Child Protection Policy

1. Child Protection Ethos
We in City of Armagh High School have a responsibility for the Pastoral Care, general welfare and
safety of the children in our care and we will carry out this duty by providing a caring, supportive and
safe environment, where each child is valued for his or her unique talents and abilities, and in which
all our young people can learn and develop to their full potential. All staff, teaching and non-teaching
should be alert to the signs of possible abuse and should know the procedures to be followed. This
policy sets out guidance on the action which is required where abuse or neglect of a child is suspected
and outlines referral procedures within our school.
2. Principles
The general principles, which underpin our work, are those set out in the UN Convention on the Rights
of the Child and are enshrined in the Children (Northern Ireland) Order 1995, “Co-Operating to
Safeguard Children and Young People in Northern Ireland” (DOH, 2017), the Department of
Education (Northern Ireland) guidance “Safeguarding and Child Protection in Schools” (DENI Circular
2017/04) and the Safeguarding Board for NI Core Child Protection Policy and Procedures (2017).
The following principles form the basis of our Child Protection Policy.
 the child or young person’s welfare is paramount;
 the voice of the child or young person should be heard;
 parents are supported to exercise parental responsibility and families helped stay together;
 partnership;
 prevention;
 responses should be proportionate to the circumstances;
 protection; and
 evidence based and informed decision making.
3. Other Relevant Policies
The school has a duty to ensure that safeguarding permeates all activities and functions. This policy
therefore complements and supports a range of other school policies including:
 Positive Behaviour Policy
 Anti-Bullying Policy
 Special Educational Needs Policy
 Supporting Pupils with Medication Needs & Pupils Requiring First Aid
 Health and Safety Policy
 Relationships and Sexuality Education
 ICT, E-safety & Acceptable Use Policy
These policies are available to parents and any parent requiring a copy should contact the
School Principal or visit the school website at www.cityofarmagh.org
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4. School Safeguarding Team
The following are members of the schools Safeguarding Team
 Designated Teacher – K.Mulholland
 Deputy Designated Teachers – C.Reid, A.Smiton, A.Murdoch, E.Freeburn. C.Greer
(LSC/ASC)
 Principal – C Douglas
 Designated Governor for Child Protection – G Chapman
 Chair of the Board of Governors – W Scott
5. Roles and Responsibilities
Designated Teacher/ Deputy Designated Teachers
Every school is required to appoint a Designated Teacher with responsibility for Child Protection.
They must also appoint a Deputy Designated Teacher who as a member of the Safeguarding team
will actively support the Designated Teacher in carrying out the following duties:
 the induction and training of all school staff including support staff;
 being available to discuss safeguarding or child protection concerns of any member of staff;
 responsibility for record keeping of all child protection concerns;
 maintaining a current awareness of early intervention supports and other local services e.g.
Family Support Hubs;
 making referrals to Social Services or PSNI where appropriate;
 liaison with the EA Designated Officers for Child Protection;
 keeping the school Principal informed;
 lead responsibility for the development of the school’s child protection policy;
 promotion of a safeguarding and child protection ethos in the school; and
 compiling written reports to the Board of Governors regarding child protection.
Principal
 as secretary to the Board of Governors, assist in fulfilling its safeguarding and child
protection duties;
 ensure the Board of Governors are kept fully informed of all developments relating to
safeguarding including changes to legislation, policy, procedures, DE circulars, inclusion of
child protection on the termly meeting agenda;
 to manage allegations / complaints against school staff;
 to establish and manage the operational systems for safeguarding and child protection;
 to appoint and manage designated teacher/deputy designated teachers who are enabled to
fulfil their safeguarding responsibilities;
 to ensure safe and effective recruitment and selection including awareness of safeguarding
and child protection for new staff and volunteers;
 ensure that parents and pupils receive a copy or summary of the child protection policy at
intake and at a minimum every 2 years; and
 to maintain the schools record of child abuse complaints.
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Board of Governors
 a designated governor for child protection is appointed;
 a designated and deputy designated teacher are appointed in their schools;
 they have a full understanding of the roles of the designated and deputy designated teachers
for child protection;
 safeguarding and child protection training is given to all staff and governors including
refresher training;
 the school has a child protection policy which is reviewed annually and parents and pupils
receive a copy of the child protection policy and complaints procedure every two years.
 the school has an anti-bullying policy which is reviewed at intervals of no more than four
years and maintains a record of all incidents of bullying or alleged bullying. See the
Addressing Bullying in Schools Act (NI) 2016;
 there is a code of conduct for all adults working in the school;
 all school staff and volunteers are recruited and vetted, in line with DE Circular 2012/19;
 they receive a full annual report on all child protection matters (It is best practice that they
receive a termly report of child protection activities). This report should include details of the
preventative curriculum and any initiatives or awareness raising undertaken within the
school, including training for staff; and
 the school maintains the following child protection records in line with DE Circulars 2015/13
Dealing with Allegations of Abuse Against a Member of Staff and 2016/20 Child Protection:
Record Keeping in Schools.
Chair of Board of Governors
The chair of the board of governors:
 has a pivotal role in creating and maintaining a safeguarding ethos;
 receives training from CPSS and HR;
 assumes lead responsibility in the event of a CP complaint or concern about the principal;
and
 ensures compliance with legislation, Child Protection record keeping and policies.
Designated Governor for Child Protection
Advises the board of governors on: -
 the role of the designated teachers;
 the content of child protection policies;
 the content of a code of conduct for adults within the school;
 the content of the termly updates and full annual designated teachers report; and
 recruitment, selection, vetting and induction of staff.
Other Members of School Staff
 members of staff must refer concerns or disclosures initially to the designated teacher for
child protection or to the deputy designated teacher if he/she is not available;
 class teachers and Year Heads should complete the note of concern if there are
safeguarding concerns such as: poor attendance and punctuality, poor presentation,
changed or unusual behaviour including self-harm and suicidal thoughts, deterioration in
educational progress, discussions with parents about concerns relating to their child,
concerns about pupil abuse or serious bullying and concerns about home circumstances
including disclosures of domestic abuse;
 staff should not give children a guarantee of total confidentiality regarding their disclosures,
should not investigate nor should they ask leading questions.
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Support Staff
 if any member of the support staff has concerns about a child or staff member they should
report these concerns to the designated teacher or deputy designated teacher if he/she is
not available. A detailed written record of the concerns will be made and any further
necessary action will be taken.
Parents
The primary responsibility for safeguarding and protection of children rests with parents
who should feel confident about raising any concerns they have in relation to their child.
Parents can play their part in safeguarding by informing the school:
 if the child has a medical condition or educational need;
 if there are any Court Orders relating to the safety or wellbeing of a parent or child;
 if there is any change in a child’s circumstances for example - change of address, change of
contact details, change of name, change of parental responsibility;
 if there are any changes to arrangements about who brings their child to and from school;
 if their child is absent and should send in a note on the child’s return to school. This assures
the school that the parent/carer knows about the absence. More information on parental
responsibility can be found on the EA website at: www.eani.org.uk/schools/safeguarding-
and-child-protection
It is essential that the school has up to date contact details for the parent/carer.
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6. Child Protection Definitions
Definition of Harm
Harm can be suffered by a child or young person by acts of abuse perpetrated upon them by others.
Abuse can happen in any family, but children may be more at risk if their parents have problems
with drugs, alcohol and mental health, or if they live in a home where domestic abuse happens.
Abuse can also occur outside of the family environment. Evidence shows that babies and children
with disabilities can be more vulnerable to suffering abuse.
Although the harm from the abuse might take a long time to be recognisable in the child or young
person, professionals may be in a position to observe its indicators earlier, for example, in the way
that a parent interacts with their child. Effective and ongoing information sharing is key between
professionals.
Harm from abuse is not always straightforward to identify and a child or young person may
experience more than one type of harm.
Harm can be caused by:
Sexual abuse
Emotional abuse
Physical abuse
Neglect
Exploitation
Sexual Abuse occurs when others use and exploit children sexually for their own gratification or
gain or the gratification of others. Sexual abuse 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 clothing. It may include non-contact activities, such as involving
children in the production of sexual images, forcing children to look at sexual images or watch
sexual activities, encouraging children to behave in sexually inappropriate ways or grooming a child
in preparation for abuse (including via e-technology). Sexual abuse is not solely perpetrated by
adult males. Women can commit acts of sexual abuse, as can other children.
Emotional Abuse is the persistent emotional maltreatment of a child. It is also sometimes called
psychological abuse and it can have severe and persistent adverse effects on a child’s emotional
development.
Emotional abuse may involve deliberately telling a child that they are worthless, or unloved and
inadequate. It may include not giving a child opportunities to express their views, deliberately
silencing them, or ‘making fun’ of what they say or how they communicate. Emotional abuse may
involve bullying – including online bullying through social networks, online games or mobile phones
– by a child’s peers.
Physical Abuse is deliberately physically hurting a child. It might take a variety of different forms,
including hitting, biting, pinching, shaking, throwing, poisoning, burning or scalding, drowning or
suffocating a child.
Neglect is the failure to provide for a child’s basic needs, whether it be adequate food, clothing,
hygiene, supervision or shelter that is likely to result in the serious impairment of a
child’s health or development. Children who are neglected often also suffer from other types of
abuse.
Exploitation is the intentional ill-treatment, manipulation or abuse of power and control over a child
or young person; to take selfish or unfair advantage of a child or young person or situation, for
personal gain. It may manifest itself in many forms such as child labour, slavery, servitude, and
engagement in criminal activity, begging, benefit or other financial fraud or child trafficking. It
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extends to the recruitment, transportation, transfer, harbouring or receipt of children for the purpose
of exploitation. Exploitation can be sexual in nature.
Although ‘exploitation’ is not included in the categories of registration for the Child Protection Register,
professionals should recognise that the abuse resulting from or caused by the exploitation of children
and young people can be categorised within the existing CPR categories as children who have been
exploited will have suffered from physical abuse, neglect, emotional abuse, sexual abuse or a
combination of these forms of abuse.
Signs and symptoms of abuse ~ Possible Indicators
Sexual Abuse
Physical Indicators Behavioural Indicators
Bruises, scratches, bite marks or other
injuries to breasts, buttocks, lower abdomen
or thighs;
bruises or bleeding in genital or anal areas;
torn, stained or bloody underclothes;
chronic ailments such as recurrent
abdominal pains or headaches;
difficulty in walking or sitting;
frequent urinary infections;
avoidance of lessons especially PE, games,
showers;
unexplained pregnancies where the identify
of the father is vague; anorexia/gross over-
eating.
What the child tells you;
withdrawn; chronic depression;
excessive sexual precociousness;
seductiveness;
children having knowledge beyond their
usual frame of reference e.g. young child
who can describe details of adult sexuality;
parent/child role reversal;
over concerned for siblings;
poor self-esteem; self-devaluation;
lack of confidence; peer problems;
lack of involvement;
massive weight change;
suicide attempts (especially adolescents);
hysterical/angry outbursts;
lack of emotional control;
sudden school difficulties e.g. deterioration in
school work or behaviour;
inappropriate sex play;
repeated attempts to run away from home;
unusual or bizarre sexual themes in
children’s art work or stories;
vulnerability to sexual and emotional
exploitation; promiscuity;
exposure to pornographic material.
Emotional Abuse
Physical Indicators Behavioural Indicators
Well below average in height and weight;
“failing to thrive”;
poor hair and skin; alopecia;
swollen extremities i.e. icy cold and swollen
hands and feet;
recurrent diarrhoea, wetting and soiling;
sudden speech disorders;
signs of self-mutilation;
signs of solvent abuse (e.g. mouth sores,
smell of glue, drowsiness);
extremes of physical, mental and emotional
development (e.g. anorexia, vomiting,
stooping).
Apathy and dejection;
inappropriate emotional responses to painful
situations;
rocking/head banging;
inability to play;
indifference to separation from family
indiscriminate attachment;
reluctance for parental liaison;
fear of new situation;
chronic runaway;
attention seeking/needing behaviour;
poor peer relationships.
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Physical Abuse
Physical Indicators Behavioural Indicators
Unexplained bruises – in various stages of
healing – grip marks on arms;
slap marks; human bite marks; welts; bald
spots; unexplained/untreated burns;
especially cigarette burns (glove like);
unexplained fractures; lacerations; or
abrasions;
untreated injuries;
bruising on both sides of the ear –
symmetrical bruising should be treated with
suspicion; injuries occurring in a time pattern
e.g. every Monday
Self-destructive tendencies;
aggressive to other children;
behavioural extremes (withdrawn or
aggressive);
appears frightened or cowed in presence of
adults;
improbable excuses to explain injuries;
chronic runaway;
uncomfortable with physical contact;
come to school early or stays last as if afraid
to be at home;
clothing inappropriate to weather – to hide
part of body; violent themes in art work or
stories
Neglect
Physical Indicators Behavioural Indicators
Looks very thin, poorly and sad;
constant hunger; lack of energy;
untreated medical problems;
special needs of child not being met;
constant tiredness; inappropriate dress;
poor hygiene;
repeatedly unwashed; smelly;
repeated accidents, especially burns.
Tired or listless (falls asleep in class);
steals food; compulsive eating;
begging from class friends;
withdrawn; lacks concentration;
misses school medicals;
reports that no carer is at home;
low self-esteem;
persistent non-attendance at school;
exposure to violence including unsuitable
videos.
Specific types of Abuse
In addition to the types of abuse described above there are also some specific types of abuse that
all stakeholders should be aware of these can be viewed in Appendix 1.
Children with Increased Vulnerabilities
Some children have increased risk of abuse due to specific vulnerabilities such as disability, lack of
fluency in English and sexual orientation. We have included information about children with
increased vulnerabilities in our policy. Please see these in Appendix 2
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7. Responding to Safeguarding and Child Protection Concerns
Safeguarding is more than child protection. Safeguarding begins with promotion and preventative
activity which enables children and young people to grow up safely and securely in circumstances
where their development and wellbeing is not adversely affected. It includes support to families and
early intervention to meet the needs of children and continues through to child protection. Child
protection refers specifically to the activity that is undertaken to protect individual children or young
people who are suffering, or are likely to suffer significant harm.
How a Parent can Raise a Concern
In City of Armagh High School we aim to work closely with parents/guardians in supporting all
aspects of their child’s development and well-being. Any concerns a parent may have will be taken
seriously and dealt with in a professional manner.
If a parent has a concern they can talk to the Class Teacher, the designated or deputy designated
teacher for child protection or the principal.
If they are still concerned they may talk to the chair of the board of governors. If after this a parent
still has concerns they can contact the NI Public Services Ombudsman.
At any time a parent may talk to a social worker in the local Gateway team or to the PSNI Central
Referral Unit. Details of who to contact are shown in the flowchart in Appendix 3.
Where School has concerns or has been given information about possible abuse by
someone other than a member of staff
In City of Armagh High School if a child makes a disclosure to a teacher or other member of staff
which gives rise to concerns about possible abuse, or if a member of staff has concerns about a
child, the member of staff will complete a Note of Concern (see Appendix 6) and act promptly.
They will not investigate - this is a matter for Social Services - but will discuss these concerns with
the designated teacher or the deputy designated teachers.
The designated teacher/deputy designated teachers will consult with the principal or other relevant
staff always taking care to avoid due delay. If required, advice may be sought from an Education
Authority Child Protection Officer. The designated teacher/deputy designated teachers may also
seek clarification from the child or young person, their parent/carer.
If a child protection referral is not required the school may consider other options including
monitoring, signposting or referring to other support agencies e.g. Family Support Hub with parental
consent and, where appropriate, with the child/young person’s consent.
If a child protection referral is required the designated teacher will seek consent from the
parent/carer and/or the child {if they are competent to give this} unless this would place the child at
risk of significant harm.
The designated teacher will phone the Gateway team and/or the PSNI and will submit a completed
UNOCINI referral form. Where appropriate the source of the concern will be informed of the action
taken.
For further detail please see Appendix 4.
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Where a complaint has been made about possible abuse by a member of the school’s staff
or a Volunteer
When a complaint about possible child abuse is made against a member of staff the Principal (or
the designated teacher if the principal is not available) must be informed immediately. If the
complaint is against the principal then the designated teacher should be informed and he/she will
inform the Chairperson of the board of governors who will consider what action is required in
consultation with the employing authority. The procedure as outlined in Appendix 5 will be followed.
8. Consent
Concerns about the safety or welfare of a child/young person, should, where practicable, be
discussed with the parent and consent sought for a referral to children's social services in the local
HSC Trust, unless seeking agreement is likely to place the child/young person at further risk through
delay or undermine any criminal investigative process (for example in circumstances where there
are concerns or suspicions that a crime has taken place); or there is concern raised about the
parent's actions or reactions. The communication/language needs of the parents/carers should be
established for example in relation to disability/ethnicity and the parent's/carer's capacity to
understand should be ascertained. These should be addressed through the provision of appropriate
communication methods, including, where necessary, translators, signers, intermediaries or
advocacy services.
Effective protection for children/young people may, on occasions, require the sharing of information
without prior parental/carer consent in advance of that information being shared.
Where staff decide not to seek parental consent before making a referral to children's social
services in the local Health and Social Care Trust or the police, the reason for this decision must be
clearly noted in the child/young person's records and included within the verbal and
written/UNOCINI referral.
When a referral is deemed to be necessary in the interests of the child/young person, and the
parents/carers have been consulted and do not consent, the following action should be taken:
 the reason for proceeding without parental consent must be recorded;
 the withholding of permission by the parent/carer must be included in the verbal and written
referral to children's social services;
 the parent/carer should be contacted to inform them that, after considering their wishes, a
referral has been made.
Staff making a referral may ask for their anonymity to be protected as far as possible because of a
genuine threat to self/family. In such instances this anonymity should be protected with an
explanation to the staff member that absolute confidentiality cannot be guaranteed as information
may become the subject of court processes.
9. Confidentiality and Information Sharing
Information given to members of staff about possible child abuse cannot be held “in confidence”. In
the interests of the child, staff have a responsibility to share relevant information about the
protection of children with other professionals particularly the investigative agencies. In keeping with
the principle of confidentiality, the sharing of information with school staff will be on a ‘need to know’
basis.
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Where there have been, or are current, child protection concerns about a pupil who transfers to
another school we will consider what information should be shared with the Designated Teacher in
the receiving school.
Where it is necessary to safeguard children information will be shared with other statutory agencies
in accordance with the requirements of this policy, the school data protection policy and the General
Data Protection Regulations (GDPR).
10. Record Keeping
In accordance with DE guidance we must consider and develop clear guidelines for the recording,
storage, retention and destruction of both manual and electronic records where they relate to child
protection concerns.
In order to meet these requirements all child protection records, information and confidential notes
concerning pupils in our School Name are stored securely and only the Designated Teacher/Deputy
Designated Teacher and Principal have access to them. In accordance with DE guidance on the
disposal of child protection records these records will be stored from child’s date of birth plus 30
years. If information is held electronically, whether on a laptop or on a portable memory device, all
must be encrypted and appropriately password protected.
These notes or records should be factual, objective and include what was seen, said, heard or
reported. They should include details of the place and time and who was present and should be
given to the Designated/Deputy Designated Teacher. The person who reports the incident must
treat the matter in confidence.
11. Safe Recruitment Procedures
Vetting checks are a key preventative measure in preventing unsuitable individuals’ access to
children and vulnerable adults through the education system and schools must ensure that all
persons on school property are vetted, inducted and supervised as appropriate. All staff paid or
unpaid who are appointed to positions in City of Armagh High School are vetted / supervised in
accordance with relevant legislation and Departmental guidance.
12. Code of Conduct For all Staff - Paid or Unpaid
All actions concerning children and young people must uphold the best interests of the young
person as a primary consideration. Staff must always be mindful of the fact that they hold a position
of trust and that their behaviour towards the child and young people in their charge must be above
reproach. All members of staff are expected to comply with the school’s Code of Conduct for
Employees and Volunteers which has been approved by the Board of Governors
(The school’s Code of Conduct is available on request).
13. The Preventative Curriculum
The statutory personal development curriculum requires schools to give specific attention to pupils’
emotional wellbeing, health and safety, relationships, and the development of a moral thinking and
value system. The curriculum also offers a medium to explore sensitive issues with children and
young people in an age-appropriate way which helps them to develop appropriate protective
behaviours.
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Our school seeks to promote pupils’ awareness and understanding of safeguarding issues,
including those related to child protection through its curriculum. The safeguarding of children is an
important focus in the school’s personal development programme and is also addressed where it
arises within the context of subjects. Through the preventative curriculum we aim to build the
confidence, self-esteem and personal resiliencies of children so that they can develop coping
strategies and can make more positive choices in a range of situations.
Throughout the school year child protection issues are addressed through class assemblies and
there is a permanent child protection notice board in the main corridor and relevant information in
each resource area, which provides advice and displays child helpline numbers.
Other initiatives which address child protection and safety issues:
 In school provision
 Links counsellor
 School/Year assemblies
 Newcomer coordinator
 Personal development programme
 EA (Southern Region) youth services
 CAMHS programme
 Circle time training – EA (Southern Region)
 Anti-bullying week
 Use of IN-SYNC programme at KS3
 Other agencies
 PSNI
 Love for Life
 Drugs education
 ABC Police and Community Safety Partnership
14. Monitoring and Evaluation
This policy will be reviewed annually by the safeguarding team and approved every 2 years by the
Board of Governors for dissemination to parents, pupils and staff. It will be implemented through the
schools staff induction and training programme and as part of day to day practice. Compliance with
the policy will be monitored on an on-going basis by the designated teacher for child protection and
periodically by the Schools Safeguarding Team. The board of governors will also monitor child
protection activity and the implementation of the Safeguarding and Child Protection policy on a
regular basis through the provision of reports from the designated teacher.
Date Policy Reviewed: December 2019
Signed:
______________________ (Designated Teacher
______________________ (Principal)
__________________ (Chair of Board of Governors)
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Appendix 1
Specific Types of Abuse
Grooming of a child or young person is always abusive and/or exploitative. It often involves
perpetrator(s) gaining the trust of the child or young person or, in some cases, the trust of the family,
friends or community, and/or making an emotional connection with the victim in order to facilitate
abuse before the abuse begins. This may involve providing money, gifts, drugs and/or alcohol or
more basic needs such as food, accommodation or clothing to develop the child’s/young person’s
loyalty to and dependence upon the person(s) doing the grooming. The person(s) carrying out the
abuse may differ from those involved in grooming which led to it, although this is not always the
case. Grooming is often associated with Child Sexual Exploitation (CSE) but can be a precursor to
other forms of abuse. Grooming may occur face to face, online and/or through social media, the
latter making it more difficult to detect and identify.
If the staff in City of Armagh High School become aware of signs that may indicate grooming they
will take early action and follow the school’s child protection policies and procedures.
Child sexual exploitation (CSE) is a form of child sexual abuse. It occurs where an individual or
group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young
person under the age of 18 into sexual activity (a) in exchange for something the victim needs or
wants, and/ or (b) for the financial advantage or increased status of the perpetrator or facilitator. The
victim may have been sexually exploited even if the sexual activity appears consensual. Child
sexual exploitation does not always involve physical contact; it can also occur through the use of
technology. (Co-operating to Safeguard Children and Young People in NI. DHSSPS version 2.0
2017)
The key factor that distinguishes cases of CSE from other forms of child sexual abuse is the
concept of exchange – the fact that someone coerces or manipulates a child into engaging in sexual
activity in return for something they need or desire and/or for the gain of those perpetrating or
facilitating the abuse. The something received by the child or young person can include both
tangible items and/or more intangible ‘rewards’ OR ‘benefits’ such as perceived affection, protection
or a sense of value or belonging.
Any child under the age of eighteen, male or female, can be a victim of CSE, including those who
can legally consent to have sex. The abuse most frequently impacts upon those of a post-primary
age and can be perpetrated by adults or peers, on an individual or group basis.
CSE is a form of child abuse and, as such, any member of staff suspecting that CSE is occurring
will follow the school’s child protection policy and procedures, including reporting to the appropriate
agencies.
Domestic and sexual violence and abuse can have a profoundly negative effect on a child’s
emotional, psychological and social well-being. A child does not have to witness domestic violence
to be adversely affected by it. Living in a violent or abusive domestic environment is harmful to
children.
Domestic violence and abuse is defined as ‘threatening, controlling, coercive behaviour, violence or
abuse (psychological, virtual, physical, verbal, sexual, financial or emotional) inflicted on anyone
(irrespective of age, ethnicity, religion, gender, identity, sexual orientation or any form of disability)
by a current or former intimate partner or family member.’ Sexual Violence and Abuse is defined as
‘any behaviour (physical, psychological, verbal, virtual /online perceived to be of a sexual nature
which is controlling, coercive, exploitative, harmful or unwanted that is inflicted on anyone
(irrespective of age, ethnicity, religion, gender, gender identity, sexual orientation or any form of
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disability).’ (Stopping Domestic and Sexual Violence and Abuse in Northern Ireland A Seven Year
Strategy: March 2016).
If it comes to the attention of school staff that Domestic Abuse, is or may be, affecting a child this
will be passed on to the Designated/Deputy Designated Teacher who has an obligation to share the
information with the Social Services Gateway Team.
Female Genital Mutilation (FGM) is a form of child abuse and violence against women and girls.
FGM comprises all procedures that involve partial or total removal of the external female genitalia,
or other injury to the female genital organs for non-medical reasons. The procedure is also referred
to as ‘cutting’, ‘female circumcision’ and ‘initiation’. The practice is medically unnecessary, extremely
painful and has serious health consequences, both at the time when the mutilation is carried out
and in later life. FGM is a form of child abuse and, as such, teachers have a statutory duty to report
cases, including suspicion, to the appropriate agencies, through agreed established procedures set
out in our school policy.
Forced Marriage A forced marriage is a marriage conducted without the valid consent of one or
both parties and where duress is a factor. Duress can include physical, psychological, financial,
sexual and emotional pressure. Forced marriage is a criminal offence in Northern Ireland and if in
City of Armagh High School we have knowledge or suspicion of a forced marriage in relation to a
child or young person we will contact the PSNI immediately.
Children who display harmful sexualised behaviour
Learning about sex and sexual behaviour is a normal part of a child’s development. It will help them
as they grow up, and as they start to make decisions about relationships. As a school we support
children and young people, through the Personal Development element of the curriculum, to
develop their understanding of relationships and sexuality and the responsibilities of healthy
relationships. Teachers are often therefore in a good position to consider if behaviour is within the
normal continuum or otherwise.
It is important to distinguish between different sexual behaviours - these can be defined as ‘healthy’,
‘problematic’ or ‘sexually harmful’. Healthy sexual behaviour will normally have no need for
intervention, however consideration may be required as to appropriateness within a school setting.
Problematic sexual behaviour requires some level of intervention,
depending on the activity and level of concern. For example, a one-off incident may simply require
liaising with parents on setting clear direction that the behaviour is unacceptable, explaining
boundaries and providing information and education. Alternatively, if the behaviour is considered to
be more serious, perhaps because there are a number of aspects of concern, advice from the EA
CPSS may be required. We will also take guidance from DE Circular 2016/05 to address concerns
about harmful sexualised behaviour displayed by children and young people.
What is Harmful Sexualised Behaviour?
Harmful sexualised behaviour is any behaviour of a sexual nature that takes place when:
 There is no informed consent by the victim; and/or
 the perpetrator uses threat (verbal, physical or emotional) to coerce, threaten or intimidate
the victim
 Harmful sexualised behaviour can include: Using age inappropriate sexually explicit words
and phrases.
 Inappropriate touching.
 Using sexual violence or threats.
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 Sexual behaviour between children is also considered harmful if one of the children is much
older - particularly if there is more than two years’ difference in age or if one of the children is
pre-pubescent and the other is not.
 However, a younger child can abuse an older child, particularly if they have power over them
- for example, if the older child is disabled.
Sexually harmful behaviour is primarily a child protection concern. There may remain issues to be
addressed through the schools positive behaviour policy but it is important to always apply
principles that remain child centred.
Harmful sexualised behaviour will always require intervention and in our school we will refer to our
child protection policy and, seek the support that is available from the CPSS.
E safety/Internet abuse
Online safety means acting and staying safe when using digital technologies. It is wider than simply
internet technology and includes electronic communication via text messages, social environments
and apps, and using games consoles through any digital device. In all cases, in schools and
elsewhere, it is a paramount concern.
In January 2014, the SBNI published its report ‘An exploration of e-safety messages to young
people, parents and practitioners in Northern Ireland’ which identified the associated risks around
online safety under four categories:
 Content risks: the child or young person is exposed to harmful material.
 Contact risks: the child or young person participates in adult initiated online activity.
 Conduct risks: the child or young person is a perpetrator or victim in peer-to-peer
exchange.
 Commercial risks: the child or young person is exposed to inappropriate commercial
advertising, marketing schemes or hidden costs.
We in City of Armagh High School have a responsibility to ensure that there is a reduced risk of
pupils accessing harmful and inappropriate digital content and will be energetic in teaching pupils
how to act responsibly and keep themselves safe. As a result, pupils should have a clear
understanding of online safety issues and, individually, be able to demonstrate what a positive
digital footprint might look like.
The school’s actions and governance of online safety are reflected clearly in our safeguarding
arrangements. Safeguarding and promoting pupils’ welfare around digital technology is the
responsibility of everyone who comes into contact with the pupils in the school or on school-
organised activities.
Sexting is the sending or posting of sexually suggestive images, including nude or semi-nude
photographs, via mobile or over the internet. There are two aspects to Sexting:
Sexting between individuals in a relationship
The school work in partnership with the PSNI and there is an ongoing education programme which
is tailored to meet the needs of Key Stage 3 and 4. The programme is complemented by the
schools’ preventative curriculum.
Pupils need to be aware that it is illegal, under the Sexual Offences (NI) Order 2008, to take,
possess or share ‘indecent images’ of anyone under 18 even if they are the person in the picture (or
even if they are aged 16+ and in a consensual relationship) and in these cases we will contact local
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police on 101 for advice and guidance. We may also seek advice from the EA Child Protection
Support Service.
Please be aware that, while offences may technically have been committed by the child/children
involved, the matter will be dealt with sensitively and considering all of the circumstances and it is
not necessarily the case that they will end up with a criminal record. It is important that particular
care is taken in dealing with any such cases. Adopting scare tactics may discourage a young person
from seeking help if they feel entrapped by the misuse of a sexual image.
Sharing an inappropriate image with an intent to cause distress
If a pupil has been affected by inappropriate images or links on the internet it is important that it is
not forwarded to anyone else. Schools are not required to investigate incidents. It is an offence
under the Criminal Justice and Courts Act 2015
(www.legislation.gov.uk/ukpga/2015/2/section/33/enacted) to share an inappropriate image of
another person without the individuals consent.
If a young person has shared an inappropriate image of themselves that is now being shared further
whether or not it is intended to cause distress, the child protection procedures of the school will be
followed.
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Appendix 2
Children with Increased Vulnerabilities
 Children with a disability
Children and young people with disabilities (i.e. any child or young person who has a physical,
sensory or learning impairment or a significant health condition) may be more vulnerable to abuse
and those working with children with disabilities should be aware of any vulnerability factors
associated with risk of harm, and any emerging child protection issues.
Staff must be aware that communication difficulties can be hidden or overlooked making disclosure
particularly difficult. Staff and volunteers working with children with disabilities will receive training to
enable them to identify and refer concerns early in order to allow preventative action to be taken.
 Children with limited fluency in English
As with children with a special educational need, children who are not fluent in English should be
given the chance to express themselves to a member of staff or other professional with appropriate
language/communication skills, especially where there are concerns that abuse may have occurred.
Designated Teachers should work with their SEN co-ordinators along with school staff with
responsibility for newcomer pupils, seeking advice from the EA’s Inclusion and Diversity Service to
identify and respond to any particular communication needs that a child may have. All schools
should try to create an atmosphere in which pupils with special educational needs which involve
communication difficulties, or pupils for whom English is not their first language, feel confident to
discuss these issues or other matters that may be worrying them.
 Looked After Children
In consultation with other agencies and professionals, a Health and Social Care Trust may
determine that a child or young person’s welfare cannot be safeguarded if they remain at home. In
these circumstances, a child may be accommodated through a voluntary arrangement with the
persons with parental responsibility for the child or the HSCT may make an application to the Court
for a Care Order to place the child or young person in an alternative placement provided by the
Trust. The HSCT will then make arrangements for the child to be looked after, either permanently or
temporarily. It is important that the views of children, young people and their parents and/or others
with parental responsibility for the looked child are taken into account when decisions are made.
A member of school staff will attend LAC meetings and will provide a written report. Where
necessary, school support will be put in place for the child/young person. Information will be shared
with relevant staff on a need to know basis.
 Children / young people who go missing
Children and young people who go missing come from all backgrounds and communities and are
known to be at greater risk of harm. This includes risks of being sexually abused or exploited
although children and young people may also become homeless or a victim or perpetrator of crime.
Those who go missing from their family home may have no involvement with services as not all
children and young people who run away or go missing from their family home have underlying
issues within the family, or are reported to the police as missing.
The patterns of going missing may include overnight absences or those who have infrequent
unauthorised absences of short time duration. When a child or young person returns, having been
missing for a period, we should be alert to the possibility that they may have been harmed and to
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any behaviours or relationships or other indicators that children and young people may have been
abused.
School staff will work in partnership with those who look after the child or young person who goes
missing and, if appropriate, will complete a risk assessment. Current school policies will apply e.g.
attendance, safeguarding, relationships and sexuality education.
 Young people in supported accommodation
Staff will work in partnership with those agencies involved with young people leaving care and those
living in supported accommodation and will provide pastoral support as necessary.
 Young people who are homeless
If we become aware that a young person in our school is homeless we will share this information
with Social Services whose role is to carry out a comprehensive needs and risk assessment. We will
contribute to the assessment and attend multi-disciplinary meetings.
 Separated, unaccompanied and trafficked children and young people
Separated children and young people are those who have been separated from their parents, or
from their previous legal or customary primary caregiver. Unaccompanied children and young
people are those seeking asylum without the presence of a legal guardian. Consideration must be
given to the fact that separated or unaccompanied children may be a victim of human trafficking.
Child Trafficking is the recruitment, transportation, transfer, harbouring or receipt of a child or
young person, whether by force or not, by a third person or group, for the purpose of different types
of exploitation.
If we become aware of a child or young person who may be separated, unaccompanied or a victim
of human trafficking we in School Name will immediately follow our safeguarding and child
protection procedures
 Children of parents with additional support needs
Children and young people can be affected by the disability of those caring for them. Parents, carers
or siblings with disabilities may have additional support needs which impact on the safety and
wellbeing of children and young people in the family, possibly affecting their education or physical
and emotional development. It is important that any action school staff take to safeguard children
and young people at risk of harm in these circumstances encompasses joint working between
specialist disability and children’s social workers and other professionals and agencies involved in
providing services to adult family members. This will assist us in ensuring the welfare of the children
and young people in the family is promoted and they are safeguarded as effectively as possible.
Where it is known or suspected that parents or carers have impaired ability to care for a child, the
safeguarding team will give consideration to the need for a child protection response in addition to
the provision of family support and intervention.
 Gender identity issues and sexual orientation
Young people from the LGBTQ community may face particular difficulties which could make them
more vulnerable to harm. These difficulties could range from intolerance and homophobic bullying
from others to difficulties for the young person themselves in exploring and understanding their
sexuality. At such times young people may be more vulnerable to predatory advances from adults
seeking to exploit or abuse them. This could impede a young person’s ability or willingness to raise
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concerns if they feel they are at risk or leave young people exposed to contact with people who
would exploit them.
As a staff working with young people from the LGBT community we will support them to
appropriately access information and support on healthy relationships and to report any concerns or
risks of abuse or exploitation.
 Work experience, school trips and educational visits
Our duty to safeguard and promote the welfare of children and young people also includes periods
when they are in our care outside of the school setting. We will follow DE guidance on educational
visits, school trips and work experience to ensure our current safeguarding policies are adhered to
and that appropriate staffing levels are in place.
Children/young people’s behaviours
 Peer Abuse
Children and young people may be at risk of physical, sexual and emotional bullying and abuse by
their peers. Such abuse should always be taken as seriously as abuse perpetrated by an adult.
Where a child or young person has been harmed by another, all school staff should be aware of
their responsibilities in relation to both children and young people who perpetrate the abuse as well
as those who are victims of it and, where necessary, should contribute to an inter-disciplinary and
multi-agency response.
 Self-Harm
Self-harm encompasses a wide range of behaviours and things that people do to themselves in a
deliberate and usually hidden way, which are damaging. It may indicate a temporary period of
emotional pain or distress, or deeper mental health issues which may result in the development of a
progressive pattern of worsening self-harm that may ultimately result in death by misadventure or
suicide. Self-harm may involve abuse of substances such as alcohol or drugs, including both illegal
and/or prescribed drugs.
Self-harming behaviours may indicate that a child or young person has suffered abuse; however this
is not always the case. School staff should share concerns about a child or young person who is
self-harming with a member of the safeguarding team who will seek advice from appropriately
qualified and experienced professionals including those in the non-statutory sector to make
informed assessments of risk in relation to self-harming behaviours.
 Suicidal Ideation
Staff must act without delay if they have concerns about a child or young person who presents as
being suicidal as it is important that children and young people who communicate thoughts of
suicide or engage in para-suicidal behaviours are seen urgently by an appropriately qualified and
experienced professional, including those in the non-statutory sector, to ensure they are taken
seriously, treated with empathy, kindness and understanding and informed assessments of risk and
needs can be completed as a matter of priority.
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Appendix 3
How a Parent can make a Complaint
* Designated Teacher for Child Protection – K Mulholland
Deputy Designated Teachers for Child Protection - C.Reid, A.Smiton, A.Murdoch, E.Freeburn. C.Greer
I have a concern about my/a child’s safety
I can talk to the class/form teacher
If I am still concerned, I can talk to the designated/deputy designated teachers for
child protection* or the Principal (C Douglas)
If I am still concerned, I can talk/write to the Chairman of the Board of Governors
If I am still concerned I can contact the
NI Public Services Ombudsman
Tel: 0800 343 424
At any time, a parent can talk to a social worker at the Gateway Team
Tel: 028 37415285
0800 7837745
Out of Hours: 02895 049999
Or can contact the PSNI Central Referral Unit
Tel : 028 90259299
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Appendix 4
Procedure where the School has concerns, or has been given information, about
possible abuse by someone other than a member of staff
Member of staff completes the Note of Concern on what has been observed or
shared and must ACT PROMPTLY.
Source of concern is notified that the school will follow up appropriately on the
issues raised.
Staff member discusses concerns with the Designated Teacher or Deputy
Designated Teacher in his/her absence and provides note of concern.
Designated Teacher should consult with the Principal or other relevant staff before
deciding upon action to be taken, always taking care to avoid undue delay. If
required, advice may be sought from a CPSS officer.
Designated Teacher
clarifies/discusses
concern with child/
parent/carers and decides
if a child protection
referral is or is not
required.
Where appropriate the source of the concern will be informed as to the action
taken. The Designated Teacher will maintain a written record of all decisions and
actions taken and ensure that this record is appropriately and securely stored.
Child Protection referral is
required
Designated Teacher seeks
consent of the parent/carer
and/or the child (if they are
competent to give this)
unless this would place the
child at risk of significant
harm then telephones the
Children’s Services Gateway
Team and/or the PSNI if a
child is at immediate risk.
He/she submits a completed
UNOCINI referral form
within 24 hours.
Child Protection referral is
not required
School may consider other
options including monitoring
the situation within an
agreed timescale;
signposting or referring the
child/parent/carers to
appropriate support services
such as the Children’s
Services Gateway Team or
local Family Support Hub
with parental consent, and
child/young person’s
consent (where
appropriate).
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Appendix 5
Dealing with Allegations of Abuse Against a Member of Staff
Key Points
Lead individual learns of an allegation against a member of staff and informs the
Chair/Vice Chair of BoG as appropriate.
Guidance on the Next Steps
Lead individual then establishes the facts, seeks advice from the key agencies as
appropriate, usually through informal discussion.
Possible Outcomes
Following on from establishing the facts, seeking advice from Key Agencies and
discussion with the Chair and/or BoG to agree a way forward from the options below.
Precautionary
suspension is not
appropriate and
the matter is
concluded.
Allegation
addressed
through relevant
disciplinary
procedures.
Precautionary
suspension under
Child Protection
procedures
imposed
Alternatives to
precautionary
suspension
imposed
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Appendix 6
CONFIDENTIAL
NOTE OF CONCERN
CHILD PROTECTION RECORD – REPORTS TO DESIGNATED TEACHER
Name of Pupil:
Year Group:
Date, time of incident/disclosure:
Circumstances of incident/disclosure:
Nature and description of concern:
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Parties involved, including any witnesses to an event and what was said or done and by
whom:
Action taken at the time:
Details of any advice sought, from whom and when:
Any further action taken:
Written report passed to Designated Teacher: Yes: No:
If ‘No’ state reason:
Date and time of report to the Designated Teacher:
Written note from staff member placed on pupil’s
Child Protection file: Yes: No:
If ‘No’ state reason:
Name of staff member making the report: __________________________________________
Signature of Staff Member: _____________________________________ Date: __________
Signature of Designated Teacher: _________________________________ Date: ____________