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Safeguarding Policy

With reference to:Working Together to Safeguard Children, March 2015Keeping Children Safe in Education, July 2015

Safer Working Practices, 2015What to do if you are worried a child is being abused: advice to practitioners, March 2015Inspecting safeguarding in early years, education and skills settings, August 2015 (Ofsted)Prevent duty guidance, 2015Information Sharing- advice to practitioners providing safeguarding services to children and parents, March 2015Teacher misconduct guidance, 2014

CHILD PROTECTION: SAFEGUARDING CHILDREN

INFORMATION FOR PARENTS

Our school feels it is of the utmost importance to have good systems for protecting children and safeguarding their welfare, throughout all the activities which the school undertakes. This means that staff and volunteers must be alert to possible concerns about every pupil, and to report these in a proper fashion. The school has a Safeguarding and Child Protection policy: parents may request a copy of this at any time.

It is important for parents to be aware that:

Staff and volunteers in the school have a duty to report concerns about a child, whether this means the child may be in need of additional support or help of some kind or whether it is thought that a child may have been abused or be at risk of abuse.

There are four categories of abuse: physical, sexual, emotional and neglect.

In some cases the school is obliged to refer children to children’s Social Care staff, for children’s needs to be assessed or if an investigation into possible child abuse is required. In many cases there will already have been discussions between school staff and the parents/carersof the child, so the situation and concerns will not be a surprise. However, parents/carers may not be told that the school has referred their child to children’s Social Care if it is thought that this might put the child at additional risk.

Children’s Social Care tries to carry out its enquiries in a sensitive fashion. It has to gather information and generally it can be open with parents about the steps being taken.

The Linnet Independent Learning Centre SAFEGUARDING policy September 2015

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If you think your child may have been abused you should contact the children’s Social Care office. If you think the abuse may have happened in school please contact one of the school’s Designated Senior Persons for Child Protection, who are Jan Sullivan, Headteacher, and Dave Butcher, Welfare Manager. If you think your child has been hurt, arrange to visit your doctor. Comfort and reassure your child.

If school staff need to express concerns about a child or refer a child to children’s Social Care, it is understood that this can cause distress or anger for the child’s parents. Please do discuss your concerns with us and be assured that at all times we will be responding in the best interests of your child.

For parents’ enquiries please contact: Jan or Dave on 01283 213989 or email [email protected] and write for the attention of Jan Sullivan and/or David Butcher.

THE LINNET EQUAL OPPORTUNITIES POLICY – PUPILS

Principles1. The school values all children as individuals and aims to facilitate learning

and development through the promotion of self-esteem and self-identity.

2. The school recognises the importance of the learning environment to scaffold learning, facilitate progress and development, but also to provide opportunities for compensatory and remedial education.


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mailto:[email protected]

3. The school intends to support all children with special educational needs in their development of autonomy, independence, competency, confidence and pride irrespective of gender, race, culture or social class.

Objectives

General1. To provide a rich, accurate, non-stereotypic record of an individual child’s

gender, race, culture and special needs.

2. To enable children to become familiar with differences in gender roles, racial characteristics, language and special needs.

3. To provide an educational environment in which all children can succeed.

4. To help children change discomfort and inappropriate responses to differences into respectful, comfortable interaction.

5. To expand children’s developing concept of fairness and feelings of empathy for each other.

6. To foster children’s critical thinking about stereo-typing.

7. To enable children to gain the tools and self-confidence to appropriately stand up for themselves and others against biased ideas and discriminatory behaviour.

8. We aim to empower our pupils to make informed choices so that they are better prepared for the opportunities, responsibilities and experiences of life within their community.

Special Needs1. To provide all children with accurate, developmentally-appropriate

information about their own and others’ special needs and to foster understanding that a person with special needs is different in some respects but similar in many others.


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2. To enable all children to develop the ability to interact knowledgeably, comfortably and fairly with people having various special needs.

3. To teach children with disabilities how to handle and challenge name-calling, stereotypic attitudes and physical, social, emotional and behavioural barriers.

Gender1. To free children from constraining, stereotypic definitions of gender role, so

that no aspects of learning and development will be closed off simply because of a child’s sex and sexual preferences.

2. To help children to become aware of decisions that are made about their own body and how they use it, helping them to make their own informed decisions about issues such as forced marriage; female genital mutilation; circumcision etc.

3. To foster children’s healthy gender identity by enabling them to gain clarity about the relationship between biological identity and gender roles in society.

4. To promote equality of development for our male pupils by facilitating participation in a wide range of learning activities necessary for physical, cognitive, emotional, attitudinal and social growth, irrespective of stereotypical norms.

5. To develop children’s skills for challenging sexist stereotypes and behaviours.

Cultural Diversity1. To affirm and foster children’s knowledge and pride in their cultural

identity.

2. To foster children’s curiosity, enjoyment and empathetic awareness of cultural differences and similarities.

3. To teach children to overcome any inappropriate responses triggered by cultural differences.


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4. To give children the confidence to identify and resist coercion and exploitation by others with extremist views.

Home-School Liaison1. To promote parental acceptance and support for the equal opportunities

policies and practices employed by the school.

2. To establish genuine parent-staff dialogue that opens up discussion of each others’ points of view and seeks to gain clarity, understanding and solutions agreeable to both staff and parent.

3. To provide information that facilitates parents’ awareness of how their children develop racial / ethnic and gender identity and the ways in which sexism, racism and negative differentiation with regard to educational disadvantage negatively affect healthy socio-emotional and cognitive growth.

4. To create safe settings for parents to discuss with each other, their children or staff the issues raised by anti-bias work and to increase their ability to integrate anti-bias perspectives in their relationships with their children in the home environment.

5. To facilitate development of children through joint parent-teacher problem solving and mutual support.

6. To involve parents in curriculum-development implementation and evaluation with regard to their individual children’s needs.

Pupil admission policy The school follows a pupil admission policy that does not permit sexual orientation, race, colour or disability to be used as criteria for admission. The schools aim is to provide for all pupils according to their needs, irrespective of gender, ability or ethnic origin. The school is an ‘all boys’ school, due to the nature of the children’s needs and in line with their statement objectives.

Curriculum


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The Education Reform Act 1988 stated that ‘the school curriculum should reflect the culturally diverse society to which pupils belong and of which they will become adult members.’ Pupils should have access to a broad and balanced curriculum which avoids stereotypes and provides good role models for all pupils. Equality of opportunity should inform the whole of the curriculum and be reviewed regularly. Equal opportunities issues will be taken account of in planning the curriculum. This will be reflected in curriculum planning documentation.

THE LINNET EQUAL OPPORTUNITIES POLICY – STAFF

Equal Opportunities Statement of Commitment The Board of Directors and the school is committed to a policy of equality and aims to ensure that no employee, job applicant or other member of the school community is treated less favourably on grounds of sex, race, colour, ethnic or national origin, marital status, age, sexual orientation, disability or religious belief. Any behaviour, comments or attitudes that undermine or threaten an individual’s self-esteem on these grounds will not be tolerated. We aim to provide equal access to high quality educational opportunities and to ensure that everyone feels that they are a valued member of the school community. We seek to provide a safe and happy environment where all can flourish and where cultural diversity is celebrated. Equality of opportunity cannot be realised without the involvement and commitment of all members of the school community and a common understanding of the pivotal role of equal opportunities in the context of the school’s ethos and values, in particular, the recognition that the role of all staff is crucial in the delivery of the objectives of the policy. All members of the school community are responsible for promoting the school’s equal opportunities policy and are obliged to respect and act in accordance with the policy. Aims and objectives


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The Board of Directors and the school, through its Equal Opportunities Policy aims to: carry out its legal duty in complying with the relevant legislation including:

The Equality Act (2010), The Children Act (1989; 2004), Special Educational Needs and Disability Act (2001), The Sex Discrimination Act (1984), Race Relations Act (1976), Disability Discrimination Act (1995) Employment Equality Regulations (2003);

reinforce the school’s position as a provider of high quality education and as a good employer providing development opportunities;

ensure that equality remains high on the school’s strategic agenda; establish good people-management practice and to set out a proactive

agenda in which discrimination is recognised as an organisational issue which needs an organisational response;

achieve a staffing composition that attempts to reflect the composition of the wider community;

ensure all staff work together with a shared sense of purpose to meet the needs of every pupil;

ensure that pupils and staff contribute towards a happy and caring environment by showing respect for, and appreciation of, one another as individuals;

ensure that complaints or evidence of failure to comply with the school’s equal opportunities policy will be dealt with promptly and fully investigated according to the relevant procedure (e.g. complaints relating to staff may be investigated either under the disciplinary, grievance or anti-harassment procedure as appropriate).

All forms of discrimination by any person within the school’s responsibility will be treated seriously as such behaviour is unacceptable. Policy and planning Equal Opportunities implications, including race equality, will be considered and recorded whenever school policies are developed or reviewed. All policies will be regularly reviewed to provide a comprehensive and consistent process of monitoring and evaluation.


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Discrimination, victimisation and harassment

Discrimination on grounds of race, sex, disability, religion or belief, or sexual orientation is illegal. However, for the school community, discrimination is also unacceptable on any of the other grounds referred to in this policy statement. Failure to comply with the policy will be fully and promptly investigated using the appropriate procedures.

There are four ways in which discrimination may occur: 1. Direct discrimination: This means treating someone less favourably than others would be treated in the same or similar circumstances on the grounds of race, sex etc 2. Indirect discrimination: This means applying a requirement or condition which cannot be justified to all groups but which has a disproportionately adverse effect on one group because the proportion of that group which can comply is smaller than the proportion of the group(s) which can comply with it. 3. Victimisation: This occurs when a person is treated less favourably than other persons would be treated because that person has committed a ‘protected act’ under the Equal Pay Act, Sex Discrimination Act, Race Relations Act or Employment Equality Regulations - for example, by bringing forward proceedings or giving evidence or information (‘whistle blowing’). 4. Harassment: Harassment can take many forms, from the most obvious abusive remarks to extremely subtle use of power. As with unfair or unlawful discrimination, harassment can be intentional or unintentional. However, the key issue is not simply the intention of the offender but the impact of the behaviour on the person receiving it. Harassment may involve any of the following: physical contact or violence; offensive humiliating and intimidating remarks or actions;


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exclusion from participation in job-related or classroom-related discussions, training or social or other events;

unfair work allocation; unjust or excessive or humiliating criticism of performance; offensive signs or notices; graffiti; repeated demands or requests for sexual favours.

These are merely examples and not an exhaustive list. Whatever the form, the school will provide support for any member of the school community, pupil or staff member who feels threatened or isolated because of such actions.

INCLUSIONS POLICYThe Linnet respects and caters for difference – in line with our Equal Opportunities, Anti-Bullying, Health and Safety and Admissions policies. With the support of our Welfare Manager, Strategic Manager and Vocational Worker keyworkers provide carefully structured, personalised reintegration programmes at times when we believe pupils may be ready to transfer to more mainstream provision. Each of these programmes will develop progressively


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for a particular pupil over a transition year at a pace designed to ensure that the pupil has the knowledge and skills necessary to be successful in their new placement. Wherever possible, this process is also put in place for Y11 pupils moving into FE college courses. In agreement with the funding Local Authority, a similar process is put in place for pupils who are reintegrating back into The Linnet following a sustained absence or exclusion.We offer our pupils frequent opportunities to experience, at various levels, academic, social and vocational education in mainstream settings. This is most especially the case for pupils working within Key Stage 4.

HOME-SCHOOL LIAISON

Aims1. To establish genuine parent/ carer-teacher dialogue that opens up discussion of each others' points of view and seeks to gain clarity, understanding and solutions agreeable to both teacher and parent/ carer.

2. To provide information that facilitates parent/ carers' awareness of how their children develop racial/ ethnic and gender identity and the ways in which sexism, racism and negative differentiation with regard to educational disadvantage negatively affect healthy socio-emotional and cognitive growth.


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3. To create safe settings for parent/ carers to discuss with each other, their children or staff the issues raised by anti-bias work and to increase their ability to integrate anti-bias perspectives in their relationships with their children in the home environment.

4. To facilitate development of children through joint parent/ carer-teacher problem solving and mutual support.

5. To involve parent/ carers in curriculum development implementation and evaluation with regard to their individual children's needs, interests and future aspirations.

A Policy for Home - School Liaison

Purpose The Linnet School’s admissions procedures emphasise the importance of a three-way partnership between the prospective pupil, parent/ carer(s) and the school. We believe that strong home-school liaison provides the structure within which young people are able to make sense of their learning experiences. Pupils placed at The Linnet School hold Statements of Special Educational Needs on the basis of social, emotional and behavioural difficulties and they have had significant difficulties coping within a mainstream context. They often struggle to work co-operatively and, in an effort to manage their anxieties, may attempt to manipulate the relationships between key adults. By working in partnership, a consistent approach is maintained, misconceptions are minimised and the pupil is able to reap the benefit personally, socially and academically.


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Home-School Agreement The Home-School Agreement underpins Home-School liaison and is a statement explaining: • The school’s aims and values• Its responsibilities towards pupils• The responsibilities of parents/ carers• What the school expects of pupilsBy signing the agreement parents/ carers are undertaking to support school processes. Parents/ carers and pupils will be invited, at intervals, to review the agreement.

Application On admission the pupil will be appointed a key worker who will become the

primary link between home and school. Part of the role of the key worker is to maintain communication with the adults at home in order to promote the well-being of the pupil. The key worker will contact home on a regular basis to relay important information, both positive and negative, and offer support during school holidays. Significant information from school and home will be recorded in a pupil’s Significant Incident Book, mostly by the keyworker but also with contributions from other staff who work with the pupil and their family. The key worker will manage working documents: risk assessments, behaviour management plans, care plans, health care plans and family support plans - all of which are available to parents/ carers.

An overview of each week is provided in the form of an end of week ‘letter home’. Parents/ carers are encouraged to discuss the content of the letter with the pupil and contact school in the event of any anomalies. Attainment certificates, badges and bracelets can also be sent home on a weekly basis. For some pupils and parents/ carers, there is a preference for an additional home-school diary; this will contain brief daily comments and will be sent home at the end of each day.

Parents/ carers are expected to support the school and pupil by attending the Statutory Annual Review, school social events and parent consultation meetings and open days.

In addition to the Home-School Agreement parents/ carers will be invited to sign Consent Forms, for the use of cameras and other image recorders; medication; off-site activities; transportation etc.

Face-to-face consultation with a child’ keyworker at a time and place convenient to parents/ carers is always available.

Parents/ carers are requested to support school sanctions and monitor pupil behaviour outside of school, including the use of the internet, specifically social networking sites, and mobile phones.


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The process of home-school partnerships: As part of the admissions process, most children will receive a home-visit

before they make an initial visit to school. Following this home-visit, parents/ carers are invited into school with their

child to evaluate provision. Once parent and child are happy that the school is the ‘right one’ and

school believes that they can meet the child’s needs, a trial place is offered and appropriate school documentation provided, including the school brochure and parent consent forms.

After a trial period, usually lasting 2 weeks, the child’s keyworker from school will visit the child and parents/ carers at home (or parents/ carers will be invited into school, if preferred).

During this second visit a permanent placement will be discussed, alongside the Home-School Agreement (see Appendix 1), which parents/ carers and child are asked to sign.

Parents/ carers are always welcome in school, although prior notice should be agreed with one of the Senior Managers, at least 2 days in advance of a meeting

During school holidays, a pupil’s keyworker will make arrangements to visit the child at home, usually one contact each week of school closure. During this visit the keyworker will be available to discuss the pupil’s learning, behaviour and progress and will check on the child’s welfare and behaviour at home – offering parental support and advice as required.

Each half-term (6 weeks) parents/ carers will receive a school report on their child’s learning experiences, progress and targets for improvement. Each report provides opportunities for parental comments and feedback and identifies significant learning targets for their child for the next half term.

Twice a year, parents/ carers receive a school newsletter, sharing significant events and changes within the school community.

At the end of each academic year (August) parents/ carers receive an Annual Report from the school, outlining school achievements and developments over the past school year. This report is sent with a copy of the school prospectus for the coming year.

Every year pupils have a Statutory Annual Review of their Special Educational Needs. At this review parents/ carers are provided with an opportunity to discuss their child’s needs and interests and in a multi-agency forum to evaluate provision and action-plan for the future.

Prior to the SEN Review, parents/ carers are invited to share their perspectives on the quality of provision at the school and on their child’s progress.

Each year, parents/ carers are provided with the following questionnaires as part of school self-evaluation:

Bullying questionnaire


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Quality of schooling questionnaire Point in time survey (OFSTED) SDQ (Stengths and Difficulties Questionnaire) regarding their child’s

social and emotional needs At least once each year parents/ carers are invited to come into school for

an open-day (always at the pupils’ Awards Ceremony in July, but also often at Christmas time for a Christmas performance/celebration). At these times keyworkers and teachers will be available to show parents/ carers around the school and to share with them some of their child’s most significant pieces of work.

Located in the Nest is an observation room, complete with video and audio recording facilities and a 2-way mirror. Occasionally, it may be helpful to use this room with parents/ carers so that they can observe their child’s learning behaviours (unseen by the child) and can discuss with staff strategies to promote their success.

At the end of each week, all parents/ carers receive a ‘newsletter home’ that identifies the child’s significant learning experiences and achievements that week and which gives suggestions for how parents/ carers can ‘help at home’.

Most parents/ carers receive a phone call home, when something significant has happened, and in some instances on a daily basis to secure effective and regular communcation. Keyworkers will speak with parents/ carers about a child’s behavioural issues or incidents and will offer parents/ carers advice and support when behaviour at home is challenging.

As part of our incentives scheme, pupils regularly take home achievement awards, badges and certificates to celebrate with parents/ carers and family. At intervals throughout the year, usually at the end of each term, pupils will receive an incentive reward in the form of an off-site visit and/or and educational toy/game.

At Christmas, Easter, Mothers’ Day and Fathers’ Day etc. pupils will make gifts to take home to demonstrate their skills and as a token of their appreciation.


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WORKING TOGETHER

OUTCOME: Improved levels of self-esteem and co-operation

PrinciplesCelebrating difference, taking a pride in individuality yet recognising the value of teamwork are essential features of The Linnet School ethos.

Visiting ProfessionalsStaff at The Linnet School aim to work closely with referring agencies, their representatives and professional associates including educational psychologists, social workers, clinical psychologists, psychiatrists and therapists. Each professional involved with the pupil will be invited to the Statutory Annual Review and we welcome ongoing contact: communication, information and professional advice. Outcomes

For pupils: a sense of people working together in their best interests. For staff: professional validation and support. For concerned professionals: an awareness of the child's current

situation and progress.

The Local CommunityIt is our policy to promote meaningful contact with the neighbourhood and to offer a service wherever possible. Members of the local community are regularly invited into school to share in school celebrations (e.g. Christmas) and to make a positive contribution to school events (e.g. charity fayres). Older and more able pupils also support the local community through voluntary work (Swadlincote CVS) as part of their work experience.


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Outcomes For pupils: a sense of perspective, belonging and enhanced self-worth. For the organisation: a sense of place within the community. For the community: a sense that young people (even troubled young

people) can care about their surroundings and neighbours.

Parents / Carers As stated in the Statement of Purpose The Linnet School values highly liaison with Parents/Carers and the children's families. We place emphasis on regular involvement with parents in person at home or school and on contact by telephone or written communication. It is our policy to make phone or letter contact (and occasionally home visits) in the case of unusual circumstances and to rely on home/school liaison end of week letters and daily diaries for more everyday matters. Our admission procedures emphasise our concern that parents should be supportive of their child's school placement and staff sensitive to the individual needs of the family.

Outcomes For the pupils: the opportunity to make sense of their home and school

experiences in the light of each other, a validation of different aspects of the self.

For the parent: a reassurance that other adults are aware of the difficulty of the parental task - avoidance of isolation – and share a concern in their child's future. Regular opportunities to express their views.

For the staff: an opportunity to gain greater insight into the needs of the individual child - developing a more holistic approach.

Government guidance to independent schools on how to Prevent radicalisation and extremism:


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In England all independent schools are required by law to offer their pupils a curriculum that must comply with the Independent School Standards, which (from 2015) include an explicit requirement to promote fundamental British values as part of broader requirements relating to the quality of education and to promoting the spiritual, moral, social and cultural development of pupils. This guidance should be read in conjunction with other relevant guidance. In England, this includes Working Together to Safeguard Children, Keeping Children Safe in Education and Information Sharing: Her Majesty’s Government advice for professionals providing safeguarding services to children, young people, parents and carers.https:// www.gov.uk/government/publications/ working-together-to- safeguard-children

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

Schools are subject to the duty to have due regard to the need to prevent people from being drawn into terrorism. Being drawn into terrorism includes not just violent extremism but also non-violent extremism, which can create an atmosphere conducive to terrorism and can popularise views which terrorists exploit.Schools should be safe spaces in which children and young people can understand and discuss sensitive topics, including terrorism and the extremist ideas that are part of terrorist ideology, and learn how to challenge these ideas. The Prevent duty is not intended to limit discussion of these issues. Schools should, however, be mindful of their existing dutiesto forbid political indoctrination and secure a balanced presentation of political issues.

Risk assessment Schools are expected to assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology. This should be based on an understanding, shared with partners, of the potential risk in the local area.


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Schools will need to demonstrate that they are protecting children and young people from being drawn into terrorism by having robust safeguarding policies in place to identify children at risk, and intervening as appropriate. Such a referral could include Channel or Children’s Social Care, for example. These policies should set out clear protocols for ensuring that any visiting speakers – whether invited by staff or by children themselves are suitable and appropriately supervised.

Working in partnership In England, proprietors of independent schools should ensure that their safeguarding arrangements take into account the policies and procedures of the Local Safeguarding Children Board (LSCB).

Staff training Schools should make sure that staff have training that gives them the knowledge and confidence to identify children at risk of being drawn into terrorism, and to challenge extremist ideas which can be used to legitimise terrorism and are shared by terrorist groups. They should know where and how to refer children and young people for further help.

Prevent awareness training will be a key part of this.

IT policies Schools will be expected to ensure children are safe from terrorist and extremist material when accessing the internet in school, including by establishing appropriate levels of filtering.

Monitoring and enforcement

Independent schools in England are inspected by Ofsted. If they fail to meet the Independent School Standards, they must remedy the problem or be subject to regulatory action by the Department for Education which could include de-registration (which would make their continued operation unlawful).


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The Linnet Prevent Duties

The Linnet responds enthusiastically to the Government’s Prevent agenda and recommendations. Our school’s ethos promotes both equality of opportunity and respect for the individual, irrespective of their chosen life-styles, religions, cultures and beliefs. This emphasis, placed upon a harmonious and supportive school community in which everyone feels valued and significant, helps us to minimise the risk of radicalisation by promoting a sense of belonging and personal resilience.Across the curriculum, learning resources, relationships and behavioural expectations promote tolerance for and appreciation of diversity; from the daily morning group PSHE lessons, through the multi-cultural learning experiences supported by visits, visitors and shared experiences to the personalised nature of the curriculum with 1-1 teaching and learning and the collective celebration of individual achievement. These ‘embedded’ practices help to ensure that pupils develop an awareness and understanding of difference and a pride in themselves. They learn to question, debate and discuss. They are encouraged to make a positive contribution to the communities of which they are a part through regular charity work and they learn to understand that they have a voice that is heard and can (and do) make a difference to provision within school. They also learn to be part of a democratic community in school, where their vote is valued but where decisions may ultimately lie with the majority.

Identification and assessment of risk:All the pupils have a personalised, generic risk assessment, which is updated each term. This risk assessment informs all that the school offers for this pupil and helps staff to identify potential hazards and dangers both on and off school site as part of their learning experience. This risk assessment is shared with parents and includes a section specifically dedicated to radicalisation. Visitors to the school and those in the community who come into contact with pupils when they are off school site are carefully monitored by school staff who supervise and support pupils one-to-one at all times.


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Staff training:All staff at The Linnet who work directly with the pupils, will undertake Prevent training each year. This first year, training has been undertaken through in-service training delivered by the welfare manager and headteacher and also an on-line Safeguarding training programme (by ChildProtectionCompany.com) which assesses staff understanding and accredits them with a Safeguarding Certificate for Child Protection, e-safety and Prevent duties. All our staff have passed this training and this will be repeated on an annual basis to ensure that all staff are kept up-to-date. The headteacher and the welfare manager have also attended multi-agency Safeguarding training as Senior Designated Persons this year and have addressed Prevent strategies and issues as part of this course. Both these managers have also undertaken Safer Recruitment training programmes.

IT Policies:As with all Safeguarding issues the use of computers, the internet and social networking are major issues for consideration. At The Linnet we have introduced a filtering system (Impero Classroom Management Program) with can identify ‘hot words’ typed into the computer, is set to ‘block’ further communications once a ‘hot word’ is identified and will alert the IT manager immediately that an incident has taken place, noting when and by whom this communication was generated.All pupils at the school are monitored 1-1 at school at all times and pupils are not allowed unsupervised access to computers or other communication devises. For more details please see our ICT Policy.Working in Partnership:The school works in close partnership with the Local Authority Designated Safeguarding Officers, the Local Authority Prevent Officer and the Police. Every child in the school has a Local Authority referring officer and school keeps in touch with these persons throughout the year for all Authorities that send pupils to our school.The school also works in close partnership with parents and families and will offer training and support to those parents/carers who might be willing to access this.Information about the school’s prevent duties are sent home to parents at the beginning of each new academic year, together with bullying questionnaires


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and other child protection information. Parents are invited into school for child protection training. Monitoring and enforcement:The Linnet School is inspected by Ofsted. The school received an outstanding judgement for safeguarding at our last inspection.

The Linnet Prevent Officer is:Jan Sullivan (headteacher)and (when the headteacher is absent)David Butcher (Welfare Manager)


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UNAUTHORISED ABSENCEAs part of the Home-School Agreement parents/ carers are asked to contact the school (preferably before 8.30a.m) if their child will not be attending. In the event that a pupil is absent from school without authorisation from parents/ carers, school staff will endeavour to contact the parents/ carers at the earliest opportunity.

The referring authorities will be telephoned if staff are unable to speak with the parent(s) or in the event of repeated bouts of unauthorised absence.

If possible and/or necessary, staff at the school will:1. Talk with the child and/or his parents by telephone in an attempt to

persuade him to come into school – and if possible arrange for his taxi to return to the home to collect him.

2. Visit the home to speak with parents/ carers (and if possible also with the child) and bring him into school.

3. Go in search of the child in the local community if he is ‘missing’ from home, to persuade him to return to school.

4. Contact the police if parents/ carers do not know where he is, he has been missing for several hours/days or parents are concerned about his safety.

5. Collect the child from home and engage him in off-site learning opportunities within the vicinity of his home (home tuition) to provide opportunities for communication, support, re-engagement and possible ‘disclosure’.

6. Provide a ‘wake-up call’ (if required) each morning in time for taxi service pick-up and to encourage regular and punctual school attendance.

7. Contact Social Care (including Education Welfare) to try to arrange support for parents/carers who are regularly unable (or unwilling) to persuade a child to access his taxi in the mornings for school.

8. Agree a more flexible curriculum timetable with the Local Authority whilst school works to fully re-engage the pupil in their schooling.

THE EXTENDED DAY: Curriculum Enrichment Opportunities

outside normal school hours


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Rationale and benefits:The Linnet Independent Learning Centre offers extended day from time to time. It is not often possible to provide pupils with this opportunity on a timetabled, regular basis since all pupils receive a taxi service to and from school and taxis are rarely willing or able to change their transport times. Often extended days mean that school staff are committed to taking pupils home at the end of an activity; this can involve travel times of up to 90 minutes each way. However, the Linnet does recognise the value of curriculum enrichment opportunities outside of normal school hours and works hard to provide ALL pupils with access to some of these as an entitlement. School will not offer these opportunities only to those pupils whose taxis can respond to transport requirements flexibly and secures equal opportunities for all pupils by timetabling staff to provide transport services when taxis cannot do so.

Some of the extended day activities that are a regular feature of provision at The Linnet are:

- Bonfire Night- Christmas lights- Diwali celebrations - Theatre trips- Concerts- Restaurant meals (often of a multi-cultural nature)- Residential fieldtrips- School evening BBQs and occasionally ‘sleep overs’

Some of the benefits to these extended day activities are as follows:

- opportunity for the development of peer relations- respite to parents/carers to increase the potential for success at home- opportunity for emotional growth outside of the family unit- opportunity for structured leisure activities that broaden the pupils

experiences of their world - opportunity for pupils to engage in shared events within their local

communities and to make a positive, active contribution to the communities of which they are a part

Access to extended day activities

All pupils have access to the extended day activities, although some of these may be offered only to those pupils for whom the activities are most relevant


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i.e. pupils of a certain age and/or ability (e.g. a concert suitable for only 14+ year olds or a theatre trip suitable only for pupils working within KS1).

The Linnet will ensure that adequate supervision, support and transport is available to all pupils for whom an activity is relevant, so that every pupil can access the activities and no-one is denied an extended day opportunity for reasons beyond their control. The only reason why a pupil might not be able to engage in an extended day activity will be because, despite the Linnets best efforts, there are insufficient resources available to ensure a risk assessment that secures their health and safety.

FundingAll extra-curricular activities will be paid for by the school. Coordination of extra-curricular activities

David Butcher: Welfare Manager


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THE LINNET LEISURE ACTIVITIES POLICY

Outcome: Children have ample opportunity to engage in purposeful and enjoyable activities both within the school and in the local community

PrinciplesLeisure activities are varied to accommodate emotional, social, and physical development of the young people. Although it is important to take part in group activities to develop team spirit and have shared experiences, it is equally important to have personal space to develop reflection and personal identity. Recognising and celebrating differences between people is important. It is often the case that there is a discrepancy between a young person’s emotional and behavioural age and their chronological age. It is necessary to create activities to cater for these differences.

StandardsActivities on offer will depend on the young peoples’ commitment/attitudes to school, achievement and behaviour over the current half-term (6 weeks). A positive response to each of the afore-mentioned results in an ‘incentive trip’ on the last Friday of each half-term. Each pupil can select their own trip and, in negotiation with their keyworker, arrange transport, location, activities and costings.Emphasis is placed on activities being enjoyable and sharing of experiences between the young people and adults alike. It is important to regulate the frequency and quality of off-site leisure activities and trips so as to achieve gratification without the necessity for maximum expenditure. During good weather periods, outdoor activities are favoured, whilst indoor pursuits are preferred during bad weather.Activities such as bowling, swimming, going to the cinema, watching of a


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video, should be limited to no more than once or twice a year. Activities such as playing games, role playing, artwork, listening to music, reading, life skills, sports, or furthering the individual young person’s appropriate interests should be encouraged. The intention is to broaden the pupil’s interests and experiences and to help them to develop hobbies and talents.Risk assessments must be completed for all off site activities. A qualified instructor must supervise high-risk activities. For off-site activities guidance detailed in the DFE handbook ‘Health and Safety of Pupils on Educational Visits’ is to be followed, a copy of which is kept in the Office. See also The Linnet Transport Policy. Recommended and certificate ratings must be followed at all times. At no time should an 18 certified video or computer game be permitted in the school. If in doubt of the rating, the DVD or computer game should not be watched or played. Computer games should not be played for more than 1 hour each week, unless the games are associated with learning targets and have been selected by a teacher. Unauthorised copied material (i.e. pirated CDs and computer games) is strictly prohibited on school property. These items will be confiscated and sent home. Use of the Internet will only take place under strict observation of an adult.

EDUCATIONAL VISITS


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With reference to: DfE Health and Safety of Pupils on Educational Visits, 1998DfE Health and Safety Responsibility and Powers, 2001DfE Standards for LEAs in Overseeing Educational Visits, 2002DfE Health and Safety Advice on Legal Duties and Powers, 2014

Principles:We believe that pupils learn best when: Their learning is extended beyond the confines of the classroom They are active learners and are provided with opportunities to manage

and take responsibility for their own activities, resources and learning targets

They are able to use apply and enrich what they have learned in the classroom in real-world situations

Aims To provide an integrated curriculum that maintains a strong relationship

between learning in school and learning in the local community To secure equal opportunity and access to real-world learning experiences

for all pupils To ensure that appropriate (individual pupil focused) risk assessments are

undertaken when necessary for learning in school and for all educational visits out of school.

StrategiesThere will be a generic risk assessment undertaken by the Welfare Manager whenever pupils are taken into unfamiliar environments outside of school. This assessment will cover both the transportation of pupils to and from outside school environments as well as the possible risks during the visit itself.


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From this generic risk assessment the keyworker will consider the level of risk for the pupil in their care. Where there is a high risk the worker will identify strategies to reduce this risk to at least a medium risk. Pupils will not knowingly be placed in high risk situations. Where there are medium risks the worker will look to reduce these to low risk and to consider the balance of medium to low risk throughout a visit. A small number of medium risks may be tolerable and sometimes unavoidable in order to access a worthwhile activity (e.g. walking alongside a river).

The following procedures will be in place to secure the safety of all pupils:(With reference to: DfE guidance 1998-2014) At first admission, parents/ carers will be asked to sign a consent form to

allow their children to go on out-of-school visits into the local community as part of their normal learning timetable. Parents/ carers will also be asked to identify any particular allergies, medical needs and/or hazards these visits might pose for their child. Since pupils are likely to be taken near water, up hills and into the open countryside during some of their visits, parents/ carers will also be asked to sign to give their consent to these sorts of activities. (See parental consent forms).

Before any visit takes place, there will be an exploratory ‘visit’ undertaken by a designated member of staff, with feedback to the Educational Visits Coordinator and then to staff going on the visit with pupils.

Where sites are visited often, members of staff will report back on any significant changes within the environment or concerns. The Educational Visits Co-ordinator will then organise a ‘revisit’ to the site so that an up-dated risk assessment can be completed.

There will be at least one member of staff who is trained in Emergency First Aid on each visit.

Staff who transport pupils to and from educational visits in their own cars will submit:

- a vehicle roadworthy certificate- an appropriate driving licence- a certificate of insurance for carrying pupils

to the Welfare Manager for verification at the beginning of each new academic year. Staff will also sign to agree to disclose any road traffic accidents/ convictions to the Welfare Manager as and when these arise.


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In line with company policy, newly qualified drivers are not allowed to drive pupils in company transport for 2 years and cannot transport pupils in their own cars for 1 year. Staff who use company transport must be a minimum of 25 years old and have been driving for at least 2 years. Supply staff cannot drive pupils and newly appointed staff cannot drive pupils until they are on the school’s permanent register.

The school will secure appropriate insurance for staff and pupils to cover them whilst off-site.

Each member of staff will sign out with their pupil/s every time they leave the school site. This Out of School Visit File will record when the pupil/s left site, where they are going, who is supervising them, who is driving them and when they arrived back on site. This database also records the risk assessment for pupils at the moment that they leave site. Medium to high risk (3-5) at this point is not tolerable and pupils will not be able to leave site unless they present as a low risk (1-2) at the point of departure.

All managers have mobile telephone numbers for all staff members in case of emergencies.

All parents/ carers will have provided emergency contact information as part of the registration process on registering their child at the school. Staff will be invited to provide emergency contact information during their induction following their appointment.

A senior manager will remain on school site at the end of each day until all pupils and staff who are off-site have safely returned.

Members of staff taking pupils on educational visits will follow the guidance below. Members of staff are given a copy of this guidance on an annual basis, and are asked to sign a form to confirm that they have read and understood the guidance:-

Before going on an educational visit you should:1. Provide an educational visit plan. 2. Undertake an educational visit risk assessment with and for your key child

prior to leaving the site (pupils with a risk of more than 2 will not be able to leave site).

3. Do a quick check of the vehicle you will be using (petrol; oil; water; tyres; mirrors; seat belts; safety equipt.; first aid box).


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4. Make sure that the pupil has some ID with them that will enable them to contact the school should they find themselves parted from you and are lost.

5. Make sure that you have some ID with you that identifies you as a member of school staff, should you be asked to produce this by a member of the public (e.g. if you need to restrain a pupil).

6. Make sure that you have the contact number of your key child’s parent/ carer and taxi so that if you are delayed you can let them know.

7. Make sure that you have signed out in the ‘Out of School Visits’ file and have identified where you are going (postcode if possible); a mobile contact number; who will be driving; which staff will be working with which pupils.

8. Don’t forget to take drinks, lunch, petty cash and if necessary spare clothing.

9. If you take a SATNAV please let Anna know and return it to Anna when you return to school.

10. If you take a camera please let Anna know and return it to Anna when you return to school.

11. Any photographs taken on your own mobile phone or other digital devices should be downloaded onto a school computer and removed from your mobile phone or camera before leaving site at the end of the day.

12. Make sure you know what to do in case of:-- A breakdown- An accident- A pupil who is lost or has absconded- An RPI

When you return from an educational visit you should:1. Make sure that the vehicle is empty of rubbish and belongings. 2. Make sure that the first aid and safety boxes have been replenished if

anything has been used. 3. Return SATNAVS and cameras to Anna, making sure that they are in their

cases and that all of the parts are with them. 4. Wash up your child’s drinks bottle and return to the kitchen. 5. Put any dirty clothing in the wash basket. 6. Return any toys or sports equipment to store.


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7. Never leave a vehicle empty of petrol. 8. Report any damage to the vehicle or any mechanical failure to Dave. 9. Record your mileage if using a school vehicle. 10. Make sure that you have supervised your key child to their taxi and that

they have taken clothes etc. home with them. 11. Reported any lost or damaged clothing to parent/ carer by telephone

prior to the child arriving home in their taxi. 12. Reported any significant incidents/ RPIs to parent/ carer and school SMT

before leaving site and contributed to the writing up of any RPI reports. Educational Visits Co-ordinator for The Linnet School is:

David Butcher

Safe Transportation of Pupils

When staff use their own cars or company vehicles to transport pupils either to an educational visit or to home there are certain risk factors involved. All of these factors need to be considered and many aspects of risk assessed.1. Passenger safety2. Safety and suitability of the vehicle3. Competence of the driver4. Number of driving hours5. Driver fatigue 6. Type of journey i.e., local, long distance use of motorways etc7. Traffic conditions8. Breakdown and emergency procedures9. Weather10. Journey time and distance11. Appropriate insurance


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12. Comfort breaks13. Supervision

Each of these areas needs to be strongly considered before a visit, therefore many visits will need forward planning. There is a need to be familiar with the generic risk assessment for travelling to and from an activity.

Additional procedures and guidelines for Risk Management:

At all times pupils being transported should : Remain seated and be wearing a fully functioning and well-fitted seat-

belt. Should a pupil refuse to comply with these requests, the driver should not leave the school or should pull over to a safe place and telephone the school. Assistance will be sent from school as a priority.

Pupils younger than 12 years or shorter than 135 centimetres (4 foot 5 inches) will need to be provided with a booster seat. The school will have quality booster seats available for staff to use with these younger/smaller pupils.

The off-site behaviours of all pupils at the school will be monitored for a period of 4 – 6 weeks before being allowed off-site 1 – 1 with a member of staff. Pupils whose behaviour is unsafe or unpredictable during this assessment period will only be allowed off-site if there is more than one member of staff available at all times.

Additionally: Staff should not leave site without a mobile telephone – it is the driver’s

responsibility to check that it is charged and in working order. A Safety kit (which includes a First-Aid box; fire extinguisher; high

visibility jackets; road safety triangle; information on who to contact for insurance, assistance from the RAC and what to do in case of breakdown or accident) is available in the boot of the car.

Company vehicles will be serviced and maintained in good working order at all times. Routine checks will be undertaken and recorded by the Health and Safety Officer and Welfare Officer. Those vehicles based at The Linnet are checked before each journey by the driver and are checked at a garage each year with a full service. Faults identified at any time will take the vehicle out of action until repairs have been completed.


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Staff vehicles should also be kept in good working order. If a car is not in good working order, it should not be used to transport pupils, alternative transportation will be provided until the necessary repairs have been undertaken. (Staff are provided with a budget of £1,000 per year additional to their salaries for wear and tear on their personal cars and to secure high levels of vehicle maintenance.)

Staff will need to complete a visual risk assessment of the weather and possible road conditions before they leave the school site.

In case of breakdown, staff will go out as a priority from school to collect a pupil and return him to school (or home if at home time), whilst the driver waits with the car, secures a safe location and arranges to transport it to a garage.

Drivers of the Company cars will be required to successfully complete a driving test, carried out by the Welfare Manager, before being allowed to transport pupils. (Staff cannot drive Company cars unless they have been qualified to drive for more than 2 years and if they are under 25 years of age.)

Staff who transport pupils will be required to declare any offences as they happen and to immediately notify the Welfare Manager and/or the Headteacher of a driving ban.

No member of staff is allowed to transport a pupil in their car unless they have been driving for a minimum of 12 months with no current or pending driving related convictions.

Insurance and Condition of VehiclesEach year staff will be required by the Welfare Manager to provide copies of their driving licence, insurance (class 1 business) and MOT certificate. These should be submitted to the Welfare Manager at the beginning of each new academic year, with changes notified immediately.

Emergency Procedures Staff should always be able to contact the school, or a member of the Senior Management who is the named contact for a visit involving the whole school.Phone Numbers : School: 01283 213989 and 01283 819748 Welfare Manager: 07988254064 / 07535257904

Headteacher: 07708233472


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Staff need to carry with them contact details of all the pupils taking part in the trip; home and taxi telephone numbers in case of delay; school emergency and RAC/breakdown details.

PROTECTIVE BEHAVIOURS: CODE OF CONDUCT FOR STAFF

No member of staff should be in a room alone with a pupil without the door being ajar and another member of staff aware of the situation, or better still in the room with them.

No pupil should be moved or otherwise held without another member of staff present.

No pupil should travel alone in a car with a member of staff without parental consent and a school-based record of their location and planned activities. When off-site 1-1 with a pupil, a member of staff should ensure that locations are public and that isolated areas are avoided. When visiting isolated sites, there should always be a minimum of two supervising adults.

Staff should not carry their mobile phones during the working day except in extreme situations when the mobile should be on silence mode.

Staff should not share intimate personal details with children. Adult preoccupation should be such that no two or more young people are

left alone without it being arranged and appropriately supervised. Presents should not be bought or given to young people without

therapeutic thought to how this might be perceived by the young person, other staff or other young people. Incentive awards should be public and linked to specific achievements. Gifts, such as birthdays/Christmas etc. should only be given with the consent of the Senior Managers. When presents, awards and gifts are given, parents/carers should always be informed of the nature of the gift and the reason for it.

Personal items such as car keys, mobile phones and wallets should be locked away.


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Safeguarding considerations when emotionally supporting vulnerable children

Helpful staff responses1. Being there and aware:

i) on the spotii) on the ball

2. Communication of that awareness :i) to other staff as necessaryii) to the pupil, so he knows that we are available to support emotionally and when/how we are available to support physically (comfort, reassuring physical interventions vs restraining, protective physical interventions)

Then the 5 Ds:1. Deflection: Attempts to get young person involved in something (Our own

involvement in the activity works best)2. Diffusion: Reminders of happier times - past or future. Humour (used with

care) 3. Division of young people : avoidance of delinquent collusion. (If we can’t

give them the security they need they may turn to the delinquent subculture to help them feel part of a powerful group)

4. De-escalation: By staying calm and quietly in control we can often “talk kids down” (See Team Teach positive handling techniques)

5. Deployment of staff. Being aware of staff availability should physical handling techniques be required. Keeping ourselves safe.


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SAFEGUARDING POLICY FOR PUPILS AGED 16+The Linnet School caters generally for young people aged from 7 to 16 years of age.

For pupils who are 16+ years of age and still registered at The Linnet School, their role, responsibilities and safeguarding duties will be the same as that for all other pupils in the school.

Some post 16 pupils (‘leavers’) who leave the school are invited back into school for one day a week, to ease transition into college courses and paid employment and to offer an incentive to sustain placements and overcome challenges.

‘Leavers’ will perform ‘classroom assistant’ duties, but will be supervised by staff at all times. They will:

- never be left alone with Linnet pupil/s;- be offered access to a range of activities, including Educational Visits,

free of charge;- keep a portfolio of their experiences and achievements;- present themselves as positive role models for younger pupils – failure

to do so will result in a termination of placement.If this opportunity is to offer valuable work-experience and be an incentive

to maintain a college placement, it will cease if a ‘leaver’:1. refuses to continue with their college or work placement;2. refuses to undertake duties as defined by school staff;3. is unreliable, inconsistent or exploitative of these opportunities.


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THE LINNET SCHOOL POLICY ON POSSESSION OF PUPIL VALUABLES, TOBACCO, ALCOHOL, DRUGS AND

ILLICIT SUBSTANCES AND STOLEN GOODS

Pupils are not allowed to bring into school items that might cause hurt or harm to themselves or others. These items include: cigarettes and other legal and controlled drugs, lighters and matches. Any object that might be used as a weapon, mobile phones and other items of value (the loss/breakage of which could cause considerable distress and possession of which could expose the pupil to theft or bullying - in the case of a mobile phone the pupil could use this to bully others). “The Behaviour and Discipline in Schools Advice for Headteachers and school staff, February 2014” explains the two sets of legal provisions which enable school staff to confiscate items from pupils:- 1) The general power to discipline (as described in the bullets under the heading “Discipline in Schools – Teachers’ Powers” on pages 3 and 4) enables a member of staff to confiscate, retain or dispose of a pupil’s property as a punishment, so long as it is reasonable in the circumstances. The law protects them from liability for damage to, or loss of, any confiscated items provided they have acted lawfully.

2) Schools have the power to search without consent for “prohibited items”including:

knives and weapons alcohol illegal drugs stolen items tobacco and cigarette papers fireworks pornographic images any article that has been or is likely to be used to commit an offence ,


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cause personal injury or damage to property;

The legislation sets out what must be done with prohibited items found as a result of a search. Weapons and knives and extreme or child pornography must always be handed over to the police, otherwise it is for the teacher to decide if and when to return a confiscated item.

If any of the following items are brought into The Linnet Independent Learning Centre by a pupil, they should be handed in immediately:-1. Mobile phones and electronic equipment, such as MP3 players used in

taxis, must be handed in at the beginning of each day. If they are not handed in by the pupil, mobile phones, cameras and electronic devices that can access the internet will be confiscated for 5 school days without further warning if there is an attempt to use these in school. Repetition of this misdemeanour could lead to lengthier periods of confiscation.

2. Other items of value and money will be returned at the end of the day with a warning that if these come into school again they will be confiscated for a week or, if they are persistently brought in, they will be confiscated for the remainder of the term and may be returned to parents/carers only several weeks later prior to a school holiday.

3. Items that cause harm (cigarettes and other legal drugs such as chewing tobacco and alcohol) will be confiscated and destroyed. Lighters, matches and some less sophisticated or ambiguous "weapons" will be destroyed, unless the pupil has shown intent to cause danger to property and/or life in which case the police may be informed. School sanctions will be imposed for the possession of the above.

4. Controlled or illegal drugs will be handed in to the police.

5. Potentially more dangerous weapons will be handed in to the police.

If a pupil refuses to hand in any of these items he runs the risk of an exclusion. If drugs or weapons ore brought into school and concealed, or there is any attempt to use them to cause harm, this could result in a permanent exclusion.Pupils who are distributing drugs to other pupils will be permanently excluded.


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SEARCHING PUPILS AND THEIR POSSESSIONS

If we believe that a pupil is concealing valuables, harmful substances or weapons staff may need to search his bags and belongings. We may need to ask the pupil to empty out his own pockets and footwear and to declare any items that he knows should not have been brought into school. If the pupil refuses to do this sanctions may be put in place. Exclusion is our ultimate sanction. The police will be called where there is a potential danger or risk to


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personal safety and may be called in the case of theft without significant risk to persons.

“The Behaviour and Discipline in Schools Advice for Headteachers and school staff, February 2014” explains the legal provision which enables school staff to confiscate items from pupils:- 1) Schools have the power to search without consent for “prohibited items”

including: knives and weapons alcohol illegal drugs stolen items tobacco and cigarette papers fireworks pornographic images any article that has been or is likely to be used to commit an offence ,

cause personal injury or damage to property;

The legislation sets out what must be done with prohibited items found as a result of a search. Weapons and knives and extreme or child pornography must always be handed over to the police, otherwise it is for the teacher to decide if and when to return a confiscated item.

In line with the legislation, the searching of a pupil’s belongings at The Linnet Independent Learning Centre will always follow the guidelines below:- A full explanation will be given to the pupil as to why the search is

necessary and what it will entail The pupil will be asked to be present - unless his behaviour impedes the

search At least two members of staff will be involved in the search, one doing the

search and the other observing. The member of staff conducting the search will be of the same sex as the pupil. The member of staff witnessing the search should be the same sex as the pupil if possible.

If there is a risk of serious harm to a person if the search is not conducted immediately, a pupil may be searched by a person of the opposite sex and without another member of staff present.


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Opportunities will be provided throughout the search for the pupil to call a halt to the search and to disclose for themselves items that have been concealed

The pupil should not be asked to remove clothing, except outer clothing such as a coat. If a more detailed search is required, parents/ carers will be informed and they or the police will be asked to undertake this search

Sometimes, school staff may be concerned about pupils concealing stolen items about their person. If this is the case parents will be advised to search their child as soon as they return home and to return stolen items to school as soon as possible.

If staff believe the pupil has any unacceptable items concealed upon them we may need to call the police and/or to send the pupil home before the end of the school day.

We ask that parents/carers help us to protect their child and others at the school by monitoring what their child brings into school and by looking out for any signs of unexplained acquisitions or changes in their child’s behaviour. Together we are hopeful that we can create a structure that will not only promote the pupil’s safety but also his/her personal and social responsibility.

PROTOCOL AND GUIDANCE ON THE CONFISCATION OF

ILLICIT ITEMS

We are very careful to ensure that pupils at our school are safe and cared-for at all times. This means that pupils are not allowed to bring into school items that might cause hurt or harm to themselves or others. These items include: cigarettes and other illegal and legal drugs, lighters and matches, any object that might be used as a weapon and also items of value that might promote theft or bullying. If any of these items are brought into school they should be handed in immediately.


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Items of value will be returned at the end of the day, in some cases with a warning that if these come into school again they will be confiscated and returned to parents/carers a week later.

Mobile phones, cameras and electronic devices that can access the internet will currently be confiscated for 5 school days without further warning if there is an attempt to use these in school. Repetition of this misdemeanour could lead to lengthier periods of confiscation.

Items that cause harm (cigarettes and other legal drugs such as alcohol) will be confiscated and disposed of. Illegal drugs and weapons (including lighters and matches) will be confiscated and either destroyed or handed over to the police. Further school sanctions will be put in place. See Sanctions list.

If a pupil refuses to hand in any of these items, he runs the risk of an exclusion. If weapons are brought into school and concealed or there is any attempt to use them to cause harm, this may result in a permanent exclusion.

If we believe that a pupil is concealing any of these unacceptable items staff may need to search his bags and belongings and, in the case of illegal drugs and weapons, the pupil may need to be searched. In all such incidents the pupil will be asked to empty out his own pockets and to declare any items that he knows should not be brought into school. If the pupil refuses to do this it may become necessary for the child to return home or for a member of staff to call the police who will instigate an enforced search of the pupil.

For further details see our Policy on Searching Pupils and their Possessions.


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MISSING PUPILS POLICY If a pupil absconds from the school site or from the site of a supervised school activity the parents/ carers of the pupil are informed as soon as possible. Members of staff will search the locality, and if located the pupil will be encouraged to return to school/ the activity site.

If the pupil refuses, his actions will be monitored. The police will be informed if the pupil appears to be putting himself or others at risk.

In the event that staff are unable to locate the missing pupil, the police will be contacted. The timing of this contact depends on the age, ability, social maturity and emotional state of the pupil, as well as the time of day. In the case of a pupil considered to be vulnerable, distressed or uncontrolled, or in the case of a disappearance after dark the police, will be alerted immediately. In any situation, if the young person has not been located within half an hour the police will be informed.Pupils should be aware that "keeping oneself safe" is a requirement for continued attendance at The Linnet School. In some cases staff will physically assist the young person to keep safe. (See Physical Intervention Policy)ProceduresWhat to do if a pupil gets lost during an off-site visit:1. All pupils should carry with them the school address and telephone number

when off school site.


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2. All staff should carry with them a mobile telephone when escorting pupils off school site.

3. When engaged in a group activity staff should ensure that a ‘collection point’ is identified and understood by all pupils and staff at the beginning of any out-of-school visit.

4. If a pupil is lost during a school visit, the supervising staff should contact school immediately to speak with the head teacher and/or welfare manager.

5. After an appropriate search time (this will depend upon the level of risk within the local environment) the member of staff should then contact the local police to begin a search.

6. The head teacher will contact the pupil’s parents/carers.7. The head teacher will investigate the incident to ensure that adequate

supervision was in place. The complaints procedure against a member of staff may be invoked depending on the circumstances.

What to do if a pupil leaves the school site without authorization to do so:1. The head teacher and/or welfare manager should be informed.2. Staff should attempt to return the pupil to school.3. After half an hour the police should be informed.4. The pupil’s parents/carers should be informed as soon as possible. 5. Disciplinary proceedings may be invoked that may result in temporary or

permanent exclusion from school.


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DEVELOPING SELF-PROTECTIVE BEHAVIOURS IN CHILDREN:

Theme: ‘We all have the right to feel safe all the time’

At The Linnet School staff promote in the pupils self-protective behaviours. We aim to make sure that children understand they have a right to feel safe at all times and can ask someone they trust for help when they feel unsafe. Communication of these rights takes into account the age and developmental stage of the child and does not shift onus for safety from adult to child. It is also understood that resilience is achieved through management (not elimination) of risk. In certain cases (e.g. management of the internet) the adult may manage the risk, on a temporary basis, for the child until he develops the skills to make more informed choices.

ImplementationStaff will: Help children identify and discuss their feelings in a variety of situations, to

recognise negative feelings such as ‘butterflies in the tummy; ‘tight feelings’ in the throat, as well as happy, safe feelings.

Encourage children to talk about situations when they feel safe and don’t feel safe.

Listen to children so they know their questions and concerns are being understood.

Encourage questioning and decision making skills.


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Respect children’s choices and decisions and encourage them to respect other children’s choices especially where touching is concerned.

When developmentally appropriate, teach children the basic principles of “No! - Go and Tell” - to say ‘no’ if they feel uncomfortable, to leave (go) the situation if possible and to tell someone they trust as soon as possible.

Help at-risk children to identify a network of people they can trust and turn to when they feel unsafe.

Organise / attend training based on an integrated curriculum approach to Child Protection.

Interpersonal Relationships Policy

The Linnet offers its pupils a curriculum that encompasses both education and care through learning and teaching programmes designed to promote independent learning, self-motivation and self-discipline. The intensive


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support offered to pupils by their keyworkers will help them to concentrate, persevere and work towards developing appropriate behaviours for social integration.

Staff duty of care

The Linnet requires that all staff are accountable for the way in which they exercise authority; manage risk; use resources; and protect pupils from discrimination and avoidable harm.

All staff, whether paid or voluntary, have a duty to keep young people safe and to protect them from physical and emotional harm. This duty is in part exercised through the development of respectful, caring and professional relationships between staff and pupils and behaviour by staff that demonstrates integrity, maturity and good judgement.

When individuals accept a role that involves working with children and young people, they need to understand and acknowledge the responsibilities and trust inherent in that role. Staff should not establish or seek to establish social contact with pupils for the purpose of securing a friendship or to pursue or strengthen a relationship. Even if a young person seeks to establish social contact, or if this occurs coincidentally, the member of staff should exercise her/his professional judgement in making a response and be aware that such social contact could be misconstrued.

Safer Recruitment

The Linnet School operates a safer recruitment policy. All staff, volunteers and unescorted visitors to the school need to obtain a satisfactory Enhanced Disclosure and Barring Service (DBS) check prior to their involvement


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with the school. Staff applicants provide evidence of their identity, address and two references prior to their appointment. The authenticity of these references is checked by phone calls from the Headteacher to the referees.

The Linnet keeps a Single Central Register, collating when checks on staff are made and by whom, including identity, qualification requirements, List 99 and DBS checks.

It is also the school’s responsibility to request full details of DBS checks carried out on supply staff provided through an agency and to see the disclosure where it contains information. Within a few days of being at the school another updated DBS check will be completed on all supply staff who are to be based in the school for more than a few days. From Summer 2015, the school’s DBS checks are Enhanced and registered to check suitability to work with both children and adults. The school requests this adult as well as child DBS check as we maintain regular and often frequent contact with the parents/carers of the children in school. It is common-place for staff in school to visit the pupils at home in holiday times and to work closely with their families, offering support and advice. The nature of The Linnet means that many of these children live in families where older adult siblings and/or parents present as vulnerable adults. Following a DBS check, staff will be asked to bring their certificate into school to show a Senior Manager, most usually the Welfare Manager. A register will be kept to record that the DBS certificate is ‘signed as seen’.The school will show that these checks have been verified in the Single Central Record.

The Linnet is registered on the automatic update and notification service, so that any irregularities that occur since first DBS, are notified to the school immediately.Safer Recruitment in Education certificates received by: Training Body Date Pass/gradeJan Sullivan Safer Recruitment Consortium 07.07.2015 PassDave Butcher Safer Recruitment Consortium 07.07.2015 Pass


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Anna Besley Safer Recruitment Consortium 24.03.2015 Pass

All recruitment panels will have at least one “Safer Recruitment” qualified member of staff on the panel and involved in all recruitment assessments.The Linnet also requires that all staff sign the Staff Disqualification Declaration for children under 8 years of age, with reference to disqualification by association.

Touch Policy and Guidelines for staff

Physical ContactThe Linnet offers a therapeutic learning environment for all pupils. As such, we recognise the importance of relationships of trust and respect between all members of the school community. With pupils with special needs, physical intervention to offer encouragement, support, demonstrate care and to promote safety is an essential part of all we do. Many of our pupils have had little experience of ‘caring touch’ and may find any physical contact confrontational and distressing. They need to learn that touch can be positive and supportive and is not always exploitative. We welcome opportunities for staff to demonstrate their care and concern for pupils through sensitive and supportive touch. In consequence, we realise that there are occasions when it is entirely appropriate and proper for staff to have physical contact with pupils, but it is crucial that they only do so in ways appropriate to their


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professional role. There is, however, no expectation that staff will engage in physical contact with pupils that they themselves do not feel comfortable with (unless this is in order to keep a pupil from immediate harm – see physical intervention policy). We want both staff and pupils to develop relationships of trust that respect the perspectives and emotional boundaries of both parties.

A 'no touch' approach is impractical for most staff and is in any case discouraged in the Education and Inspections Act 2006, which states that no school should have a no physical contact policy.

When physical contact is made with pupils this should be in response to their needs at the time, of limited duration and appropriate given their age, stage of development, gender, ethnicity and background. It is not possible to be specific about the appropriateness of each physical contact, since an action that is appropriate with one child in one set of circumstances may be inappropriate in another, or with a different child. Staff should therefore, use their professional judgement at all times with the needs, interests and care of the pupil paramount.


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