Provide A Definition Of What Constitutes Abuse

Published Date: 02 Nov 2017

Task 4:

New Safeguarding Policy:

In assistance for the writing of the settings new Safeguard policy, there are several factors that must be taken into account. For this reason the following paper aims to provide several factors for your consideration. Firstly, for a point of reference, there will be provided a definition of what constitutes abuse and the identification of categories of abuse followed by what the term safeguarding means. Secondly, there will be an explanation of the relative legislative framework. Thirdly, the procedures for recognising, recording and reporting abuse, including policy and practice of working with parents will be explained, and finally some elements of good practice will be highlighted.

Provide a definition of what constitutes abuse and identify the categories of abuse; and what the term safeguarding means.

Wallace et al. (2007) defines abuse as a form of maltreatment. In relation to a child, this can be somebody who abuses a child either directly by inflicting harm, or indirectly, 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. In the children first national guidelines, 'a child' means a person under the age of 18 years, excluding a person who is or has been married (Wallace, Isla and Bunting, Lisa 2007).

HM Government (2010, p. 38) Sections 1.33-1.36 states the four types of abuse as Neglect, Emotional, Physical and Sexual abuse.

Neglect is where a child suffers harm or loss of development due to not receiving one or more of the following; food, clothing, warmth, hygiene, intellectual stimulation, supervision and safety, attachment to and affection from adults, and/or medical care. Neglect usually becomes apparent over a period of time from several sources of deprivation rather than at one specific point (HM Government 2006 and HM Government 2010).

Emotional abuse comes from the relationship between a child and their parent or carer. Bruce (2006) describes emotional abuse as occurring when the child’s needs for approval, security, consistency and affection are not met. Emotional abuse can be very difficult to identify as it rarely manifests itself in a physical form unless other types of abuse are present. However, emotional abuse can become evident from a child’s, cognitive, behavioural physical or affective functioning (Bruce, 2006).

Physical abuse can be categorised as any form of deliberate injury or an injury that has resulted from wilful or neglectful failure to protect a child. This can come from such things as shaking, suffocation, deliberate poisoning and use of excessive force in handling (online workingtogetheronline, 2000).

Sexual abuse can be defined as a person being forced by another person for his or her gratification or sexual arousal, or for that of other people. Some forms of sexual abuse include the exposure of the sexual organs, sexual acts performed on the child, intentional touching or molestation of the body (Online NSPCC 2011).

The term ‘Safeguarding’ can be defined as promoting the welfare of a child through protection from maltreatment (online highgateschool.org.uk 2012). This can be done in several ways, namely; preventing impairment of children’s health and development, Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care and undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully (Source: Paragraph 1.18, Working Together to Safeguard Children(HM Government, 2006).

The legislative framework: the responsibilities of the school with reference to legislation, government policy, guidelines and regulations which should be followed.

The school has several responsibilities to take into consideration in regards to legislation, government policy, guidelines and regulations which should be followed. In the preparation of a new safeguarding policy, a policy should be developed in accordance with the principles established by the Children Acts 1989 and 2004; the Education Act 2002 and in line with government publications: "Working Together to Safeguard Children" 2006, "Framework for the Assessment of Children in Need and their Families" 2000, "What to do if You are Worried a Child is Being Abused" 2003. The guidance should also reflect "Safeguarding Children and Safer Recruitment in Education" DfES Jan 2007 and should also apply to the EYFS. The revised safeguarding policy should take seriously its responsibility under section 1751 of the Education Act 2002 to safeguard and promote the welfare of children.

Furthermore, to be in line with national minimum standards, and to become consistent with the London Safeguarding Children Board procedures, the policy on child protection and response to allegations or suspicions of abuse should be well known to staff, older pupils in positions of responsibility (as appropriate), volunteers and made available to parents if requested (online, school policies/safe guarding).

Procedures for recognising, recording and reporting abuse. Include policy and practice of working with parents,

There are no specific mandatory laws in the UK that require professionals to report any suspicions they may have of child abuse to the authorities. However in England, government guidance ‘Working together to safeguard children’ (DCSF, 2010) states that, "Everybody who works or has contact with children, parents and other adults in contact with children should be able to recognise, and know how to act upon, evidence that a child’s health or development is or may be being impaired – especially when they are suffering, or likely to suffer, significant harm." (HM Government 2010, Para 5.8) Therefore, the procedures for recognising, recording and reporting abuse although not mandatory by laws in the UK, will allow for the safeguarding of children from such abuses. Governments in Scotland, Wales and Northern Ireland have issued their own guidance on child abuse reporting. (Macleod and Kay 2008)

The procedures for recognising, recording and reporting abuse are explained in the flowcharts at the end of chapter 5 of the Working together guidance 2012 (pp 186-190), and also reproduced in ‘What to do if you are worried a child is being abused’ (The Department for Children, Schools and Families (DCSF), 2006, p16). The ability to recognise child abuse can depend as much on a person's willingness to accept the possibility of its existence as it does on their knowledge and information. There are commonly three stages in the identification of child abuse. Stage 1 is considering the possibility of abuse, Stage 2 is looking out for signs of abuse and Stage 3 is recording the information. If abuse is suspected, and identified, it is important to establish the grounds for concern by obtaining as much detailed information as possible. Observations should be accurately recorded and should include dates, times, names, locations, context and any other information that may be relevant. (DCSF, 2006)

A wide range of services and professionals provide support to families in bringing up children. Sometimes children will seek out and ask for help and advice themselves. However, in the great majority of cases, it will be the decision of parents when to ask for help and advice on their children’s care and upbringing. As well as being responsive to children’s direct requests for help and advice, professionals also need to engage with parents at the earliest opportunity when doing so may prevent problems or difficulties becoming worse. Only in exceptional cases should there be compulsory intervention in family life – for example, where this is necessary to safeguard a child from significant harm. Such intervention should – provided this is consistent with the safety and welfare of the child – support families in making their own plans for the welfare and protection of their children. (Macleod and Kay 2008)

Highlight some elements of good practice which will ensure that situations in future are handled well; include the necessity and benefits of inter-agency working

In order for situations to be handled well in the future, there some elements of good practice which need to be taken into consideration. The first is to create a child safe environment that takes a preventative, proactive and participatory stance on child protection issues. Also, the safety and wellbeing of children is a paramount consideration when developing activities, policies and management practices and takes action to protect children from physical, sexual, emotional and psychological abuse and neglect. (Taylor and Woods 2005)

Creating child safe environments is a dynamic process that involves active participation and responsibility by all sectors of the community, individuals, families, government and non-government organisations and community groups. Sharing responsibility for the care and protection of children helps to develop a stronger, more child-focused community. A child safe community can: care for all children; identify vulnerable children; support children who have been abused and neglected; and prevent further harm to children. (Bruce, 2006)

The focus of a child safe organisation is not simply to create an environment free from risk or danger. Rather it is about building an environment which is both child-safe and child-friendly, where children feel respected, valued and encouraged to reach their full potential. (Macleod and Kay 2008)

It is important that all practitioners working to safeguard children and young people understand fully their responsibilities and duties as set out in primary legislation and associated regulations and guidance. Protecting children from harm and promoting their welfare depends on a shared responsibility and effective joint working between different agencies. (Bruce, 2006) This in turn relies on constructive relationships between individual practitioners, promoted and supported by the commitment of senior managers to safeguard and promote the welfare of children; and clear lines of accountability.

Safeguarding and promoting the welfare of children and in particular protecting them from significant harm, depends on effective joint working between agencies and professionals that have different roles and expertise. Individual children, especially some of the most vulnerable children and those at greatest risk of suffering harm and social exclusion, will need co-ordinated help from health, education, early years, children’s social care, the voluntary sector and other agencies, including youth justice services. (Taylor and Woods, 2005)

Working Together (Para 7.27), emphasises that research and experience have shown repeatedly that keeping children safe from harm requires professionals and others to share information. Often it is only when information from a number of sources has been shared that it becomes clear that a child is at risk of, or is suffering, harm. Working together in partnership ensures that relevant information is shared and that appropriate action is taken to minimise the risk posed by alleged offenders to children. The writer of task three believes that schools should therefore work together with other agencies to ensure adequate arrangements within their school to identify, assess, and support those children who are suffering harm. It should recognise that all adults, including temporary staff, volunteers and governors, have a full and active part to play in protecting children pupils from harm.

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