SAINT MICHAELS SCHOOL

ADDRESS TELEPHONE
Harts Lane School: +44 (0)1635 278 137
Burghclere +44 (0)1635 278 138
Newbury Priests: +44 (0)1635 278 173
Berkshire RG20 9JW Oblates: +44 (0)1635 253 209
United Kingdom
FAX
EMAIL ADDRESS School: +44 (0)1635 278 601
School: [email protected] Oblates: +44 (0)1635 255 145

Child Protection Policy, Procedure and

Guidance
This Child Protection Policy, Procedure and Guidance applies to the
whole school, including the Early Years Foundation Stage (EYFS).
Introduction
St. Michaels School fully recognises that its pupils are entrusted to the School to be looked after in
loco parentis. The Headmaster and staff of the School are consequently required to do everything
within their means to establish a safe and pleasant environment in which children can learn, and
in which their minds, characters and morals are helped to develop. We maintain an attitude of it
could happen here where safeguarding is concerned. The purpose of this Policy is to provide
staff, volunteers and the District Superior with the framework they need in order to keep children
safe and secure at St. Michaels and to inform parents and guardians how we will safeguard their
children while they are in our care.
This Policy has been developed with reference to and in line with Child Protection Procedure,
Hampshire County Councils Childrens Services Department, Keeping Children Safe in Education
(September 2016) (KCSiE), National Minimum Standards for Boarding Schools (April 2015), the
Statutory Framework for the Early Years Foundation Stage and Disqualification Under the
Childcare Act 2006 (February 2015).
This policy should be read in conjunction with the following policies: Safeguarding Children Policy,
Recruitment Policy and Procedure, Staff Behaviour Policy (refer to Staff Handbook), Staff Directives
(INSET training), Equality Policy, Anti-Bullying, Whistleblowing, Missing Pupil Procedure and
Acceptable Use of ICT Policies.
Any deficiencies or weaknesses in this policy resulting from updated legislation will be remedied
without delay and the policy re-issued. This Child Protection Policy, Procedure and Guidance is
reviewed annually and approved by the District Superior of the Society of St. Pius X (SSPX).

The Contents for this Policy can be viewed on Page 3.

Revised July 2016 Page 1

 Safeguarding and promoting the welfare of children is defined in KCSiE as:
Protecting children from maltreatment; preventing impairment of children`s health or
development; ensuring that children grow up in circumstances consistent with the provision of
safe and effective care; and taking action to enable all children to have the best outcomes.

In concreto, this Child Protection Policy of St. Michaels School is committed to:
Ensuring that the School follows safe recruitment practices, by compliance with all legislation
pertaining to the verification of the suitability of staff members (whether employees or
volunteers) to work with children.
Ensuring that all staff members receive appropriate Child Protection Training and in doing so
ensure they meet their statutory responsibilities.
Ensuring constant good practice across the School from the Reception Class to the VI Form,
inclusive.
Raising awareness of child protection issues among the pupils, and equipping children with the
skills needed to keep them safe.
Developing and then implementing procedures for identifying and reporting cases, or
suspected cases, of abuse.
Every complaint or suspicion of an abuse from within or outside the School will be investigated
and in all proper circumstances will be referred to an external agency, such as Childrens Social
Care (CSC), the Child Protection Unit of the Police (CPU), or the NSPCC in accordance with the
Hampshire County Councils Childrens Services Department.
To support a child who has been abused in accordance with his/her agreed Child Protection
Plan.
To be alert to the needs of children with medical conditions.
To take all practicable steps to ensure that the School premises are as secure as circumstances
permit.
Ensuring all Staff are trained annually and new staff have Child Protection Training as part of
their induction process. All members of staff are emailed a copy of this Child Protection Policy,
Procedure and Guidance and they have signed a statement to confirm that they have read at
least Part 1 of Keeping Children Safe in Education (KCSiE September 2016). A training
register of the same is kept in the Central Register. Hard copies of this Policy can be obtained
from the School Office and the Staff Room.
Ensuring that Childline posters with the Childline contact telephone number (0800 1111) are
prominently displayed throughout the School.
Posting notices inside all school buildings providing the contact details of the Schools
Designated Safeguarding Lead, Rev. Fr. Patrick Summers (Headmaster), the Independent
School Visitor, the Hampshire County Councils Childrens Services Department, and the Ofsted
Whistleblower hotline.
Every employee is provided with immunity from retribution or disciplinary action for
Whistleblowing in good faith. Staff are told to familiarise themselves with the Schools
Whistleblowing Policy.

Revised July 2016 Page 2

 Content Page

Introduction & Policy Statement 1

Definitions and Abbreviations 4

Roles and Responsibilities 6

Child Protection Procedures 9

Flowchart for Child Protection

Appendix I 11
Procedures

Appendix II Recording Form 12

Appendix III Skin Maps 13
Appendix IV Dealing with Disclosures 15
Appendix V Allegations Against Staff 17

Appendix VI Allegations Against Pupils 18

Appendix VII Briefing Sheet for Temporary Staff 21

Appendix VIII What is Child Abuse? 22

Brook Sexual Behaviours Traffic

Appendix IX 28
Light Tool

Appendix X Useful Contacts 31

Revised July 2016 Page 3

 St. Michaels School Child Protection Policy
Definitions
Within this document:
Child Protection is an aspect of safeguarding, but is focused on how we respond to children who have been
significantly harmed or are at risk of significant harm.

The term Staff applies to all those working for or on behalf of the School, full time or part time, in either a paid
or voluntary capacity. This also includes parents and the District Superior.

The District Superior of the Society of St. Pius X (SSPX) of the District of Great Britain, fulfils the role equivalent
to that of a schools Chair of the Governing Council.

Child refers to all young people who have not yet reached their 18 th birthday. On the whole, this will apply to
pupils of our school; however the policy will extend to visiting children and students from other establishments.

Parent refers to birth parents and other adults in a parenting role for example adoptive parents, step parents,
guardians and foster carers.

Abuse could mean neglect, physical, emotional or sexual abuse or any combination of these. Parents, carers and
other people can harm children either by direct acts and / or failure to provide proper care. Explanations of
these are given within the procedure document.

Abbreviations used in this Policy

CP Child Protection
CPP Child Protection Plan
CPU Child Protection Unit of the Police
CRT Childrens Response Team
CSC Childrens Social Care
DBS Disclosure and Barring Services
DfE Department for Education
DSL Designated Safeguarding Lead
EYFS Early Years Foundation Stage
HSCB Hampshire Safeguarding Childrens Board
IARF Inter-agency Referral Form
KCSiE Keeping Children Safe in Education (Sept 2016)
LADO Local Authority Designated Officer
MASH Multi-agency Safeguarding Hub
Ofsted Office for Standards in Education
PSHE Personal, Social, Health Education

Leadership and Management

We recognise that staff anxiety around child protection can undermine good practice and so we have
established clear lines of accountability, training and advice to support the process and individual staff within
that process.

Revised July 2016 Page 4

In this school any individual can contact the Designated Safeguarding Lead (DSL) if they have concerns
about a young person.
DSL is Rev. Fr. Patrick Summers and the Deputy DSL is Rev. Fr. Gary Holden. The District Superior, Rev.
Fr. Robert Brucciani, will receive reports of allegations against the Headmaster and act on the behalf of
the Society of St Pius X (SSPX) in conjunction with other appropriate bodies.

As an employer, St. Michaels School complies with the Disqualification Under the Childcare Act 2006
(guidance issued in February 2015).

Training
All staff at St Michaels School are expected to be aware of the signs and symptoms of abuse and must be able
to respond appropriately. Training is provided every year with separate training to all new staff on appointment.
The DSL and Deputy DSL will attend annual training to enable them to fulfil their role.
Any update in national or local guidance will be shared with all staff at Briefings and then captured in the next
whole school training. This policy will be updated during the year to reflect any changes brought about by new
guidance.

Referral
Following any concerns raised by staff, the DSL will assess the information and consider if significant harm has
happened or there is a risk that it may happen. If the evidence suggests the threshold of significant harm, or risk
of significant harm has been reached; or they are not clear if the threshold is met, then the DSL will contact
Childrens Social Care. If the DSL is not available or there are immediate concerns, the staff member will refer
directly to Childrens Social Care (Contact number: 01329 225379).

The DSL will usually inform the parents prior to making a referral, however there are situations where this may
not be possible or appropriate.
N.B. The exception to this process will be in those cases of known Female Genital Mutilation (FGM) where there
is a mandatory requirement for the teacher to report directly to the police.

Confidentiality
At St. Michaels we maintain that all matters relating to Child Protection are to be treated as
confidential and only shared as per the Working Together guidance.
Information will only be shared with agencies who we have a statutory duty to share with or
individuals within the School who need to know.
All staff are aware that they cannot promise a child to keep a disclosure confidential.

As a school we will educate and encourage pupils to keep safe through:

The content of the curriculum (Assemblies, in R.E./R.K., Circle Time and PSHE).
A school ethos which helps children to feel safe and able to talk freely about their concerns, believing
that they will be listened to and valued.

Dealing with Allegations Against Staff

If a concern is raised about the practice or behaviour of a member of staff this information will be recorded and
passed to the Headmaster, Rev. Fr. Patrick Summers (DSL). The Local Authority Designated Officer (LADO) will

Revised July 2016 Page 5

be contacted and the relevant guidance will be followed. The Headmaster will keep the District Superior
updated at all times.

If the allegation is against the Headmaster, the person receiving the allegation will contact the LADO (Tel 01962
876364) and the District Superior directly (Tel 020 8946 7916).

Dealing with Allegations Against Pupils

If a concern is raised that there is an allegation of a pupil abusing another pupil within the School, the Dealing
with Allegations Against Pupils guidance will be followed (Appendix 6)

Annual Review
As a school, we review this policy at least annually in line with DfE, HSCB, HCC, National Minimum Standards for
Boarding Schools (April 2015) and other relevant statutory guidance.

Date reviewed by the District Superior: January 2014, June 2014, January 2015, April 2015,
September 2015, May 2016, September 2016.

A separate Child Protection Policy and a Safeguarding Policy were produced in September 2016 for the
start of the new academic year in line with the Directive from HSCB.

Roles and Responsibilities within St. Michaels School

Staff Responsibilities

All staff have a key role to play in identifying concerns early and in providing help for children. To achieve this
they will:

Establish and maintain an environment where children feel secure, are encouraged to talk and are
listened to.
Ensure children know that they can approach any member of staff if they are worried about any
problems.
Ensure that the Boarding House Master / Mistress and their staff are available every evening after
school to talk to the boarders.
Plan opportunities within the curriculum for children to develop the skills they need to assess and
manage risk appropriately and keep themselves safe.
Attend training in order to be aware of and alert to the signs of abuse.
Read at least Part 1 of KCSiE (September 2016) and seek clarification from the DSL on any point
they do not understand.
Maintain an attitude of it could happen here with regards to safeguarding.
Record their concerns if they are worried that a child is being abused and report these to the DSL
or other relevant persons.
If the disclosure is an allegation against a member of staff they will follow the Allegations
Procedures (Appendix 5).
Follow the procedures set out by HSCB and take account of guidance issued by the DfE.
Support pupils in line with their Child Protection Plan.

Revised July 2016 Page 6

 Treat information with confidentiality, but never promising to keep a secret.
Notify DSL of any child on a Child Protection Plan who has unexplained absence.
In the context of Early Help, staff will notify colleagues and/or parents of any concerns about their
child(ren), and provide them with, or signpost them to, opportunities to change the situation.
Liaise with other agencies that support pupils and provide Early Help.
Ensure they know who the Designated Safeguarding Lead (DSL) and Deputy DSL are and know how
to contact them.

Senior Management Team Responsibilities:

Contribute to inter-agency working in line with guidance.

Provide a co-ordinated offer of Early Help when additional needs of children are identified.
Working with Childrens Social Care, support their assessment and planning processes including
the Schools attendance at conference and core group meetings.
Carry out tasks delegated by the District Superior such as training of staff, safer recruitment,
maintaining a single Central Register et cetera.
Provide support and advice on all matters pertaining to Safeguarding and Child Protection to all
staff regardless of their position within the School.
Treat any information shared by staff or pupils with respect and follow procedures.
Ensure that allegations or concerns against staff are dealt with in accordance with guidance from
Department for Education (DfE), Hampshire Safeguarding Childrens Board (HSCB) and Hampshire
County Council (HCC).

The District Superiors Responsibilities

Ensure the School has effective Safeguarding Policies and Procedures in place including a separate
Child Protection Policy and a Safeguarding Policy, and a Staff Behaviour Policy.
Ensure that the Child Protection Policy and Safeguarding Policy are updated at least annually and
available on the Schools website. Hard copies are available from the School Office and the Staff
Room.
HSCB is informed annually about the discharge of duties via the Safeguarding Audit. A filed copy is
kept by the District Superior.
Recruitment, selection and induction follows the Safer Recruitment Practice.
Allegations against staff are dealt with by the Headmaster (DSL).
The DSL (Headmaster) has this recorded in his job description.
Staff have been trained appropriately and this is updated in line with guidance.
Any safeguarding deficiencies or weaknesses are remedied without delay.
The District Superior will deal with allegations against the Headsmaster.
Ensure that children are taught about safeguarding, including online safety, through teaching and
learning opportunities.
Ensure that appropriate filters and appropriate monitoring systems are in place to safeguard
pupils from potentially harmful and inappropriate online material.
Provide opportunities for staff to contribute to and shape safeguarding arrangements and have an
input into the Child Protection Policy so recognising the experience and expertise of the staff.
Ensure that all staff read and understand at least Part 1 of Keeping Children Safe in Education
[KCSiE September 2016 pages 5 to 13].
Ensure that mechanisms are in place to assist staff to understand and discharge their role and
responsibilities as set out in Part 1 of KCSiE.

Revised July 2016 Page 7

DSL Responsibilities

In this school the DSL is Rev. Fr. Patrick Summers

The Deputy DSL is Rev. Fr. Gary Holden

In addition to the role of staff and the Senior Management Team, the DSL will:
Assist the District Superior in fulfilling his responsibilities under section 175 or 157 of the
Education Act 2002.
Attend initial training for the role and refresh this every year. By attending the initial refresher
training and then demonstrating evidence of continuing professional development thereafter.
Ensure every member of staff knows who the DSL is, is aware of the DSL role and has their contact
details.
Ensure all staff and volunteers understand their responsibilities in being alert to the signs of abuse
and responsibility for referring any concerns to the DSL and are aware of the systems in place at
St. Michaels which support safeguarding.
Ensure that whole school training occurs annually so that staff and volunteers can fulfil their
responsibilities, and any updates in legislation from the DfE or HSCB are detailed in staff briefings
until training can be arranged (if there are significant changes).
Ensure any members of staff joining the School outside of this training schedule receive induction
prior to commencement of their duties.
To provide copies of relevant policies (including this Child Protection Policy, the Safeguarding
Policy, Staff Behaviour Policy and Part 1 of KCSiE) in the New Staff Induction Pack.
Keep written records of child protection concerns securely and separately from the main pupil file
and use these records to assess the likelihood of risk.
Ensure that copies of safeguarding records are transferred accordingly (separate from pupil files)
when a child transfers to another school.
Ensure that where a pupil transfers to another school and is on a Child Protection Plan or is a Child
Looked After, the information is passed to the new school immediately and that the childs social
worker is informed.
Link with HSCB to make sure staff are aware of training opportunities and the latest local policies
on safeguarding.
Develop, implement and review procedures in St. Michaels School that enable the identification
and reporting of all cases, or suspected cases, of abuse.
[For additional information refer to the Role Description of DSL set out in Annex B of KCSiE 2016,
page 58].

Revised July 2016 Page 8

 St. Michaels School Child Protection
Procedures
Overview
The following procedures apply to all staff working at St. Michaels and will be covered by training to
enable staff to understand their role and responsibility.
The aim of our procedures is to provide a robust framework which enables staff to take appropriate
action when they are worried a child is being abused.

The prime concern at all stages must be the interests and safety of the child. Where there is a conflict of
interest between the child and an adult, the interests of the child must be paramount.

If a member of staff suspects abuse or they have a disclosure of abuse made to them they must:

1. Make an initial record of the information.(Refer to Appendix II)

2. Report it to the DSL (Headmaster) immediately.

3. The DSL (Headmaster) will consider if there is a requirement for immediate medical intervention,
however urgent, medical attention should not be delayed if the DSL (Headmaster) is not
immediately available (refer to Point 8 on page 10).

4. Make an accurate record (which may be used in any subsequent court proceedings) as soon as
possible and within 24 hours of the occurrence, of all that has happened, including details of:
Dates and times of their observations
Dates and times of any discussions they were involved in
Any injuries
Explanations given by the child / adult
What action was taken
Any actual words or phrases used by the child

The records must be signed and dated by the author (refer to Appendices II and III).

Following a report of concerns from a member of staff, the DSL must:

1. Decide whether or not there are sufficient grounds for suspecting significant harm in which case a
referral must be made to Childrens Social Care.
2. The School would usually discuss any concerns about a childs welfare with the family and where
possible to seek their agreement before making a referral to Childrens Social Care. However, in
accordance with DfE guidance, this should only be done when it will not place the child at
increased risk or could impact a police investigation. The childs views should also be taken into
account.

Revised July 2016 Page 9

3. If there are grounds to suspect a child is suffering, or is likely to suffer, significant harm they must
contact Childrens Social Care via the Childrens Reception Team (CRT) on 01329 225379 and make
a clear statement of:
the known facts
any suspicions or allegations
whether or not there has been any contact with the childs family.

If the DSL feels unsure about whether a referral is necessary they can phone the Childrens
Reception Team (CRT) to discuss concerns (Tel: 01329 225379).

4. If there is not a risk of significant harm, then the DSL will either actively monitor the situation or
consider the Early Help Process.
5. The DSL must confirm any referrals in writing to Childrens Social Care, within 24 hours, including
the actions that have been taken. The written referral should be made using the Inter-agency
Referral Form (IARF) which will provide Childrens Social Care with the supplementary information
required about the child and familys circumstances. (IARF can be accessed at the following link.
https://hampshire.firmstep.com/default.aspx/RenderForm/?F.Name=Md_9d1aRLwN&HideAll=1)

6. If a child is in immediate danger and urgent protective action is required, the police should be
called. The DSL should also notify Childrens Social Care of the occurrence and what action has
been taken.
7. Where there are doubts or reservations about involving the childs family, the DSL should clarify
with Childrens Social Care or the police whether, the parents should be told about the referral
and, if so, when and by whom. This is important in cases where the police may need to conduct a
criminal investigation.
8. When a pupil is in need of urgent medical attention and there is suspicion of abuse the DSL
(Headmaster) should take the child to the accident and emergency unit at the nearest hospital,
having first notified Childrens Social Care. The DSL should seek advice about what action
Childrens Social Care will take and about informing the parents, remembering that parents should
normally be informed that a child requires urgent hospital attention.

Revised July 2016 Page 10

 Appendix 1

Flowchart for Child Protection Procedures

DSL Designated Safeguarding Lead

MASH Multi Agency Safeguarding Hub
CRT Childrens Reception Team Child
CP Child Protection

Consistent Physical injury , Disclosure or Allegation

explanation or neglect or allegation of against staff
S minor accident emotional abuse sexual abuse member
T
A Keep accurate records
and all original hand
Serious incident or
recurrent episodes or
Give reassurance, avoid leading
questions and do not promise
F written notes inconsistent explanations confidentiality

F
Record the date, time, observations, what was said, who was present. Use skin map to
record visible injuries. NB. This is recorded by the first person the child speaks to as
soon as possible after the event and within 24 hours after the event

Refer to the DSL as

In an emergency If the DSL isnt If the DSL isnt the headmaster
soon as practical on
call for medical available then contact then inform them. If allegation is
the same day as the
assistance the Deputy DSL Rev concerning the Headmaster then
allegation
Fr Gary Holden inform LADO on 01962 876364

The DSL will make a judgement about the situation and either:-

D DSL informs LADO and

between them agree who will
S Work with the Contact CRT on 01329 225379. Discuss Monitor the
inform the District Superior
on the same day of the
family through the the situation, await advice, Follow up with situation
L early help process Inter-agency Referral Form (IARF) within
24 hours
) allegation on 020 8946 7916

DSL (Headmaster) to inform those that need to know in the CRT will refer to MASH if
School it is felt to be CP. MASH
Prepare a confidential file and keep accurate records will make the judgement
Receive feedback from MASH and work with the social worker if and communicate with the
the case is allocated for assessment. School

Revised July 2016 Page 11

 Appendix II
Recording Form

Childs Name:

Date and Time D.o.B

Name and role of person raising

concern:

Details of concern (where? when? what? who? behaviours? use childs words)

Actions Taken

Person taking
Date Action taken Outcome of action
action

Name: Designation:

Revised July 2016 Page 12

Copied to:

Revised July 2016 Page 13

 Appendix III

Skin map

Name of Child: _______________________________________________________

Date of birth: _________________________ Date of recording: _________________

Name of completer: ____________________________________________________

Revised July 2016 Page 14

Any additional information:

Revised July 2016 Page 15

 Appendix IV
Dealing with Disclosures
All staff
A member of staff who is approached by a child should listen positively and try to reassure them.
They cannot promise complete confidentiality and should explain that they may need to pass
information to other professionals to help keep the child or other children safe. The degree of
confidentiality should always be governed by the need to protect the child.
Additional consideration needs to be given to children with communication difficulties and for
those whose preferred language is not English. It is important to communicate with them in a way
that is appropriate to their age, understanding and preference.
All staff should know who the DSL is and who to approach if the DSL is unavailable. Ultimately, all
staff have the right to make a referral to the police or Social Care directly and should do this if, for
whatever reason, there are difficulties following the agreed protocol, e.g. they are the only adult
on the School premises at the time and have concerns about sending a child home.

Guiding Principles, the Seven Rs

Receive
Listen to what is being said, without displaying shock or disbelief
Accept what is said and take it seriously
Make a note of what has been said as soon as practicable

Reassure
Reassure the pupil, but only so far as is honest and reliable
Dont make promises you may not be able to keep e.g. Ill stay
with you or everything will be alright now or Ill keep this confidential
Do reassure e.g. you could say: I believe you, I am glad you came to me, I am sorry this
has happened, We are going to do something together to get help

Respond
Respond to the pupil only as far as is necessary for you to establish whether or not you
need to refer this matter, but do not interrogate for full details
Do not ask leading questions i.e. did he touch your private parts? or did she hurt you?
Such questions may invalidate your evidence (and the childs) in any later prosecution in
court
Do not criticise the alleged perpetrator; the pupil may care about him/her, and
reconciliation may be possible
Do not ask the pupil to repeat it all for another member of staff. Explain what you have to
do next and whom you have to talk to. Reassure the pupil that it will be a senior member
of staff

Report
Share concerns with the DSL as soon as possible
If you are not able to contact Fr Summers, and the child is at risk of immediate harm,
contact the Childrens Services Department directly
Revised July 2016 Page 16
 If you are dissatisfied with the level of response you receive following your concerns, you
should press for re-consideration

Record
If possible make some very brief notes at the time, and write them up as soon as possible
(refer to Appendix II)
Keep your original notes on file
Record the date, time, place, persons present and noticeable nonverbal behaviour, and the
words used by the child. If the child uses sexual pet words, record the actual words used,
rather than translating them into proper words
Complete a body map to indicate the position of any noticeable bruising (refer to Appendix
III)
Record facts and observable things, rather than your interpretations or assumptions

Remember
Support the child: listen, reassure, and be available
Complete confidentiality is essential. Share your knowledge only with appropriate
professional colleagues
Try to get some support for yourself if you need it

Review (led by DSL)

Has the action taken provided good outcomes for the child?
Did the procedure work?
Were any deficiencies or weaknesses are identified in the procedure? Have these been
remedied?
Is further training required?

What happens next?

It is important that concerns are followed up and it is everyones responsibility to ensure that they
are. The member of staff should be informed by the DSL what has happened following the report
being made. If they do not receive this information they should be proactive in seeking it out.
If they have concerns that the disclosure has not been acted upon appropriately they might inform
the District Superior and/or may ultimately contact the Childrens Services Department.
Receiving a disclosure can be upsetting for the member of staff and the School has a procedure in
place for supporting them after the disclosure. This will include reassurance that they have
followed procedure correctly and that their swift actions will enable the allegations to be handled
appropriately.
In some cases additional counselling might be needed and they should be encouraged to recognise
that disclosures can have an impact on their own emotions.

Revised July 2016 Page 17

 Appendix V

Allegations Against Staff

Procedure

This procedure will be used in all cases in which it is alleged a member of staff or volunteer in a
school has:

behaved in a way that has harmed a child, or may have harmed a child;

possibly committed a criminal offence against or related to a child; or

behaved towards a child or children in a way that indicates he or she would pose
a risk of harm to children

In dealing with allegations or concerns against an adult in the School, staff must:

Report any concerns about the conduct of any member of staff or volunteer to the
Headmaster ( DSL) as soon as possible.

If an allegation is made against the Headmaster, the concerns need to be raised with
the LADO or the District Superior as soon as possible.

Once an allegation has been received by the Headmaster or the District Superior they
will contact the Local Authority Designated Officer (LADO) on 01962 876364 as soon as
possible and before carrying out any investigation into the allegation other than
preliminary enquiries.

Inform the parents of the allegation unless there is a good reason not to do so.

In liaison with the LADO, the School will determine how to proceed and if necessary the LADO will
refer the matter to Childrens Social Care and/or the police.

If the matter is investigated internally, the LADO will advise the School to seek guidance from the
District Superior in following procedures set out in Keeping Children Safe in Education (2016) and
HSCB procedures.

Revised July 2016 Page 18

 Appendix VI

Managing Allegations Against Other Pupils: Policy and Procedure

DfE guidance Keeping Children Safe in Education (2016) says that governing bodies should
ensure that there are procedures in place to handle allegations against other children. St.
Michaels School does not have a governing council, but instead this role is fulfilled by the District
Superior. The guidance also states the importance of minimising the risks of peer-on-peer abuse.
In most instances, the conduct of students towards each other will be covered by the Schools
Behaviour Policy and Anti-Bullying Policy. Some allegations may be of such a serious nature that
they may raise safeguarding concerns. These allegations are most likely to include physical abuse,
emotional abuse, sexual abuse and sexual exploitation. It is also likely that incidents dealt with
under this policy will involve older students and their behaviour towards younger students or
those who are vulnerable.
The Safeguarding Implications of Sexual Activity Between Young People (i)
The intervention of child protection agencies in situations involving sexual activity between
children can require difficult professional judgments. Some situations are statutorily clear for
example, a child under the age of 13 cannot consent to sexual activity. But it will not necessarily be
appropriate to initiate safeguarding procedures where sexual activity involving children and young
people below the age of legal consent (16 years) comes to notice. In our society generally the age
at which children become sexually active has steadily dropped. It is important to distinguish
between consensual sexual activity between children of a similar age (where at least one is below
the age of consent), and sexual activity involving a power imbalance, or some form of coercion or
exploitation. It may also be difficult to be sure that what has or has been alleged to have taken
place definitely does have a sexual component.
As usual, important decisions should be made on a case by case basis, on the basis of an
assessment of the childrens best interests. Referral under safeguarding arrangements may be
necessary, guided by an assessment of the extent to which a child is suffering, or is likely to suffer,
significant harm. Key specific considerations will include:

The age, maturity and understanding of the children

Any disability or special needs of the children

Their social and family circumstance

Any evidence in the behaviour or presentation of the children that might suggest they have
been harmed

Any evidence of pressure to engage in sexual activity

Any indication of sexual exploitation

There are also contextual factors. Gender, sexuality, race and levels of sexual knowledge can all be
used to exert power. A sexual predator may sometimes be a woman or girl and the victim a boy.
(i) Taken from the safeguarding implications of events leading to the closure of Stanbridge Earls School A
Serious Case Review (2015)

Revised July 2016 Page 19

Policy:
At St. Michaels School we believe that all children have a right to attend school and learn in a safe
environment. Children should be free from harm by adults in the school and other students.
We recognise that some students will sometimes negatively affect the learning and wellbeing of
others and their behaviour will be dealt with under the Schools Behaviour Policy.
Prevention
As a school we will minimise the risk of allegations against other pupils by:-

Providing a developmentally appropriate PSHE syllabus which develops students

understanding of acceptable behaviour and keeping themselves safe.

Using whole school assemblies to underline the Schools Behaviour Policy and the fact that
all members of staff are available to talk to pupils at any time.

In EYFS and the Junior School, use Circle Time activities to discuss ways to keep safe and
encourage children to talk to a teacher or assistant if they have specific worries.

Having systems in place for any student to raise concerns with staff, knowing that they will
be listened to, believed and valued.

Having boarding staff available at the end of the School day to discuss any issues or
problems the boarders may have.

Delivering targeted work on assertiveness and keeping safe to those pupils identified as
being at risk.

Developing robust Risk Assessments and providing targeted work for pupils identified as
being a potential risk to other pupils.

Allegations Against Other Pupils Which are Safeguarding Issues

Occasionally, allegations may be made against students by others in the School, which are of a
safeguarding nature. Safeguarding issues raised in this way may include physical abuse, emotional
abuse, sexual abuse and sexual exploitation. It is likely that, to be considered a safeguarding
allegation against a pupil, some of the following features will be found.
If the allegation:-
Is made against an older pupil and refers to their behaviour towards a younger pupil or a more
vulnerable pupil
Is of a serious nature, possibly including a criminal offence
Raises risk factors for other pupils in the school
Indicates that other pupils may have been affected by this student
Indicates that young people outside the school may be affected by this student
Examples of safeguarding issues against a student could include:
Physical Abuse
Violence, particularly pre-planned
Forcing others to use drugs or alcohol

Revised July 2016 Page 20

Emotional Abuse
Blackmail or extortion
Threats and intimidation
Sexual Abuse
Indecent exposure, indecent touching or serious sexual assaults
Forcing others to watch pornography or take part in sexting (sending sexually explicit or
suggestive text messages, usually by mobile phone).

Sexual Exploitation
Encouraging other children to engage in inappropriate sexual behaviour (for example - having
an older boyfriend/girlfriend, associating with unknown adults or other sexually exploited
children, staying out overnight).
Photographing or videoing other children performing indecent acts.

Procedure:
When an allegation is made by a pupil against another student, members of staff should
consider whether the complaint raises a safeguarding concern. If there is a safeguarding
concern the DSL should be informed.
A factual record should be made of the allegation, but no attempt at this stage should be
made to investigate the circumstances.
The DSL should contact the Childrens Reception Team (CRT) to discuss the case.
The DSL will follow through the outcomes of the discussion and make a referral where
appropriate.
If the allegation indicates that a potential criminal offence has taken place, CRT will refer
the case to the Multi-agency Safeguarding Hub (MASH) where the police will become
involved.
Parents, of both the student being complained about and the alleged victim, should be
informed and kept updated on the progress of the referral.
The DSL will make a record of the concern, the discussion and any outcome and keep a
copy in the files of both pupils files.
It may be appropriate to exclude the pupil being complained about for a period of time
according to the Schools Behaviour Policy and Procedures / Anti-Bullying Policy.
Where neither social services nor the police accept the complaint, a thorough school
investigation should take place into the matter using the Schools usual disciplinary
procedures.
In situations where the School considers a safeguarding risk is present, a risk assessment
should be prepared along with a preventative, supervision plan.
The plan should be monitored and a date set for a follow-up evaluation with everyone
concerned.

Revised July 2016 Page 21

Revised July 2016 Page 22
 Appendix VII

Briefing Sheet for Temporary and Supply Staff

For supply staff and those on short contracts in St. Michaels School
While working in St. Michaels, you have a duty of care towards the children/pupils/students here.
This means that at all times you should act in a way that is consistent with their safety and
welfare.
In addition, if at any time you have a concern about a child or young person, particularly if you
think they may be at risk of abuse or neglect, it is your responsibility to share that concern with
the Schools Designated Safeguarding Lead (DSL), who is Rev. Fr. Patrick Summers and he can be
contacted by means of the School Office. If Fr. Summers is not on the premises you must contact
the Deputy DSL, Rev. Fr. Gary Holden.
This is not an exhaustive list, but you may have become concerned as a result of:

observing a physical injury, which you think may have been non-accidental

observing something in the appearance of a child or young person which suggests they are
not being sufficiently well cared for

observing behavior that leads you to be concerned about a child or young person

a child or young person telling you that they have been subjected to some form of abuse
In any of the circumstances listed above, you must write down what you saw or heard, date and
sign your account, and give it to the DSL (refer to Appendices II and III). This may be the beginning
of a legal process it is important to understand that legal action against a perpetrator can be
seriously damaged by any suggestion that the child has been led in any way.

If a child talks to you about abuse, you should follow these guidelines:

Rather than directly questioning the child, just listen and be supportive

Never stop a child who is freely recalling significant events, but dont push the child to tell
you more than they wish

Make it clear that you may need to pass on information to staff in other agencies who may
be able to help do not promise confidentiality. You are obliged to share any information
relating to abuse or neglect

Write an account of the conversation immediately, as close to verbatim as possible. Put the
date and timings on it, and mention anyone else who was present (refer to Appendices II
and III). Then sign it, and give your record to the DSL, who should contact Childrens Social
Care if appropriate

The School has a policy on Safeguarding Children and Young People which you can find, together
with the local procedures to be followed by all staff, in your New Staff Pack. Copies are also kept
in the main School Office and staff room.
Remember, if you have a concern, discuss it with the DSL immediately.

Revised July 2016 Page 23

 Appendix VIII

What is Child Abuse?

The following definitions are taken from Working Together to Safeguard Children HM
Government (2015). In addition to these definitions, it should be understood that children can also
be abused by honour based violence, forced marriage or female genital mutilation.

What is Abuse and Neglect?

Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child
by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an
institutional or community setting, by those known to them or, more rarely, by a stranger. They
may be abused by an adult or adults, or another child or children.

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 fabricates the symptoms of, or deliberately induces, illness in a child.

Emotional Abuse
The persistent emotional maltreatment of a child such as to cause severe and persistent adverse
effects on the childs emotional development. It may involve conveying to a child that they are
worthless or unloved, inadequate, or valued only insofar as they meet the needs of another
person. It may include not giving the child opportunities to express their views, deliberately
silencing them or making fun of what they say or how they communicate. It may feature age or
developmentally inappropriate expectations being imposed on children. These may include
interactions that are beyond a childs developmental capability, as well as overprotection and
limitation of exploration and learning, or preventing the child participating in normal social
interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious
bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or
the exploitation or corruption of children. Some level of emotional abuse is involved in all types of
maltreatment of a child, although it may occur alone.

Sexual Abuse
Involves forcing or enticing a child or young person to take part in sexual activities, not necessarily
involving a high level of violence, whether or not the child is aware of what is happening. The
activities may involve physical contact, including assault by penetration (for example, rape or oral
sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of
clothing. They may also include non-contact activities, such as involving children in looking at, or in
the production of, sexual images, watching sexual activities, encouraging children to behave in
sexually inappropriate ways, or grooming a child in preparation for abuse (including via the
internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of
sexual abuse, as can other children.

Neglect
Neglect is the persistent failure to meet a childs basic physical and/or psychological needs, likely
to result in the serious impairment of the childs health or development. Neglect may occur during

Revised July 2016 Page 24

pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a
parent or carer failing to:
provide adequate food, clothing and shelter (including exclusion from home or
abandonment)
protect a child from physical and emotional harm or danger
ensure adequate supervision (including the use of inadequate care-givers)
ensure access to appropriate medical care or treatment

It may also include neglect of, or unresponsiveness to, a childs basic emotional needs.

Indicators of Abuse

Neglect
The Nature of Neglect
Neglect is a lack of parental care, but poverty and lack of information or adequate services can be
contributory factors.

Far more children are registered to the category of neglect on Child Protection Plans than to the
other categories. As with abuse, the number of children experiencing neglect is likely to be much
higher than the numbers on the plans.

Neglect can include parents or carers failing to:

provide adequate food, clothing and shelter
protect a child from physical and emotional harm or danger
ensure adequate supervision or stimulation
ensure access to appropriate medical care or treatment.

NSPCC research has highlighted the following examples of the neglect of children under 12:
frequently going hungry
frequently having to go to school in dirty clothes
regularly having to look after themselves because of parents being away or having problems
such as drug or alcohol misuse
being abandoned or deserted
living at home in dangerous physical conditions
not being taken to the doctor when ill
not receiving dental care.

Neglect is a difficult form of abuse to recognise and is often seen as less serious than other
categories. It is, however, very damaging: children who are neglected often develop more slowly
than others and may find it hard to make friends and fit in with their peer group.

Neglect is often noticed at a stage when it does not pose a risk to the child. The duty to safeguard
and promote the welfare of children (what to do if you are worried a child is being abused 2015)
would suggest that an appropriate intervention or conversation at this early stage can address the
issue and prevent a child continuing to suffer until it reaches a point when they are at risk of harm
or in significant need.

Revised July 2016 Page 25

Neglect is often linked to other forms of abuse, so any concerns school staff have should at least
be discussed with the designated person/child protection co-ordinator.

Indicators of Neglect
The following is a summary of some of the indicators that may suggest a child is being abused or
is at risk of harm. It is important to recognise that indicators alone cannot confirm whether a
child is being abused. Each child should be seen in the context of their family and wider
community and a proper assessment carried out by appropriate persons. What is important to
keep in mind is that if you feel unsure or concerned, do something about it. Dont keep it to
yourself.

Physical Indicators of Neglect

Constant hunger and stealing food
Poor personal hygiene - unkempt, dirty or smelly
Underweight
Dress unsuitable for weather
Poor state of clothing
Illness or injury untreated

Behavioural Indicators of Neglect

Constant tiredness
Frequent absence from school or lateness
Missing medical appointments
Isolated among peers
Frequently unsupervised
Stealing or scavenging, especially food
Destructive tendencies

Emotional Abuse

The Nature of Emotional Abuse

Most harm is produced in low warmth, high criticism homes, not from single incidents.
Emotional abuse is difficult to define, identify/recognise and/or prove.
Emotional abuse is chronic and cumulative and has a long-term impact.
All kinds of abuse and neglect have emotional effects although emotional abuse can occur by
itself.
Children can be harmed by witnessing someone harming another person as in domestic
violence.

It is sometimes possible to spot emotionally abusive behavior from parents and carers to their
children, by the way that the adults are speaking to, or behaving towards children. An appropriate
challenge or intervention could affect positive change and prevent more intensive work being
carried out later on.

Indicators of Emotional Abuse

Developmental Issues
Delays in physical, mental and emotional development

Revised July 2016 Page 26

 Poor school performance
Speech disorders, particularly sudden disorders or changes.

Behaviour
Acceptance of punishment which appears excessive
Over-reaction to mistakes
Continual self-deprecation (Im stupid, ugly, worthless etc)
Neurotic behaviour (such as rocking, hair-twisting, thumb-sucking)
Self-mutilation
Suicide attempts
Drug/solvent abuse
Running away
Compulsive stealing, scavenging
Acting out
Poor trust in significant adults
Regressive behaviour e.g., wetting
Eating disorders
Destructive tendencies
Neurotic behaviour
Arriving early at school, leaving late

Social Issues
Withdrawal from physical contact
Withdrawal from social interaction
Over-compliant behaviour
Insecure, clinging behaviour
Poor social relationships

Emotional Responses
Extreme fear of new situations
Inappropriate emotional responses to painful situations (I deserve this)
Fear of parents being contacted
Self-disgust
Low self-esteem
Unusually fearful with adults
Lack of concentration, restlessness, aimlessness
Extremes of passivity or aggression

Physical Abuse

The Nature of Physical Abuse

Most children collect cuts and bruises quite routinely as part of the rough and tumble of daily life.
Clearly, it is not necessary to be concerned about most of these minor injuries. But accidental
injuries normally occur on the bony prominences e.g., shins. Injuries on the soft areas of the body
are more likely to be inflicted intentionally and should therefore make us more alert to other
concerning factors that may be present.

Revised July 2016 Page 27

A body map (Appendix III) can assist in the clear recording and reporting of physical abuse. The
body map should only be used to record observed injuries and no child should be asked to remove
clothing by a member of staff of the school.

Indicators of Physical Abuse / factors that should increase concern

Multiple bruising or bruises and scratches (especially on the head and face)
Clusters of bruises e.g., fingertip bruising (caused by being grasped)
Bruises around the neck and behind the ears the most common abusive injuries are to
the head
Bruises on the back, chest, buttocks, or on the inside of the thighs
Marks indicating injury by an instrument e.g., linear bruising (stick), parallel bruising
(belt), marks of a buckle
Bite marks
Deliberate burning may also be indicated by the pattern of an instrument or object e.g.,
electric fire, cooker, cigarette
Scalds with upward splash marks or tide marks
Untreated injuries
Recurrent injuries or burns
Bald patches.

In the social context of the School, it is normal to ask about a noticeable injury. The response to
such an enquiry is generally light-hearted and detailed. So, most of all, concern should be
increased when:
the explanation given does not match the injury
the explanation uses words or phrases that do not match the vocabulary of the child
(adults words)
no explanation is forthcoming
the child (or the parent/carer) is secretive or evasive
the injury is accompanied by allegations of abuse or assault

You should be concerned if the child or young person:

is reluctant to have parents/carers contacted
runs away or shows fear of going home
is aggressive towards themselves or others
flinches when approached or touched
is reluctant to undress to change clothing for sport
wears long sleeves during hot weather
is unnaturally compliant in the presence of parents/carers.
has a fear of medical help or attention
admits to a punishment that appears excessive.

Sexual Abuse

The Nature of Sexual Abuse

Sexual abuse is often perpetrated by people who are known and trusted by the child e.g.,
relatives, family friends, neighbours, babysitters, people working with the child in school, faith
settings, clubs or activities. Children can also be subject to child sexual exploitation.

Revised July 2016 Page 28

Characteristics of Child Sexual Abuse:
it is often planned and systematic people do not sexually abuse children by accident,
though sexual abuse can be opportunistic
grooming the child people who abuse children take care to choose a vulnerable child and
often spend time making them dependent
grooming the childs environment abusers try to ensure that potential adult protectors
(parents and other carers especially) are not suspicious of their motives.

Most people who sexually abuse children are men, but some women sexually abuse too.

Indicators of Sexual Abuse

Physical Observations
Damage to genitalia, anus or mouth
Sexually transmitted diseases
Unexpected pregnancy, especially in very young girls
Soreness in genital area, anus or mouth and other medical problems such as chronic
itching
Unexplained recurrent urinary tract infections and discharges or abdominal pain

Behavioural Observations
Sexual knowledge inappropriate for age
Sexualised behaviour or affection inappropriate for age
Sexually provocative behaviour/promiscuity
Hinting at sexual activity Inexplicable decline in school performance
Depression or other sudden apparent changes in personality as becoming insecure or
clinging
Lack of concentration, restlessness, aimlessness
Socially isolated or withdrawn
Overly-compliant behaviour
Acting out, aggressive behaviour
Poor trust or fear concerning significant adults
Regressive behaviour, Onset of wetting, by day or night; nightmares
Onset of insecure, clinging behaviour
Arriving early at school, leaving late, running away from home
Suicide attempts, self-mutilation, self-disgust
Suddenly drawing sexually explicit pictures
Eating disorders or sudden loss of appetite or compulsive eating
Regressing to younger behaviour patterns such as thumb sucking or bringing out discarded
cuddly toys
Become worried about clothing being removed
Trying to be ultra-good or perfect; overreacting to criticism.

Revised July 2016 Page 29

 Appendix IX

Brook Sexual Behaviours Traffic Light Tool

Behaviours: age 0 to 5
All green, amber and red behaviours require some form of attention and response. It is the
level of intervention that will vary.

What is a green What is an amber What is a red

behaviour? behaviour? behaviour?
Green behaviours reflect safe and Amber behaviours have the Red behaviours are outside of
healthy sexual development. They potential to be outside of safe and safe and healthy behaviour. They
are displayed between children or healthy behaviour. They may be may be excessive, secretive,
young people of similar age or of potential concern due to age, or compulsive, coercive, degrading
developmental ability. They are developmental differences. A or threatening and involving
reflective of natural curiosity, potential concern due to activity significant age, developmental,
experimentation, consensual type, frequency, duration or or power differences. They may
activities and positive choices context in which they occur. pose a concern due to the activity
type, frequency, duration or the
What can you do? What can you do? context in which they occur
Green behaviours provide Amber behaviours signal the need
opportunities to give positive to take notice and gather What can you do?
feedback and additional information to assess the Red behaviours indicate a need
information. appropriate action. for immediate intervention and
action.
Green behaviours Amber behaviours
holding or playing with own preoccupation with adult sexual Red behaviours
genitals behaviour persistently touching the
attempting to touch or curiosity pulling other children's pants genitals of other children
about other children's genitals down/skirts up/trousers down persistent attempts to touch the
attempting to touch or curiosity against their will genitals of adults
about breasts, bottoms or talking about sex using adult simulation of sexual activity in
genitals of adults slang play
games e.g. mummies and preoccupation with touching the sexual behaviour between
daddies, genitals of other people young children involving
doctors and nurses following others into toilets or penetration with objects
enjoying nakedness changing rooms to look at them forcing other children to engage
interest in body parts and what or touch them in sexual play
they do talking about sexual activities
curiosity about the differences seen on TV/online
between boys and girls
Powered by TC PDF ( www.tc pdf.org)

This is intended to be used as a guide only. Please refer to the guidance tool at https://www.brook.org.uk/our-work/the-sexual-
behaviours-traffic-light-tool for further information

Print date: 01/10/2015 - Brook has taken every care to ensure that the information contained in this publication is accurate and up-
to-date at the time of being published. As information and knowledge is constantly changing, readers are strongly advised to use
this information for up to one month from print date. Brook accepts no responsibility for difficulties that may arise as a result of an
individual acting on the advice and recommendations it contains.
Brook sexual behaviours traffic light tool adapted from Family Planning Queensland. (2012). Traffic Lights guide to sexual
behaviours. Brisbane: Family Planning Queensland, Australia.

Revised July 2016 Page 30

Behaviours: age 5 to 9 and 9 to 13
All green, amber and red behaviours require some form of attention and response. It is the
level of intervention that will vary.

What is a green What is an amber What is a red

behaviour? behaviour? behaviour?
Green behaviours reflect safe and Amber behaviours have the potential Red behaviours are outside of safe
healthy sexual development. They to be outside of safe and healthy and healthy behaviour. They may be
are displayed between children or behaviour. They may be excessive, secretive, compulsive,
young people of similar age or of potential concern due to age, or coercive, degrading or threatening
developmental ability and reflective developmental differences. A and involving significant age,
of natural curiosity, experimentation, potential concern due to activity type, developmental,
consensual activities and positive frequency, duration or context in or power differences. They may pose
choices which they occur. a concern due to the activity type,
frequency, duration or the context in
which they occur
What can you do? What can you do? What can you do?
Green behaviours provide Amber behaviours signal the need to
Red behaviours indicate a need for
opportunities to give positive take notice and gather information to
immediate intervention and action.
feedback and additional information. assess the appropriate action.

Green behaviours 5-9 Amber behaviours 5-9 Red behaviours 5-9

feeling and touching own genitals questions about sexual activity frequent masturbation in front of
curiosity about other children's which persist or are repeated others
genitals frequently, despite an answer sexual behaviour engaging
curiosity about sex and having been given significantly younger or less able
relationships, e.g. differences sexual bullying face to face or children
between boys and girls, how sex through texts or online messaging forcing other children to take part in
happens, where babies come from, engaging in mutual masturbation sexual activities
same-sex relationships persistent sexual images and ideas simulation of oral or penetrative
sense of privacy about bodies in talk, play and art sex
telling stories or asking questions use of adult slang language to sourcing pornographic material
using swear and slang words for discuss sex online
parts of the body Amber behaviours 9-13
uncharacteristic and risk-related Red behaviours 9-13
Green behaviours 9-13 behaviour, e.g. sudden and/or exposing genitals or masturbating
solitary masturbation provocative changes in dress, in public
use of sexual language including withdrawal from friends, mixing distributing naked or sexually
swear and slang words with new or older people, having provocative images of self or
having girl/boyfriends who are of more or less money than usual, others
the same, opposite or any gender going missing sexually explicit talk with younger
interest in popular culture, e.g. verbal, physical or cyber/virtual children
fashion, music, media, online sexual bullying involving sexual sexual harassment
games, chatting online aggression arranging to meet with an online
need for privacy LGBT (lesbian, gay, bisexual, acquaintance in secret
consensual kissing, hugging, transgender) targeted bullying genital injury to self or others
holding hands with peers exhibitionism, e.g. flashing or forcing other children of same age,
mooning younger or less able to take part in
giving out contact details online sexual activities
viewing pornographic material sexual activity e.g. oral sex or
worrying about being pregnant or intercourse
having STIs presence of sexually transmitted
infection (STI)
evidence of pregnancy
Powered by TC PDF ( www.tc pdf.org)

This is intended to be used as a guide only. Please refer to the guidance tool at https://www.brook.org.uk/our-work/the-sexual-
behaviours-traffic-light-tool for further information

Print date: 01/10/2015 - Brook has taken every care to ensure that the information contained in this publication is accurate and up-
to-date at the time of being published. As information and knowledge is constantly changing, readers are strongly advised to use
this information for up to one month from print date. Brook accepts no responsibility for difficulties that may arise as a result of an
individual acting on the advice and recommendations it contains.
Brook sexual behaviours traffic light tool adapted from Family Planning Queensland. (2012). Traffic Lights guide to sexual
behaviours. Brisbane: Family Planning Queensland, Australia.

Revised July 2016 Page 31

Powered by TC PDF ( www.tc pdf.org)

Behaviours: age 13 to 17
All green, amber and red behaviours require some form of attention and response. It is the
level of intervention that will vary.

What is a green What is an amber What is a red

behaviour? behaviour? behaviour?
Green behaviours reflect safe and Amber behaviours have the potential Red behaviours are outside of safe
healthy sexual development. They to be outside of safe and healthy and healthy behaviour. They may be
are displayed between children or behaviour. They may be excessive, secretive, compulsive,
young people of similar age or of potential concern due to age, or coercive, degrading or threatening
developmental ability and reflective developmental differences. A and involving significant age,
of natural curiosity, experimentation, potential concern due to activity type, developmental,
consensual activities and positive frequency, duration or context in or power differences. They may pose
choices which they occur. a concern due to the activity type,
frequency, duration or the context in
which they occur
What can you do? What can you do? What can you do?
Green behaviours provide Amber behaviours signal the need to
Red behaviours indicate a need for
opportunities to give positive take notice and gather information to
immediate intervention and action.
feedback and additional information. assess the appropriate action.
Green behaviours Amber behaviours Red behaviours
exposing genitals or masturbating
solitary masturbation accessing exploitative or violent
in public
sexually explicit conversations with pornography
preoccupation with sex, which
peers uncharacteristic and risk-related
interferes with daily function
obscenities and jokes within the behaviour, e.g. sudden and/or
provocative changes in dress, sexual degradation/humiliation of
current cultural norm
self or others
interest in erotica/pornography withdrawal from friends, mixing
with new or older people, having attempting/forcing others to expose
use of internet/e-media to chat
more or less money than usual, genitals
online
going missing sexually aggressive/exploitative
having sexual or non-sexual
concern about body image behaviour
relationships
taking and sending naked or sexually explicit talk with younger
sexual activity including hugging,
sexually provocative images of self children
kissing, holding hands
or others sexual harassment
consenting oral and/or penetrative
single occurrence of peeping, non-consensual sexual activity
sex with others of the same or
opposite gender who are of similar exposing, mooning or obscene use of/acceptance of power and
age and developmental ability gestures control in sexual relationships
choosing not to be sexually active giving out contact details online genital injury to self or others
joining adult- only social networking sexual contact with others where
sites and giving false personal there
information is a big difference in age or ability
arranging a face to face meeting sexual activity with someone in
with an online contact alone authority and in a position of trust
sexual activity with family members
involvement in sexual exploitation
and/or trafficking
sexual contact with animals
receipt of gifts or money in
exchange for sex

This is intended to be used as a guide only. Please refer to the guidance tool at https://www.brook.org.uk/our-work/the-sexual-
behaviours-traffic-light-tool for further information

Print date: 01/10/2015 - Brook has taken every care to ensure that the information contained in this publication is accurate and up-
to-date at the time of being published. As information and knowledge is constantly changing, readers are strongly advised to use
this information for up to one month from print date. Brook accepts no responsibility for difficulties that may arise as a result of an
individual acting on the advice and recommendations it contains.
Brook sexual behaviours traffic light tool adapted from Family Planning Queensland. (2012). Traffic Lights guide to sexual
behaviours. Brisbane: Family Planning Queensland, Australia.

Revised July 2016 Page 32

 Appendix X
Useful Contacts

Key Personnel Name (s) Telephone No.

DSL Rev Fr Patrick Summers 01635 278 137

Deputy DSL Rev Fr Gary Holden 01635 278 173

District Superior Rev Fr Robert Brucciani 020 8946 7916

Childrens Referral Team 01329 225379

Out of Hours Social Care 0300 555 1373

DBS Referrals 01325 953795

Helpline

Safeguarding Advisors / Barbara Piddington HCC Safeguarding Unit

Local Authority Eric Skates 01962 876364
Designated Officers Mark Blackwell Fax: 01962 876229
(LADOs) [email protected]

Hampshire County
Councils Childrens 08456 035620
Services Department

Ofsteds Whistleblowing 0300 123 3155

hotline

Childline 0800 1111

Revised July 2016 Page 33

Revised July 2016 Page 34