Every Child Matters Agenda

Our Procedures

We aim to have clear procedures in place which can be used to respond to concerns about vulnerable students or disclosures of abuse but which also develop the culture or protection in the Academy. These procedures follow legislation as set by Every Child Matters and Safeguarding Children in Education and are also in line with Local Authority guidelines and National Child Protection procedures:

  • A designated member of staff is responsible for Child Protection and Looked After Children and who undertakes regular training.

  • A member of staff acts in the designated teacher’s absence.

  • Members of staff know how to respond to a student who discloses abuse through a clear system of referral.

  • Parents/carers are made aware of the responsibilities of staff members with regard to child protection procedures.

  • New members of staff are given a copy of our child protection procedures as part of their induction into the Academy.

  • Confidentiality is maintained and the decision to breach confidentiality are (see confidentiality guidelines below).

  • Child Protection practice and lines of communication are regularly reviewed and monitored.

  • Members of staff are aware of the different social and cultural patterns and practices of the Academy community and are supported to consider their concerns in context.

  • Information is promptly passed on to relevant professionals.

  • Students identified as being at risk are continuously monitored.

  • New staff, newly qualified staff and temporary staff are given an induction to the Academy’s whole Academy procedures.

  • Liaison with other agencies is actively sought, encouraged and supported.

Supporting Students and Staff

We recognise that a child may have low levels of self esteem and self confidence and may find it difficult to express their concerns. We aim to use our pastoral system and curriculum to promote opportunities for reflection and open communication in the context of a culture of support and mutual respect. Promoting the student voice and personalised learning are also key to developing a culture of open communication and trust. We will individualise support and timetables according to strength and need and monitor progress formally and informally in order to address concerns proactively rather than reactively. We will seek to extend our curriculum through our Out of Hours Learning programme to further support individualised learning and opportunity.

We recognise that staff working in the Academy and who work closely with a child in difficult circumstances may find this difficult and upsetting. We serve to support staff by providing an opportunity to talk through their anxieties with the designated teacher or named member of staff. We will also seek further and more specialised forms of support where this is needed.