presentation slide 1.1 scope of the introductory course the introductory course will cover: the...

Presentation slide 1.1

Scope of the introductory course

The introductory course will cover:

• the roles of school support staff and the context in which they work

• promoting positive behaviour

• inclusion

• ICT


Aims of the introductory course

The aim of this course is to equip support staff with importantknowledge and skills to help them to:

• contribute to the school’s overall aim of raising educational standards

• uphold school policies

• provide appropriate and reliable support for the school so they can provide the best possible education for pupils


Every child matters: change for children

Outcomes

• Be healthy

• Stay safe

• Enjoy and achieve

• Make a positive contribution

• Achieve economic well-being


The national healthy school standard

Schools are asked to demonstrate evidence of good practicein four areas, using an approach involving the whole schoolcommunity:

• personal, social and health education

• healthy eating

• physical activity

• emotional health and well-being (including bullying)


Health and safety

Support staff need to be familiar with:

• health and safety policies and procedures

• areas of risk and how risks can be minimised

• emergency procedures

• accident and security procedures


Safety on school visits

Support staff who accompany pupils on trips and visits should:

• be clear about their responsibilities

• not be left in sole charge of pupils, except where it has been agreed as part of the risk assessment

• follow the instructions of the group leader and teacher supervisors and help with control and discipline

• speak to the group leader or teacher supervisors if they have concerns about the health and safety of pupils at any time during the visit


Aims of this section

• To build a basic understanding of safeguarding matters likely to be encountered by support staff

• To inform support staff what to do if they have concerns about pupils that relate to their safety


Children Act 2004

• Local authorities and governing bodies must make arrangements to ensure that their functions are discharged with a view to safeguarding and promoting the welfare of children

• They must have regard to any guidance given to them by the secretary of state


‘Safeguarding’

• All agencies working with children, young people and their families take all reasonable measures to ensure that the risks of harm to children’s welfare are minimised

• Where there are concerns about children and young people’s welfare, all agencies take all appropriate actions to address those concerns, working to agreed local policies and procedures


What do we mean by child abuse?

Abuse is when a child is hurt or harmed by another person in a way that causes significant harm to that child and which may well have an effect on the child’s development or well-being.


Duty to refer

Through their day-to-day contact with pupils and direct work with families, education staff have a crucial role to play in noticing indicators of possible abuse or neglect, and in referring concerns to the designated senior person (DSP) in their school.


Designated senior person

The designated senior person:

• need not be a teacher, but must have sufficient authority within the school management structure to carry out the duties of the post, including committing resources to child protection matters and, where appropriate, directing other staff

• will have undertaken training to standards set by the local safeguarding children board and is responsible for coordinating action to safeguard pupils

• liaises with other agencies about safeguarding concerns and referrals

• offers support and advice to staff who may have concerns about pupils


Barriers to diagnosis

“The biggest barrier to diagnosis is the existence of emotional blocks in the minds of professionals. These can be so powerful that they prevent diagnosis even being considered in quite obvious cases. All those working with children should be warned that their overwhelming impulse on confronting their first case is to cover it up.”

British Medical Journal (1989)


Physical abuse

Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fakes the symptoms of, or deliberately causes ill health to, a child whom they are looking after.


Emotional abuse

Actual or likely adverse effect on the emotional and behavioural development of a child under the age of 18 years, caused by persistent or severe emotional ill-treatment or rejection.


Neglect

Persistent or severe neglect of children under the age of 18 years, or the failure to protect a child from physical harm or danger.


Sexual abuse

Sexual abuse is the actual or likely sexual exploitation of a child or adolescent under the age of 18 years by any person. This would include any form of sexual activity to which the child cannot give true consent either by law or because of ignorance, dependence, developmental immaturity or fear.

Presentation slide 2.16a

Golden rules

• It is not the responsibility of education staff to interview pupils. If a pupil makes a disclosure of abuse they should listen carefully to what the pupil has to say, but should not question them in a way that puts words in their mouth

• It is important to make accurate notes about what has been heard, seen or told

• Interviewing pupils should be left to the police and social care staff, who have the necessary training to carry out this role effectively. Inappropriate interviewing may jeopardise the chances of a successful prosecution at a later date

Presentation slide 2.16b

Golden rules

• Concerns should always be made known quickly to the DSP, or in their absence to another senior member of staff

• Concerns should not be discussed with parents/carers until advice on how to proceed has been obtained from the DSP

• A pupil must not be promised confidentiality about any information on abuse they may choose to disclose. The member of support staff must explain that they may need to pass on information to other professionals to help keep the pupil or other children safe


Useful websites

www.publications.doh.gov.uk/safeguardingchildren

www.teachernet.gov.uk/childprotection


The nature of bullying

There are many definitions of bullying, but most consider it to be:

• deliberately hurtful (including aggression)

• repeated over a period of time

• difficult for victims to defend themselves against

Bullying can take many forms, but three main types are:

• physical – hitting, kicking, taking belongings

• verbal – name calling, insulting, making offensive remarks

• indirect – spreading nasty stories, exclusion from social groups, being the subject of malicious rumours, sending malicious e-mails or text messages


Curriculum quiz

1. What is the national curriculum?

2. What are key stages?

3. What age range is covered by the foundation stage?

4. At what ages do children normally take the national tests

popularly known as SATs?

5. Write down four subjects that are compulsory in all key stages.

6. What is the secondary national strategy for school improvement or the primary national strategy?


The whole curriculum

The whole curriculum includes:

• the national curriculum

• everything else that is taught or learnt in lessons, at break times, in assemblies, in extra-curricular activities, etc.


Aims of the school curriculum

The school curriculum has two aims:

• To provide opportunities for all pupils to learn and achieve

• To promote pupils' spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life


Working as a team

Your school has been highly praised in a recent Ofsted inspectionreport for the following attributes and improvements:

• Improved results in national tests in each key stage

• Improved attendance and punctuality

• Good work with parents and the local community

• A litter-free, well-maintained environment

• A consistent and effective approach to managing pupil behaviour

How might your work as a member of the team of supportstaff have contributed to the success of the school in one or more ofthese areas?


Supporting transitions

• Look out for signs of changes in attitudes and behaviour

• Build open and honest relationships with pupils

• Employ good listening skills

• Empathise and reassure

• Understand the limits of your role

• Know about school procedures and referral routes

• Provide practical help if it has been agreed by senior colleagues


Contacts with parents

1. A phone call from a parent to report that their child is ill and will

be absent from school

2. A parent, encountered in the playground at mid-day, who is angry

because her son’s new coat has been torn. She claims that

playground behaviour is poorly supervised and out of control

3. An adult encountered on the premises who claims to be a

parent looking for his daughter to take out of school for a

dental appointment

4. A parent who asks a mid-day supervisor to give her eight-year-old daughter a dose of ‘cough mixture’ before the afternoon school session begins


Helping pupils to achieve economic well-being

• Careers education

• Work-related learning

• Work experience

• Vocational qualifications

presentation slide 1.1 scope of the introductory course the introductory course will cover: the...

Documents