Purpose:
Maintaining high levels of quality teaching & learning and well-being provides additional challenges when students and teachers are working in online environments. The purpose of the DHGA Safeguarding & Child Protection Policy is as follows:
1. To uphold student safety & wellbeing and provide online learning in a safe environment.
2. To ensure guidelines are in place to ensure student safety and wellbeing.
3. To ensure consistent good practice & meet our child protection responsibilities.
4. To demonstrate DHGA’s commitment with regard to child protection as outlined in Keeping children safe in education 2023 (publishing.service.gov.uk) and Keeping children safe in education (KCSIE) 2024: summary of proposed changes | NSPCC Learning
Scope:
DHGA management, admin staff, students and teachers
Policy Statement:
We have taken steps to make sure our students are safe, secure, and happy when learning as part of the DHGA. Safeguarding and promoting the welfare of children refers to the processes of protecting students from harm, preventing the impairment of their health and development. Child Protection is the core element of safeguarding and is defined as the responsibility to protect children who are suffering or likely to suffer from harm stemming from abuse or neglect.
Principles, Beliefs and Philosophy
l The welfare of all DHGA students is at the heart of all we do; each of them has the right to be protected from harm and to have their welfare safeguarded when learning online;
l Every adult involved in the DHGA has a commitment to protecting all students;
Staff involved in the DHGA work in partnership with parents and carers to ensure the protection of students, in the online learning context;
Aims and Objectives
The DHGA implements the following aims and objectives to safeguard students:
l To practise safer recruitment in checking the suitability of staff to work in online learning environments with children and young people in accordance with statutory guidance in the United Kingdom (U.K.)
l To raise awareness of all DHGA staff of the need to safeguard children and of their responsibilities in identifying and reporting possible cases, concerns, and issues;
l To protect each student from any form of abuse, whether from an adult or another student;
l To be aware and alert to signs of abuse that may be witnessed or observed in the online learning environment;
l To deal appropriately with concerns about a student’s well-being and/or suspicion and complaint of abuse as observed or disclosed in an online lesson or session;
l To design and operate procedures which promote this policy, which will be followed by all members of the DHGA in cases of suspected abuse;
l To ensure that all staff and students are informed of and adhere the DHGA Code of Conduct.
The Designated Safeguarding Lead (DSL)
To ensure the safety and welfare of students, the DHGA has appointed a Designated Safeguarding Lead (DSL).
Mrs Sofie McClymont, Head of Boarding at Downe House School, is the Designated Safeguarding Lead. She can be contacted trough the following email – mcclymonts@downehouse.net ) or phone (00441635 917797).
The main responsibilities of the Designated Safeguarding Lead are:
l To be the first point of contact for DHGA staff in all matters of child protection and to provide support and advice in matters relating to safeguarding students in online learning environments and beyond;
l To coordinate with the DHGA Academic Head, the safeguarding procedures for DHGA, and to review and regularly update the procedures and ensure their implementation;
l To advise and act upon all suspicion, belief and evidence of abuse reported by DHGA staff and teachers;
l To monitor the keeping, confidentiality, and storage of records in relation to child protection and safeguarding that are observed or disclosed through DHGA sessions;
l To consider if it would be appropriate to share any information with DHGA teachers in advance of semesters and live lessons;
l To make decisions about what to do next and then to take appropriate action in matters concerning a DHGA student’s safety and/or well-being.
The DSL for the DHGA has undertaken child protection training and will attend refresher training at two yearly intervals. In addition to formal training, the knowledge and skills of the DSL will be refreshed at regular intervals, as required, but at least annually, to allow them to understand and keep up with any developments relevant to the safety and well-being of students, particularly, in online learning environments.
The Designated Safeguarding Lead will always be available for DHGA staff to discuss any safeguarding concerns: available in this case may mean via the telephone, through Zoom or Skype, or such other means.
Any concern regarding the DSL or their capacity to manage a safeguarding or child protection case relating to a DHGA student should be communicated to Mrs Genevieve Ford, Boarding deputy (fordg@downehouse.net ) and Ms. Marya Akhtar, the Academic Head DHGA at (akhtarm@downehouse.net)
Responsibilities of Downe House School
Downe House School plays a vital role in ensuring that their staff, including teachers and admin staff, are suitably trained and knowledgeable in safeguarding and child protection procedures and protocols in accordance with British government policy (e.g. Keeping Children Safe in Education (2024). Downe House School should ensure that:
l All staff involved in the DHGA programme are familiar with and follow this policy and the school’s own Safeguarding & Child Protection Policy; (Appendix 1)
l Teachers are subject to safe recruitment processes and checks prior to joining the programme;
l Teachers are suitably trained to be alert to signs and indicators of possible issues, especially those that relate to learning in online contexts and environments (e.g., through meeting software, Zoom);
l Teachers are aware that they should listen to and take seriously the views and concerns of children who may choose to disclose matters of a safeguarding and child protection nature in the online learning environment;
l All staff record any concerns and report these to the appointed DHGA DSL using the DHGA online portal messaging service within 24 hours;
l
l Staff follow the procedures outlined in this document when/if concerned about any child who is involved in the DHGA programmes;
l Staff and teachers have undertaken appropriate child protection and safeguarding training annually;
Staff must disclose any concerns they have about the possibility of a student being abused or at risk. It is better to share concerns, which may later prove unfounded, than to hold onto information that may have helped protect a child from harm. In many cases a student will not make a direct disclosure, but staff will be concerned because of a physical or emotional indicator. In these circumstances, staff should still report the matter to the DHGA DSL within 24 hours.
E-safety
Given the growth in electronic media and ever-developing variety of devices, reduced parent supervision, and the online nature of the DHGA sessions, all staff should be acutely aware of the potential well-being and safeguarding risks to which students are exposed. Staff should contact the DSL if they suspect that students have become involved in any of the following:
l Accessing Inappropriate content;
l Ignoring age restrictions and communicating with unknown adults or other children (which make them vulnerable to bullying and grooming);
l Grooming and sexual abuse
l Sharing personal information
l Gambling or running up debts
l Cyber Bullying
Signs that students may be engaging or engaged in one of the above may include, but are not limited to:
l Turning off cameras during the lesson, which prevents the DHGA staff from monitoring their engagement and whereabouts;
l Poor punctuality, allowing the student to have time to engage or be engaged in any of the above;
l Regular departure from the lesson (especially without teacher permission): students may blame departures on technical issues;
l Poor eye contact and engagement, e.g., not appearing to look at the computer screen, which may suggest that the student seeks to appear active in the lesson but is engaged elsewhere;
Student Code of Conduct:
To ensure students’ e-safety when learning as part of the DHGA, the following tenets of the Code of Conduct should therefore be strictly adhered to:
l Comply with all reasonable directions provided by DHGA teachers and associate staff members;
l Attend and participate in the required DHGA lessons and classes that take place online;
l Attend all lessons from beginning to end, joining the lesson three minutes before the start time;
l Contact the teacher and Student Support Coordinator at least two days in advance to request for leave through the DHGA Portal;
l Ensure that they have the proper DHGA platform and technology required to attend online classes in a timely manner;
l Notify the Student Support Coordinator as soon as possible if they experience technological issues;
l Be organised for the lesson, e.g., have the correct equipment ready before the lesson begins;
l Use a working and reliable laptop (or device) to access the lesson, checking that the chosen device is fully charged before the beginning or the lesson or connected to an electrical socket;
l Not engage in disruptive behaviour when participating in DHGA lessons, e.g., excessive background noise, disturbance from family members, noise from other forms of technology, e.g., mobile phone or television;
l Only use the approved DHGA portal to communicate with teachers and DHGA staff members;
l Have their cameras on at all times and have their name, in English, displayed on their Zoom screen.
If for any reason a member of DHGA staff has concerns about a student’s e-safety, they should inform the DSL within 24 hours via the DHGA portal.
Forms of Abuse
There are a number of ways through which students may be exposed to risk and danger. All require a response. Abuse is defined as any form of maltreatment of a child. This can manifest itself as direct harm to a child, or by a failure to act to protect a child who is at risk of, or already suffering harm.
The more commonly referred to types of abuse are:
l Physical abuse: a form of abuse which may involve hitting, shaking, throwing, poisoning, burning, scalding or causing physical harm to a child;
l Emotional abuse: the ongoing maltreatment of a child as to cause severe and adverse effects on their emotional development. This may involve conveying to a child that they are worthless, unloved or valued in so far as they meet the needs of another individual.
l Sexual Abuse: the forcing or enticing of a child to take part in sexual activities, whether or not the child is aware of what is happening. This form of abuse can involve direct contact activities but also non-contact activities over social media or the internet.
l Neglect: 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.
Although the above are the four main areas of potential abuse, abuse itself can take many forms involving one or more of these areas.
Child Sexual Exploitation (CSE): The sexual exploitation of children and minors can involve exploitative relationships where young people receive something in return for performing sexual acts. Exploitation of students can occur face-to-face or through the use of technology, such as mobile phones or computers. In these situations, a student could be encouraged to send or post indecent images of themselves.
Unless DHGA staff are specifically asked to do so, they should never carry out an investigation about any suspected abuse or child exploitation. This can be highly specialist work and could interfere with a criminal investigation if this were required.
Self-Harm: Self-harm can take several physical and/or emotional forms. There are diverse reasons why children and young people try to harm themselves. Once they begin, self-harm can also become a compulsion. Therefore, it is important to recognize instances of self-harm as soon as possible and do everything possible to help. Self-harm is not usually a suicide attempt or a cry for attention, but is often a way for young people to release overwhelming emotions and a way of coping. Young people will often go to great lengths to cover self-harm scars or injuries and may explain any indications of self-harm as accidents. There are some common indicators that may help staff identify concerns including:
l Physical indicators such as bruises, cuts, burns, bald patches (where hair has been pulled out);
l Emotional indicators, including depression, sudden weight loss or gain, drinking or drug-taking, unusual eating habits, isolation or withdrawal.
If DHGA staff suspect that a student is self-harming, a referral should be made to the DSL within 24 hours who will consider the next steps.
Instances of Disclosure
All staff should be aware that DHGA’s online learning environment provides pupils with additional contexts through which to share or disclose matters of a safeguarding nature. These may include:
l Online lessons, where the smaller class sizes may provide a more comforting, nurturing, or intimate environment;
l The DHGA Portal, where students may opt to share or disclose through written messages to teachers.
If a student asks to speak to a member of DHGA staff in confidence, the member of staff should never promise confidentiality if what the child discloses, or is likely to disclose, relates to abuse being suffered by them or another child: staff should always make this explicit before speaking with the child.
During any disclosure, staff should try to listen, allow some silence, and try not to show shock or disbelief. They should: stay calm; make no judgements; empathise with the child; and never make a promise that cannot be kept. As much reassurance as possible should be given and the child should be informed of what actions will be taken: that the matter will be referred to a member of staff at HD Schools (the DSL). The child should be reassured that they are doing the right thing by disclosing.
Staff should react to what the child is saying only in as far as they need further information. Leading questions should never be asked. Questions should be kept open - such as… “Is there anything else you need to tell me?’’ Staff should not criticise an alleged perpetrator as this may be a relative for whom the child harbours strong feelings.
Associated Policies and Documents:
l Downe House Safeguarding & Child Protection Policy 2024
l DHGA Digital and Privacy Policy 2024
l DHGA Student Code of Conduct 2024
Signed: Ms.
Marya Akhtar, Academic Head of the DHGA
 |
Signed: Mrs Sofie McClymont, DHGA DSL
 |
Signed: Mrs Helen Knight, Project Manager of the DHGA
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Document Name |
DHGA Safeguarding & Child Protection Policy |
|
Version Reference |
Version 1 |
|
Document Owner |
DHGA Academic Lead |
|
Approved by |
Academic Head of DHGA Downe House School DSL (Boarding Deputy)
|
|
Date |
21/11/2022 |
|
Review Cycle |
Annually |
|
Review Date |
20/11/2023 |
|
Document Name |
DHGA Safeguarding & Child Protection Policy |
|
Version Reference |
Version 2 |
|
Document Owner |
DHGA Academic Lead |
|
Approved by |
Academic Head of DHGA Downe House School DSL (Boarding Deputy)
|
|
Date |
15/11/2023 |
|
Review Cycle |
Annually |
|
Review Date |
15/11/2024 |
