Teachers today understands the importance of safeguarding within our schools. We take the following measures to ensure that Teachers today staff are fully supported and confident when addressing any child protection issues.

INTRODUCTION

This Safeguarding Policy applies to all supply staff, working on behalf of the agency and is an over arching document which demonstrates how everyone working in or for a school service, shares an objective to help keep children safe from harm and abuse.

We aim:

to ensure that children within schools feel safe at all times

to ensure that all supply staff are safe and feel that they are able to put the welfare of the children first without concern that there will be any negative consequences attached to their actions

to ensure that all adults who have contact with children in schools have been properly vetted and cleared as suitable to work and support children in their care/charge.

to ensure that all adults who have contact with children in school have been trained to undertake their safeguarding responsibilities effectively.

SCHOOL COMMITMENT

Teachers Today is committed to safeguarding and promoting the welfare of all pupils. We recognise that some children may be especially vulnerable to abuse and that children who are abused or neglected may find it difficult to develop a sense of worth and to view the world in a positive way. Whilst at school their behaviour may be challenging and we recognise that some children who have experienced abuse may harm others. We will always take a considered and sensitive approach in order that we can support all pupils and recognise that each pupil’s welfare is of paramount importance.

PROVIDING A SAFE AND SUPPORTIVE ENVIRONMENT

Safer Working Practice

Safe working practice ensures that pupils are safe and that all staff:-

are responsible for their own actions and behaviour and should avoid any conduct which would lead any reasonable person to question their motivation and intentions.
work in an open and transparent way.
work with other colleagues where possible in situations open to question.
discuss and/or take advice from school management over any incident which may give rise to concern.
record any incident or decisions made.
apply the same professional standards regardless of gender, race, disability of sexuality.
be aware of confidentiality policy.
are aware that breaches of the law and other professional guidelines could result in criminal or disciplinary action being taken against them.

Safer Recruitment and safeguarding checks info

Introduction

Teachers Today ensure all supply staff are quality assured and monitored. We have a commitment to the Safer Recruitment in Education guidance, to ensure children receive a high quality level of teaching and learning, whilst remaining safe. In line with recent legislation including the Children Act 2004, Safeguarding Children and Safer Recruitment in Education Guidance DfES/04217/2006, The Independent Schools Standards Regulations 2009 (Standards 4, 4A, 4B, 4C), and the Safeguarding Vulnerable Groups Act 2006 Teachers Today takes very seriously its duty of care for all pupils. In order to help safeguard and promote the welfare of all its pupils we are committed to a thorough and consistent Safer Recruitment Policy.

AIMS AND OBJECTIVES

The aims of the Safer Recruitment policy is to help deter, reject or identify people who might abuse pupils or are otherwise unsuited to working with them by having appropriate procedures for appointing staff. Teachers Today has a principle of open competition in its approach to recruitment and will seek to recruit the best applicant for the job. The recruitment and selection process should ensure the identification of the person best suited to the job at the School based on the applicant’s abilities, qualification, experience and merit as measured against the job description and person specification.

The recruitment and selection of staff will be conducted in a professional, timely and responsive manner and in compliance with current employment legislation. If a member of Teachers Today staff involved in the recruitment process has a close personal or familial relationship with an applicant they must declare it as soon as they are aware of the individual’s application and avoid any involvement in the recruitment and selection decision-making process. This policy objectives are to operate this procedure consistently and thoroughly while obtaining, collating, analysing and evaluating information from and about applicants applying for job vacancies from Teachers Today.

ROLES AND RESPONSIBILTIES

It is the responsibility of the Recruitment Panel to:

Ensure Teachers Today has effective policies and procedures in place for recruitment of all staff and volunteers in accordance with DCSF guidance and legal requirements. Monitor the School’s compliance with them. It is the responsibility of the Directors of Teachers today to ensure that the School operates safe recruitment procedures and makes sure all appropriate checks are carried out on all staff and volunteers who work at schools via Teachers Today.

Job Description & personal specification

Job Description & Personal Specification to be reviewed annually

Pre-screening, Checklist, Short Listing & Interview

Once applicants have been assessed against all the criteria, job description, personal specification and pre-registration check list over the telephone, they may be invited to interview. Any queries will be addressed at this point. If candidate is unsuccessful they will not be invited for interview and they will be informed in writing. If they are invited for interview the following areas will be ascertained prior:-

Personal Details including dob, full name, address, telephone number
TRN number and prohibition check status
Key Stage, Year Groups, Subjects
Identification
Qualifications
Employment History
Enhanced DBS
Safeguarding Training Complete
References X2
NQT status /QTS status /NCT status

Interview

Interview – if the candidate meets all of the above then at interview they will be asked a range of interview questions (including Warner questions). These questions are determined to determine unsuitability to work with children.

This will take place over a formal interview where they will discuss their work history, core competencies, flexibility and Teachers Today expectations. They will also complete registration in the form of an application form where the following information is collated:-

personal details
type of work required
education and qualifications
work experience
reference details
copy of enhanced DBS (or ported version) and update service info if applicable
information regarding any disciplinary action
information regarding any complaints against the candidate
whether the candidate has been subject to any investigation re their professional competence, standing or conduct
if the candidate has ever been convicted or cautioned in relation to any criminal offences
Declaration whether the candidate is associated with anyone who is barred who has restrictions relating to working with children
Medical declaration
Uk bank and NI details

The following documents are also signed on the application form declaring the candidate agrees with the EO Declaration, Child Protection Policy, Physical Intervention Policy, No touch policy, the Data protection Act and consent to information being passed to any educational institution.

All candidates must bring the following original documents to interview:

One of the following- UK Passport, EEA Identity Card, full UK Birth Certificate and Right to Work documentation – this will include current visa and entry clearance for all non UK citizens.
Original Qualification Certificates.
Original DfEE/DES/DfES confirmation or status letter (where applicable).
Confirmation of QTS / QTLS (or other) status.
Third party/ported Enhanced DBS Disclosure Certificate (where applicable).
Where a candidate has been out of the UK for a period of 3 months or more in the last 5 years, they must produce an original Police Clearance Certificate or Letter of Good Conduct.
Two forms of documentation confirming their current address such as bank statement or utility bill, etc.

Doctors name, surgery address and telephone number.
CV (including any gaps in employment)

Provide a passport style photograph or have a photo taken in branch which is included in the confirmation of checks.

All the above original documents are seen, checked, photocopied and signed by a Director of Teachers today.

During the Interview

The following areas will be discussed and assessed:-

Communication skills, organisation skills, attitude, reasons for wanting to work for Tt, strengths and weaknesses, teaching style, availability, type of schools candidate wants to work in and areas they want to travel to work.

If candidate is successful

An acceptance letter will be sent including, handbook, handover sheets, ID card, pre placement declaration, privacy notice, codes of practice. Supply staff must return signed acceptance, KSS codes of practice and pre placement declaration within two weeks of receiving the letter. Copies of DBS Checks are no longer issued to employers, therefore employees/applicants should bring their Certificate or request Teachers Today do this on their behalf. (Staff may wish to join the DBS updating service). Depending upon the answers provided on the pre placement declaration it may be necessary for candidate to complete a further more detailed pre-placement assessment. We will write to candidates to confirm whether this is necessary. We will then write to candidates informing them that registration is confirmed and they are eligible for placements.

Feedback

All candidates can ask for feedback about any decision.

Induction and Safeguarding Training

All supply staff must receive an induction and safeguarding training session before commencing work with Teachers Today. The induction session will give the opportunity to participate in workshops in preparation for supply placements. The session will prepare staff to deliver a professional high quality service to schools. The session will build on delegates experience and update on current and best practice. This will help them to maintain continuity and consistency within all aspects of school life.

Profile Sheet

Upon commencement of a placement within a school and for peace of mind, we issue a profile sheet confirming all checks that we have carried out. The confirmation of checks fully satisfies the DfE regulations for single central records. Should a candidates enhanced DBS have information contained within it, we will let the client know to assist them as to whether they would still require their services and to make a risk assessment decision.

Quality Assurance

Teachers progress will be monitored through feedback requests from schools for quality assurance. Continued monitoring will take place throughout registration with Teachers Today.

Should we receive any information from a school or outside body which is a concern to us, we will address the situation immediately and follow all procedures set out by the school and the LEA.

EO Declaration

Teachers Today is committed to the idea of equal opportunities for all. Our policy is to make sure that no customer, or person involved or associated with Teachers Today receives less favourable treatment on the grounds of:  Religious belief or political opinion  Race (including colour, nationality, ethnic or national origins)  Disability  Gender, including gender reassignment  Marital or civil partnership status  Having or not having dependants  Sexual orientation  Age.

Teachers Today is opposed to all forms of unlawful and unfair discrimination. We believe in human rights for all those connected with this organisation and all members of society. No action shall be taken against them by any person connected with Teachers Today which would devalue their contribution to society and to this organisation, or lead to a loss of their own self respect, or respect for them from others.

All individuals within this organisation are responsible for compliance with this Policy, and for the positive attitude it requires. All external persons connected with Teachers Today are encouraged to hold the same responsibility and commitment.

We will make sure that all our staff and sub-contractors are aware of our Equal Opportunities Policy, and where applicable will make them aware of their responsibilities. All job applicants, employees and others who work for us will be treated fairly and will not be discriminated against on any of the grounds named above. Decisions about recruitment and selection, promotion, training or any other benefit will be made objectively and without unlawful discrimination.

Dealing with complaints It is recognised that many individuals may be unwilling to make a complaint regarding equal opportunities, for a variety of reasons, including:  Fear that others will consider that behaviour trivial  Fear of retaliation and/or public humiliation  Fear that the complaint will not be taken seriously

Such concerns may make an individual choose to leave the organisation, or change their job. Teachers Today regards this as unacceptable. It is important that employees should feel that the Equal Opportunities Policy able to raise concerns without fear and in the knowledge that their complaint will be taken seriously. All complaints will receive prompt attention and will be properly investigated. We will seek to resolve them as quickly as possible. Sometimes it may be possible for an employee affected by the behaviour of another simply to ask the harasser to stop, or make it clear that the behaviour is unwelcome. If this is appropriate then the employee should do this. However, such an approach may not be appropriate and employees should feel able to raise matters at any time with their line manager or with the Director.

Health and Safety Policy

The Health and Safety at Work Act 1974 and the Workplace Regulations 1992 place a duty on employers to, as far as is reasonably practical, ensure they protect the health, safety and welfare of all their employees.

It is the Company’s policy to make a commitment to the health and safety of its employees and to ensure they receive information, instruction and training on safe working practices and to comply with current statutory provisions.

STATEMENT OF POLICIES

The Company will, where practicable:

Provide adequate control of Health & Safety risks arising from its work activities.
Consult our employees on matters affecting their health & safety.
Provide information, instruction, training and supervision as required to ensure the Health and Safety of its employees.
Ensure any equipment or machinery to be used is in a serviceable condition and that employees have adequate training on its use.
Make available and supervise the use of, all necessary safety equipment and protective clothing.
Take steps to prevent accidents and work-related ill health.
Ensure employees pay consideration to Health & Safety whenever they are at work.
Comply with any Health & Safety at work legislation.

Child protection Policy

Teachers Today policies and procedures adhere to the law as defined in the Children Act 1989 and the guidance given by the Department of Health, the Department for Education and the Home Office in the document “Working Together Under the Children Act 1989”.

The definition states that…….There are 4 categories of abuse recognised by the 1989 Children Act: Physical abuse, sexual abuse, emotional abuse and neglect.

Section 47 of the Children Act 1989 states that a local authority has a duty to investigate when there is “reasonable cause to suspect that a child who lives, or is found, in their area as suffering, or is likely to suffer, significant harm”. It must make such enquiries as it considers necessary in order to decide whether any action is needed to safeguard or promote the child’s welfare.

Section 47(9) says that “Where a local authority are conducting enquiries under this section, it shall be the duty of any person….to assist them with these enquiries…..if called upon by the local authority to do so”.

As teaching staff have daily contact with children, teachers working through Teachers Today are well placed to observe abuse or neglect. It is their responsibility to report suspected or alleged abuse

It is his/her duty to note not only of major incidents, but also of signs which give cause for suspicion or concern. In this instance, the teacher must report any concerns to the school’s relevant member of staff with particular responsibility for child protection work and liaison with youth services. It is also the teacher’s responsibility to adhere to the specific guidelines set out in each school’s Child Protection Policy.

It is his/her duty to report any concerns to the Social Services Department. Teachers have a responsibility of explaining on first contact that they cannot keep information confidential. If abuse is suspected the concern should be recorded, discussed with a Teachers Today Director and reported to Social Services. If a teacher has reason to believe that a young person is being abused, then the safety and welfare of that child has to be the paramount consideration in deciding what action needs to be taken. If there is an allegation of abuse made against a teacher it should be immediately reported to a Teachers Today Director. Action will be taken in accordance with Teachers Today disciplinary procedures and the local child care procedures.

Teachers Today require all of the staff on our register to be fully aware of the procedures for child protection. Should you be unsure of any aspect of the above please ask your consultant to explain them to you in more detail.

Types of abuse

Emotional abuse is the persistent emotional maltreatment of a child such that it causes severe and persistent adverse effects on the child’s emotional development. It may involve: · making a child feel worthless, unloved or inadequate · only there to meet another’s needs · inappropriate age or developmental expectations · overprotection and limitation of exploration, learning and social interaction · seeing or hearing the ill treatment of another, e.g. domestic abuse · making the child feel worthless and unloved – high criticism and low warmth · serious bullying (including cyber bullying) · exploitation or corruption Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.

Neglect is the persistent failure to meet a child’s basic physical 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 misuse. Once a child is born, it may involve a parent 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 neglect

Physical abuse may involve hitting, shaking, throwing, poisoning, burning, 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.

Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, including prostitution, whether or not the child is aware of what is happening. Activities may involve physical contact, including penetration of any part of the body, or non-penetrative acts. They may include non-contact activities, such as involving children looking at or in the production of sexual images, including on the internet, watching sexual activities, or encouraging children to behave in sexually inappropriate ways. Child sexual exploitation is also sexual abuse; it involves children and young people receiving something, for example accommodation, drugs, gifts or affection, as a result of them performing sexual activities, or having others perform sexual activities on them. It could take the form of grooming of children, e.g. to take part in sexual activities or to post sexual images of themselves on the internet. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.

SPECIFIC SAFEGUARDING ISSUES. School staff members need to be aware of specific safeguarding issues, as listed below in, and be alert to any risks. The Pan-Sussex Child Protection and Safeguarding Procedures has detailed information about specific issues such as Child Sexual Exploitation, Female Genital Mutilation, Private Fostering, etc., and the local procedures to respond to risks

Within Keeping Children Safe in Education, the following specific safeguarding issues are highlighted:

Bullying including cyberbullying · Child missing from education · Child missing from home or care · Child sexual exploitation · Domestic violence · Drugs · Fabricated or induced illness · Faith abuse · Female Genital Mutilation · Forced marriage · Gangs and youth violence · Gender-based violence/violence against women and girls (VAWG) · Hate · Mental health · Missing Children and Adult Strategy · Preventing radicalisation · Private fostering · Private Fostering · Sexting · Trafficking

Children Missing from Education A child going missing from education is a potential sign of abuse or neglect, particularly on repeat occasions. Educational establishments and colleges should put in place appropriate safeguarding responses to children who go missing from education, particularly on repeat occasions, to help identify the risk of abuse and neglect and to help prevent the risks of their going missing again. All educational establishments must inform the local authority of any pupil who fails to attend educational establishment regularly, or has been absent without the educational establishment’s permission for a continuous period of 10 educational establishment days or more, at such intervals as are agreed between the educational establishment and the local authority (or in default of such agreement, at intervals determined by the Secretary of State). Refer to Keeping Children Safe in Education September 2016 Annex A for further guidance

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. Teachers and educational establishment staff are more likely to see victims on a regular basis than almost any other professional. They will notice recurrent or prolonged absences and significant changes in behaviour. They are key to identifying children at risk and raise concerns at an early stage, to potentially halt the grooming process before sexual exploitation has begun. Teachers will highlight concerns about missing children as they may be at risk of child sexual exploitation. Some of the following signs may be indicators of sexual exploitation: 15 · Children who appear with unexplained gifts or new possessions · Children who associate with other young people involved in exploitation · Children who have older boyfriends or girlfriends · Children who suffer from sexually transmitted infections or become pregnant · Children who suffer from changes in emotional well-being · Children who misuse drugs and alcohol · Children who go missing for periods of time or regularly come home late · Children who regularly miss educational establishment Due to the nature of the grooming methods used by their abusers, it is very common for children and young people who are sexually exploited not to recognise that they are being abused. Practitioners should be aware that young people particularly aged 17 and 18 may believe themselves to be acting voluntarily and will need practitioners to work with them so they can recognise that they are being sexually exploited. As much as possible it is important that the young person is involved in decisions that are made about them

Domestic Violence The definition of “domestic violence and abuse” was updated by the Home Office in March 2013 to include the reality that many young people are experiencing domestic abuse and violence in relationships at a young age. They may therefore be Children in Need or likely to suffer significant harm. The latest definition from the Home Office is as follows: 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 · Emotional Staff should be aware that any disclosures made by children may have a background in domestic abuse and that this abuse may be part of an overall pattern of abuse or violence towards women and girls in the family. That said domestic abuse can also be experienced by males and assumptions should not be made based on the gender of perpetrators of domestic abuse

Female Genital Mutilation (FGM) 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. There are a range of potential indicators that a child or young person may be at risk of FGM, which individually may not indicate risk but if there are two or more indicators present this could signal a risk to the child or young person. Victims of FGM are likely to come from a community that is known to practise FGM. Professionals should note that girls at risk of FGM may not yet be aware of the practice or that it may be conducted on them, so sensitivity should always be shown when approaching the subject. Staff should activate local safeguarding procedures, using existing national and local protocols for multi-agency liaison with police and children’s social care. 16 Warning signs that FGM may be about to take place, or may have already taken place, can be found in the Brighton and Hove FGM Multi Agency Resource Pack or within the E.learning for all professionals, developed by the Home Office, available at www.fgmelearning.co.uk Girls who are threatened with, or who have undergone FGM may withdraw from education, restricting their educational and personal development. They may feel unable to go against the wishes of their parents and consequently may suffer emotionally. Staff may become aware of a student because she appears anxious, depressed and emotionally withdrawn. They may be presented with a sudden decline in her performance, aspirations or motivation. There may be occasions when a student comes to educational establishment or college but then absents herself from lessons, possibly spending prolonged periods in the bathroom. Students who fear they may be at risk of FGM can often come to the attention of, or turn to, a teacher, lecturer or other member of staff before seeking help from the police or social services. Sometimes the student’s friends report it to staff. Teachers, lecturers and other members of staff are in an ideal position to identify and respond to a victim’s needs at an early stage. Staff should be aware of new mandatory reporting requirements with regards to known cases of female genital mutilation (FGM) which require teachers to personally report to the police cases where they discover that an act of FGM appears to have been carried out. Further details can be found Annex A of Keeping Children Safe in Education September 2016

Forced Marriage A forced marriage is one in which at least one participant does not (or cannot) consent to the marriage and pressure or abuse is used. It is recognised in the UK as a serious abuse of human rights. The pressure put on people to marry against their will can be physical (including threats of violence, actual physical violence and sexual violence) or emotional and psychological (e.g. shame and coercion) Financial abuse can also be a factor. Whilst it is unlikely that primary-age pupils will be the victims of forced marriage, they may disclose that older siblings or parents are at risk. 3.9

Preventing Radicalisation The Counter-Terrorism and Security Act, which received Royal Assent on 12 February 2015, places a duty on specified authorities, including local authorities and childcare, education and other children’s services providers, in the exercise of their functions, to have due regard to the need to prevent people from being drawn into terrorism (“the Prevent duty”). This came into force on 1 July 2015. The Prevent duty directs inspectors to examine a educational establishment’s response to extremist behaviour when considering the behaviour and safety of pupils, as well as the effectiveness of the leadership and management of the educational establishment in preventing extremism. The Counter-Terrorism and Security Act 2015 also places a duty on local authorities to ensure Channel panels are in place. The panel must include the local authority and chief officer of the local police. Panels will assess the extent to which identified individuals are vulnerable to being drawn into terrorism, following a referral from the police and where considered appropriate and necessary consent is obtained, arrange for support to be provided to those individuals. The Act will require partners of Channel panels to co-operate with the panel in the carrying out of its functions and with the police in undertaking the initial assessment as to whether a referral is appropriate. 17 Educational establishments and colleges which are required to have regard to Keeping Children Safe in Education are listed in the Act as partners of the panel. The relevant provisions of the Act came into force on 12 April 2015 but many local authorities already have Channel panels set up in their area. Channel Training ‘Channel’ is the name for the process of referring a person for early intervention and support, including: · identifying people at risk of being drawn into terrorism · assessing the nature and extent of that risk, and · developing the most appropriate support plan for the people concerned. The Channel process is about safeguarding children, young people and adults from being drawn into committing terrorist-related activity. It is about early intervention to protect and divert people away from risk before a crime occurs. You can complete a short general awareness course online here: Prevent is the pan-Sussex strategy for preventing vulnerable people from being radicalised into violent extremism: The pan Sussex Prevent describes partner’s (including educational establishments) role in the Prevent agenda: Sharing with colleagues · Promote awareness of the PREVENT strategy within your organisation and partners, including the local risks, roles and responsibilities involved in its delivery · Ensure colleagues and partners are aware of how to report any potentially relevant information or concerns · Promote an understanding amongst colleagues and partners of how to identify indicators of terrorism · Promote an understanding amongst colleagues and partners of how to identify potential signs of individual vulnerability to radicalisation.

Sexting Sexting among children and young people can be a common occurrence, where they often describe these incidents as ‘mundane’. Children involved in sexting incidents will be dealt with by the police as victims as opposed to perpetrators, unless there are mitigating circumstances. The Designated Safeguarding Lead should record all incidents of sexting. This should include both the actions taken and the actions not taken, together with justifications. In applying judgement to the sexting incident consider the following: · Significant age difference between the sender/receiver involved · If there is any external coercion involved or encouragement beyond the sender/receiver. · If you recognise the child as more vulnerable than is usual. · If the image is of a severe or extreme nature. · If the situation is not isolated and the image has been more widely distributed. · If this is not the first time children have been involved in a sexting act · If other knowledge of either the sender or recipient may add cause for concernIf these characteristics present cause for concern then escalate or refer the incident. If not, manage the situation accordingly, recording details of the incident, action and resolution. See CEOP website for further information.

Fire Safety

All should familiarise themselves with the Service User’s Fire Safety procedures. We strongly advise employees to plan an emergency escape route for themselves and their client(s), remembering to take into account any physical difficulties the clients may have. The Company operates a strict No Smoking policy whilst on duty. The use of candles, open fires and other naked flames should be avoided wherever possible.

Data Protection Act

All information you have provided and any information provided to us by our clients is held in accordance with the Data Protection Act 1998.

Physical Intervention Policy

Physical Intervention refers to the actions by which one or more people restrict the actions of another.

Teachers are encouraged to follow the establishments policies regarding this. In addition to this they are encouraged to familiarise themselves with the LEA policy and guidelines and be aware of any training that may be on offer. In general teaching staff must be non-abusive, work to the best interests of the child, have a clear educational purpose and take account of gender issues.

As a general guide it is assumed that the following safe practice will apply:-

If all steps have been taken to ensure that a pupil does not exhibit violent behaviour towards another person and the situation continues then the pupil should be warned that if they do not desist physical intervention may be used.

When it is apparent that a pupil is not responding to the behaviour management strategies being used by an individual member of staff and a violent incident seems imminent, then, wherever possible, another member of staff must be summoned. This will not be seen as a failure; the presence of a second adult could prove helpful in ensuring safety, objectivity and calm control as well as providing a witness to what takes place.

Staff should only attempt physical interventions where they are convinced of a satisfactory outcome i.e. the child is brought under control by the strategy employed.

Physical intervention, up to and including physical restraint, should be used only as a last resort when all other strategies, including that of removing other pupils and summoning assistance from another member of staff have been considered.

Such physical intervention should only be used to de-escalate or prevent a violent situation from developing.

Physical intervention should not be used as a method of enforcing discipline or compliance.

Criminal Records Disclosure

By virtue of the Rehabilitation of Offenders Act 1974 (Exceptions) (Amendments) order 1986, all staff must disclose all details of any criminal convictions, whether spent or otherwise, before commencement of engagement. Any pending offences, for which teaching staff are awaiting an outcome, must also be disclosed. In addition, during staff members period of engagement with TEACHERS TODAY LTD, they should inform us if convicted, or are awaiting the outcome, of any new offences (including motoring offences.)

Associative Discrimination

The Keeping Children Safe Legislation was updated in October 2014 to include the requirement for all people working with under 8’s to sign a declaration regarding their association with any individual who is barred or has restrictions regarding working with Children.

Staff working with Teachers Today complete a statement and full declaration form regarding Associative Discrimination. Candidates are referred to requirements, the regulations and if appropriate the application to be exempt. Candidates working via Teachers Today who are working with under 8’s who do not complete the declaration will not be placed into assignments.

Continued Professional development

Supply staff must demonstrate continued professional development through opportunities made available and maintaining up to date training records.

Links

https://www.gov.uk/…/safeguarding-in-schools-best-practice

https://www.nspcc.org.uk/preventing-abuse/safeguarding/schools…

https://www.gov.uk/…/publications/keeping-children-safe-in-education

Updated SEPT 2021