships with children; maintain a professional distance;
• Do not accept any money or gifts from children, other than modest end of term tokens of appreciation given by the pupil’s family
• do not give or lend money or gifts to children. Where there is no other alternative than to give the child money, eg.to cover travel costs such as train fare, ensure that other staff members are aware of this and make a written record of conversations leading to this decision. Share this with the relevant West Sussex Music manager immediately;
• do wear West Sussex Music identification badges.

West Sussex Music expects that all staff will be aware of this code of safe conduct and adhere to its principles of good practice in their approach to all children.
End of Policy.

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