Table Of ContentSafeguarding Children and Schools
BestPracticeinWorkingwithChildrenSeries
EditedbyBrigidDaniel,ProfessorinChildCare
andProtection,UniversityofDundee
ThetitlesintheBestPracticeinWorkingwithChildrenseriesarewrittenforthemulti-agency
professionalsworkingtopromotechildren’swelfareandprotectthemfromharm.Eachbookin
theseriesdrawsoncurrentresearchintowhatworksbestforchildren,providingpractical,realis-
ticsuggestionsastohowpractitionersinsocialwork,healthandeducationcanworktogetherto
promotetheresilienceandsafetyofthechildrenintheircare.
alsointheseries
ChildNeglect
PracticeIssuesforHealthandSocialCare
EditedbyJulieTaylorandBrigidDaniel
ForewordbyOliveStevenson
ISBN9781843101604
of relatedinterest
SupportingChildrenandFamilies
LessonsfromSureStartforEvidence-BasedPracticeinHealth,SocialCareandEducation
EditedbyJustineSchneider,MarkAvisandPaulLeighton
ISBN9781843105060
KidsNeed...
ParentingCardsforFamiliesandthePeoplewhoWorkWithThem
MarkHamer
ISBN9781843105244(CardGame)
UnderstandingSchoolRefusal
AHandbookforProfessionalsinEducation,HealthandSocialCare
M.S.Thambirajah,KarenJ.GrandisonandLouiseDe-Hayes
ISBN9781843105671
PromotingResilienceintheClassroom
AGuidetoDevelopingPupils’EmotionalandCognitiveSkills
CarmelCefai
ForewordbyPaulCooper
ISBN9781843105657
Safeguarding
Children and Schools
Edited by Mary Baginsky
Foreword by Brigid Daniel
Jessica Kingsley Publishers
London and Philadelphia
Firstpublishedin2008
byJessicaKingsleyPublishers
116PentonvilleRoad
LondonN19JB,UK
and
400MarketStreet,Suite400
Philadelphia,PA19106,USA
www.jkp.com
Copyright©JessicaKingsleyPublishers2008
Forewordcopyright©BrigidDaniel2008
Allrightsreserved.Nopartofthispublicationmaybereproducedinanymaterialform
(includingphotocopyingorstoringitinanymediumbyelectronicmeansandwhetherornot
transientlyorincidentallytosomeotheruseofthispublication)withoutthewritten
permissionofthecopyrightownerexceptinaccordancewiththeprovisionsofthe
Copyright,DesignsandPatentsAct1988orunderthetermsofalicenceissuedbythe
CopyrightLicensingAgencyLtd,SaffronHouse,6–10KirbyStreet,LondonEC1N8TSUK.
Applicationsforthecopyrightowner’swrittenpermissiontoreproduceanypartofthis
publicationshouldbeaddressedtothepublisher.
Warning:Thedoingofanunauthorisedactinrelationtoacopyrightworkmayresultinboth
acivilclaimfordamagesandcriminalprosecution.
LibraryofCongressCataloginginPublicationData
Safeguardingchildrenandschools/editedbyMaryBaginsky;forewordbyBrigidDaniel.
p.cm.
Includesindex.
ISBN 978-1-84310-514-5 (pb : alk. paper) 1. School violence--Prevention. 2.
Schools--Safetymeasures. I.Baginsky,Mary.
LB3013.3.S2622008
371.7'82--dc22
2007052108
BritishLibraryCataloguinginPublicationData
ACIPcataloguerecordforthisbookisavailablefromtheBritishLibrary
ISBN9781843105145
ISBNpdfeBook9781846428081
PrintedandboundintheGreatBritainby
AthenaeumPress,Gateshead,TyneandWear
Contents
Foreword 7
Brigid Daniel,
Part 1 Safeguarding and Schools: Policy
1 Placing Schools at the Centre of Safeguarding Children 11
MaryBaginsky,Children’sWorkforceDevelopmentCouncil
2 The Role of the Local Authority in
Safeguarding Children 22
JohnGuest,LondonBoroughof Southwark
3 Integrated Community Schools and Social
Inclusion (Scotland) 42
KenMcCullochandLynTett,Universityof Edinburgh
Part 2 Safeguarding and Schools: Practice
4 Pupils Who Are ‘In Care’: What Can Schools Do? 57
FelicityFletcher-Campbell,OpenUniversity
5 Safeguarding Disabled Children 68
DavidMiller,NSPCCandAnnRaymond,independent
consultantandtrainer
6 School Responses to Children with Harmful
Sexual Behaviours 85
SimonHackettandAbiTaylor,DurhamUniversity
7 Child and Adolescent Mental Health Services
(CAMHS) in Schools 104
GrahamMusic,TavistockClinic,London
8 Counselling in Schools 121
SusanMcGinnis,Universityof Strathclyde
9 The Curriculum and Safeguarding 136
YvonneCoppard,childprotectiontrainer
Part 3 Safeguarding and Schools: Training
10 Training School Staff to Safeguard Children
and Young People 151
EnidHendryandWilliamBaginsky,NSPCC
11 Training to Safeguard: The Australian Experience 166
LouiseLaskey,DeakinUniversity
12 Conclusion: Every School Matters 179
MaryBaginsky,DeakinUniversity
APPENDIX:TALKINGTOTEACHERSABOUTEVERYCHILD
MATTERS 184
EmmaWestcott
THECONTRIBUTORS 191
REFERENCES 194
SUBJECTINDEX 203
AUTHORINDEX 207
List of Tables
Table5.1 Waysdisabledchildrencanexperienceabuse 72
Table6.1 Rangeofobservablesexualbehavioursof
pre-pubescentchildren 89
Table6.2 Rangeofsexualbehavioursofadolescentchildren 90
Table11.1 Australianmandatoryreportingrequirements 168
List of Figures
Figure6.1 Levelsofresponseinschools 100
Figure9.1 Feelingsfaces 137
Figure9.2 Examplesofquestionsaimedatolderpupils 139
Figure9.3 Exampleofacircleofsafety 140
Foreword
Brigid Daniel
Teachers are among some of the most significant adults that children will
encounter. Teachers and other staff encountered in schools have a profound
directandindirecteffectonchildren’ssocial,emotionalandcognitivedevelop-
ment.Theirinfluenceoperatesonseverallevels.Thestaffgroupcontributesto
theoverallcultureandethosoftheschoolwithinwhichchildrenspendasig-
nificant proportion of their lives. The way in which children are spoken to,
listenedto,taught,disciplinedandsupportedhelpstoshapetheirunderstand-
ingoftheworldinwhichtheylive.Forsomechildren,ateachermaybeoneof
themostconsistentadultsintheirlives.Itisforthesereasonsthatthekeyrole
teachers and schools play in safeguarding children is now being properly
acknowledgedandrecognized.
Safeguardingcanbeexercisedviaschoolsasplaces,teachersaspeopleand
educationasaprocess. Itencompassesaspectrumofconcern,fromthepromo-
tionofthewell-beingofallchildren,totheprotectionofthesmallernumberof
childrenwhoseneedsarenotbeingmet,includingneedsforprotection.Weare
increasingly aware of the damaging effects of abuse and neglect upon chil-
dren’slearning.Forexample,oneof themainwaysinwhichneglectismani-
fested is in the impact on school attendance and performance. Neglected
childrenareoftenlateforschool,areevidentlytired,hungryanddirtyandmay
show significant emotional and cognitive delay. Too often inter-disciplinary
discussionsaboutneglectcentrearoundtheproblemofestablishingthe‘right’
thresholdforactionbutteachersusuallyknowwhichchildrenintheirclasses
areneglectedandwhentheyneedhelp.Recentpolicyrecognizesthatteachers
areveryadeptatrecognizinganunhappychildwhentheyseeoneandaimsto
providealegitimaterouteforteacherstoensurethatchildrengetthehelpthey
needwhentheyneedit.
Itwouldbesurprisingiftherecentpolicydevelopmentshavenotraisedthe
anxietyofteachers.Therecanbealackofclarityaboutthelimitsandextentsof
their responsibilities for the broad welfare of children. The precise ways in
7
8 / SAFEGUARDINGCHILDRENANDSCHOOLS
whichtheyareexpectedtoexercisetheroleof‘safeguarding’hasnotyetbeen
definedindetail.Teachersmayfeelthattheseexpectationstakethembeyond
the profession they were trained for and into the realm of other professions
such as social workers. It is also the case that, while expecting teachers and
othereducationstafftorespondtorequestsforinformation,otherprofessionals
have not always provided teachers with the information they need to teach
effectively.Norhaveotherprofessionalsalwaysappreciatedthechallengesthat
faceteachersinbalancingtheneedsofeachindividualchildwiththecollective
needof thewholeclass.
Thisbookbringstogethermaterialonpolicy,theory,researchandpractice
toprovidearesourceforeducationstaff thatwillsupportthemintheroleof
safeguarding.Thefundamentalpremiseof thebookisthatchildrencanonly
learnproperlyif theyfeelsafeandnurtured.
BrigidDaniel,Professorof SocialWork,
