Safeguarding Training for College Staff

As members of the College community at St Chad’s, we have a responsibility to safeguard the wellbeing of vulnerable adults, as well as children. The information provided on this page is designed to provide College staff with a basic understanding of safeguarding and the knowledge required to respond appropriately to any concerns about the safety and wellbeing of a member of our community.

What is safeguarding?

Safeguarding is defined by the Government’s ‘Working Together’ policy as ensuring:

  • protection of children and vulnerable adults from maltreatment;
  • prevention of the impairment of a child’s or vulnerable adult’s health or development;
  • that children are growing up in circumstances consistent with the provision of safe and effective care; and
  • that action is taken to enable all children and vulnerable adults to have the best outcomes.

St Chad’s College Policy

At St Chad’s College we believe that all children and vulnerable adults have the right to develop in a safe and caring environment, free from the threat of all types of harm or abuse; from neglect to physical, sexual or emotional harm or abuse.

Children and vulnerable adults also have the right to expect adults in positions of responsibility to do everything in their power to foster and uphold these rights.

Whilst St Chad’s College does not act  in loco parentis (in the place of a parent), it does recognise that we have a duty of care to children and young people, staff, parents and carers of children in our care.

Key Definitions

  • Child: A person under the age of 18.
  • Adult at Risk: A person over the age of 18 who has:
    • a dependence on (the assistance of) others when performing basic functions, and / or
    • a severe impairment in the ability to communicate with others, and / or
    • a reduced ability to protect themselves from assault, abuse or neglect
  • Abuse: The violation of an individual’s human rights by another person or people. Abuse can be a single or repeated act, and can be either active or passive (i.e. failing to prevent abuse). Types of abuse include psychological, physical, sexual, financial / material, discriminatory, and / or institutional.

What do we mean by harm?

Harm to a child or vulnerable adult may be physical or mental and includes actual harm, causing harm, putting someone at risk or harm, attempting to harm and/or inciting another to cause harm.

In relation to children, the Government’s ‘Working Together’  document states that:

 “Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others (e.g. via the internet). Abuse can take place wholly online (e.g. through social media), or technology may be used to facilitate offline abuse. Children may be abused by an adult or adults, or another child or children.” 

Abuse can take many forms. Ignoring the contact details at the end, please watch the video below which provides an overview of the types and signs of abuse.

Please watch the video below.

The NSPCC also has information and advice on different types of abuse, how to spot the signs and what you can do to help keep children safe. You can find out more on their webpages here.

According to the NSPCC (2020) some common signs that there may be something concerning happening in a child or vulnerable adult’s life include:

  • unexplained changes in behaviour or personality
  • becoming withdrawn
  • seeming anxious
  • becoming uncharacteristically aggressive
  • lacking social skills and having few friends, if any
  • knowledge of adult issues inappropriate for their age
  • running away or going missing
  • always choosing to wear clothes which cover their body.

Of course these signs don’t necessarily mean that a child or vulnerable adult is being abused, there could be other things happening in their life which are affecting their behaviour.

How can you help?

There are a number of general principles which exemplify best practice in working with children and vulnerable adults.

  • Be vigilant – be aware of the needs of children and vulnerable adults, and be vigilant for signs or harm of potential harm.
  • Take it seriously – take seriously anyone’s complaint or information upon which appropriate action should be taken as soon as possible.
  • Avoid any unnecessary physical contact – avoid unnecessary physical contact with children. There are some cases where physical contact may be necessary, such as in the provision of physical support, but this should only take place with the consent of the child and their teacher/carer.
  • Report and record it – report any incidents or accidents as soon as possible to a College Officer.
  • Be aware of the Sexual Offences Act 2003 – be aware that it is a criminal offence under the Sexual Offences Act 2003 for anyone in a position of trust to have a sexual relationship with a child (under 18), regardless of consent.

Best Practice

Staff should –

  • Avoid spending time alone with children, whenever possible, especially if physically located away from other individuals. Any meetings should take place as openly as possible.
  • Pass wellbeing concerns to your line manager, a College Officer or a member of the College student support team as soon as possible.
  • Consult with College Officers regarding the need to meet or support a student in cases where they are concerned about their wellbeing.
  • Avoid travelling with children in a vehicle. If this cannot be avoided, staff should only travel with children in appropriately insured vehicles and College Officers should be made aware of this.
  • Not contact students outside of official activities or link with them on social media.

Staff should also –

  • Treat everyone with respect;
  • Be sensitive to everyone’s appearance, race, culture, religion or beliefs, sexuality, gender identity or disability;
  • Provide an example that others should follow acting as an appropriate role model;
  • Remember that actions may be misinterpreted, no matter how well intentioned;
  • Provide an environment where everyone feels comfortable enough to point out attitudes and behaviours they do not like;
  • Provide a caring, safe atmosphere;
  • Use appropriate language which is understandable and inclusive.

Responding to a Disclosure

The below video provides an overview of best practice in relation to responding to a disclosure of abuse.

Should a student or fellow staff member share with you information of concern, it is important that you follow the guidance below.

  • Stay calm and do not over-react or panic.
  • Listen. Give time to the individual to speak and do not paraphrase or provide different explanations for actions.
  • Take it seriously and be empathetic.
  • Reassure the individual that they have done the right thing in speaking up.
  • Explain that only the professionals who need to know will be informed. Never promise confidentiality.
  • Do not investigate, interrogate, jump to conclusions, or decide if the individual is telling the truth. Remember that an allegation of child abuse may lead to a criminal investigation, so don’t do anything that may jeopardise a police investigation. Let the individual explain to you in their own words what happened. Don’t ask leading questions.
  • Pass it on to the Vice Principal at the earliest opportunity.
  • The Vice Principal will support you in writing down and reporting the incident. The Vice Principal will also ensure the safety needs of the individual are met.

Contacts

At St Chad’s College, the College’s Safeguarding Director is the Principal, Dr Margaret Masson. The Safeguarding Administrator is Rev David Rushton, the College Chaplain. They, or the Vice Principal, should be contacted in the first instance in relation to safeguarding matters.

The College’s Safeguarding Policy can be found on the Official Documents area of the College webpages.