Kells and Connor Primary School

Safeguarding Policy
November 2018

INTRODUCTION

The governors and staff of Kells and Connor Primary school fully recognise the
contribution it makes to safeguarding children. We recognise that all staff,
including volunteers, have a full and active part in protecting our pupils from
harm. We believe that our school should provide a caring, positive, safe and
stimulating environment which promotes the social, physical and moral
development of the individual child.

Our policy applies to all staff, governors and volunteers working in the school.
The purpose of the procedures set out in this policy is to safeguard and protect
our pupils by ensuring that every adult who works in our school has clear
guidance on the action which is required where abuse or neglect of a child is
suspected. The issue of child abuse will not be ignored by anyone who works in
our school, and we know that some forms of child abuse are also a criminal
offence.

There are five main elements to our policy:

1. Establishing a safe environment in which children can learn and develop.

2. Developing and implementing procedures for identifying and reporting
cases, or suspected cases, of abuse.
3. Ensuring we practise safe recruitment in checking the suitability of staff
and volunteers to work with children.
4. Raising awareness of child protection issues and equipping children with
the skills needed to keep them safe.
5. Supporting pupils who have been abused in accordance with his/her
agreed child protection plan.

THE SAFEGUARDING TEAM AT KELLS AND CONNOR PRIMARY SCHOOL

Chair of Governors: Mr G Stewart

Designated Governor for Child Protection Governance: Rev. B Boyd
Principal: Mr R McClelland
Designated Teacher for Child Protection: Miss N Moore
Deputy Designated Teachers for Child Protection: Mrs N McQuitty

What is Safeguarding and Child Protection?

Safeguarding is more than child protection. Safeguarding begins with promotion
and preventative activity which enables children and young people to grow up
safely and securely in circumstances where their development and wellbeing is
not adversely affected. It includes support to families and early intervention to
meet the needs of children and continues through to child protection.
Child protection refers specifically to the activity that is undertaken to protect
individual children or young people who are suffering, or are likely to suffer
significant harm.

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 ‘Co-operating to Safeguard Children and Young People in Northern
Ireland’ (2016).

WHAT IS CHILD ABUSE?

Child abuse occurs in families from all social classes and cultures and in
communities, agencies and organisations. Abusers come from all walks of life and
all occupations and professions. Child abuse can manifest in a number of ways
and can involve a combination of the forms of abuse. It is always preferable to
prevent abuse, or for intervention to take place at the earliest possible stage.
A child in need of protection is a child who is at risk of, or likely to suffer
significant harm which can be attributed to a person or persons or organisation,
either by an act of commission or omission; or a child who has suffered or is
suffering significant harm.
Observation of signs and symptoms of possible abuse can do no more than give
rise to concern - they are not in themselves proof that abuse has occurred. It
must always be remembered that alternative medical, psychological or social
explanations may exist for the signs and symptoms of possible abuse. However,
teachers and other staff should be aware of the possible implications of, and alert
to, all such signs, particularly if they appear in combination or are repeated
regularly.
‘Safeguarding and Child Protection in Schools’ (2017)

Types of Abuse
There are five main recognised types of abuse
1. Physical
2. Emotional
3. Sexual
4. Neglect
5. Exploitation

1. Physical Abuse – is deliberately physically hurting a child. It might take a

variety of different forms, including hitting, biting, pinching, shaking,
throwing, poisoning, burning or scalding, drowning or suffocating a child.
‘Co-operating to Safeguard Children and Young People in
Northern Ireland’ (2016)

Possible signs or symptoms of physical abuse include:

 Unexplained bruises (in places difficult to mark)
 Human bite marks, welts or bald spots
 Unexplained lacerations, fractions or abrasions
 Untreated injuries
 Self-destructive tendencies – verbal or physical
 Chronic runaway from school or home
 Fear of going home
2. Emotional Abuse
Emotional Abuse is the persistent emotional maltreatment of a child. It is
also sometimes called psychological abuse and it can have severe and
persistent adverse effects on a child’s emotional development.
Emotional abuse may involve deliberately telling a child that they are
worthless, or unloved and inadequate. It may include not giving a child
opportunities to express their views, deliberately silencing them, or ‘making
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 fun’ of what they say or how they communicate. Emotional abuse may
involve bullying – including online bullying through social networks, online
games or mobile phones – by a child’s peers.
‘Co-operating to Safeguard Children and Young People in Northern Ireland’
(2016)

Possible signs or symptoms of emotional abuse include:

 Bullying of others
 Change in personality from outgoing to withdrawn
 Difficulty in forming / maintaining relationships with others
 Depression
 Signs of mutilation/self-harm
 Attention seeking
 Chronic runaway from school or home
 Wetting and soiling
 Sudden speech disorders
 Low self-esteem

3. Sexual Abuse
Sexual Abuse occurs when others use and exploit children sexually for their
own gratification or gain or the gratification of others. Sexual abuse may
involve physical contact, including assault by penetration or non-penetrative
acts. It may include non-contact activities, such as involving children in the
production of sexual images, forcing children to look at sexual images or
watch sexual activities, encouraging children to behave in sexually
inappropriate ways or grooming a child in preparation for abuse (including via
e-technology). Sexual abuse is not solely perpetrated by adult males. Women
can commit acts of sexual abuse, as can other children.
‘Co-operating to Safeguard Children and Young People in Northern Ireland’
(2016)

Possible signs or symptoms of sexual abuse include:

 Bruised or sore genitals
 Genital infection
 Difficulty in walking or sitting
 Inappropriate sexualised language or behaviour
 Low self-esteem
 Chronic depression
 Substance abuse
 Personality changes
 Fear of going home

4. Neglect
Neglect is the failure to provide for a child’s basic needs, whether it be
adequate food, clothing, hygiene, supervision or shelter that is likely to result
in the serious impairment of a child’s health or development. Children who
are neglected often also suffer from other types of abuse.
‘Co-operating to Safeguard Children and Young People in Northern Ireland’
(2016)

Possible signs or symptoms of neglect include:

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  Poor hygiene
 Constant hunger/cramming food
 Inadequate / inappropriate clothing
 Constant tiredness
 Exposed to danger / lack of adequate supervision
 Untreated illness
 Lack of peer relationships
 Compulsive stealing / begging

5. Exploitation
Exploitation is the intentional ill-treatment, manipulation or abuse of power
and control over a child or young person; to take selfish or unfair advantage
of a child or young person or situation, for personal gain. It may manifest
itself in many forms such as child labour, slavery, servitude, engagement in
criminal activity, begging, benefit or other financial fraud or child trafficking.
It extends to the recruitment, transportation, transfer, harbouring or receipt
of children for the purpose of exploitation. Exploitation can be sexual in
nature.

Sexual exploitation of children and young people (CSE)

Child sexual exploitation is a form of sexual abuse where children are sexually
exploited for money, power or status. It can involve violent, humiliating and
degrading sexual assaults. In some cases, young people are persuaded or forced
into exchanging sexual activity for money, drugs, gifts, affection or status.
Consent cannot be given, even where a child may believe they are voluntarily
engaging in sexual activity with the person who is exploiting them. Child sexual
exploitation doesn't always involve physical contact and can happen online. A
significant number of children who are victims of sexual exploitation go missing
from home, care and education at some point.
‘Co-operating to Safeguard Children and Young People in Northern Ireland’
(2016)
Possible signs or symptoms of exploitation/CSE include:
 Acquisition of money, clothes, mobile phones, etc. without plausible
explanation
 Truanting/Leaving school without permission
 Persistently going missing or returning late
 Change in mood – agitated/stressed
 Inappropriate sexualised behaviour for age
 Physical symptoms e.g. bruising, bite marks
 Collected from school by unknown adults or taxis
 Low self-esteem
 Change in personal hygiene (greater attention or less)
 Self-harm and other expressions of despair
‘Safeguarding and Child Protection in Schools’ (DE, 2017)
Grooming
‘Grooming of a child or young person is always abusive and/or exploitative. It
often involves perpetrator(s) gaining the trust of the child or young person. This
may involve providing money, gifts, drugs and/or alcohol or more basic needs
such as food, accommodation or clothing to develop the child’s/young person’s
loyalty to and dependence upon the person(s) doing the grooming. Grooming is
often associated with Child Sexual Exploitation. It may occur face to face, online
and/or through social media.’
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‘Co-operating to Safeguard Children and Young People in Northern Ireland’ (DoH,
2016)
NSPCC definition - ‘Grooming is when someone builds an emotional
connection with a child to gain their trust for the purposes of sexual abuse or
exploitation. Children and young people can be groomed online or in the real
world, by a stranger or by someone they know - for example a family
member, friend or professional. Groomers may be male or female. They
could be any age. Many children and young people do not understand that
they have been groomed, or that what has happened is abuse.’

E-Safety/Internet Abuse
Online safety means acting and staying safe when using digital technologies.
Schools have a responsibility to ensure that there is a reduced risk of pupils
accessing harmful and inappropriate digital content and should be energetic in
teaching pupils how to act responsibly and keep themselves safe. Rather than
having a stand-alone online safety policy, schools should integrate their online
safety policy (and, where applicable, their mobile learning policy) into existing
safeguarding, behaviour, code of practice and anti-bullying policies. Children are
not permitted to use personal digital devices in school.

Sexting
Sexting is the sending or posting of sexually suggestive images, including nude or
semi-nude photographs, via mobiles or over the Internet. There are two aspects to
Sexting:
a) Sexting between individuals in a relationship

As adults we can question the wisdom of this but the reality is that children and
young people consider this to be normal. Pupils need to be aware that it is illegal,
under the Sexual Offences (NI) Order 2008, to take, possess or share ‘indecent
images’ of anyone under 18 even if they are the person in the picture (or even if
they are aged 16+ and in a consensual relationship) and in these cases you should
contact local police on 101 for advice and guidance.

Please be aware that, while offences may technically have been committed by the
child/children involved, the matter will be dealt with sensitively, considering all of
the circumstances, and it is not necessarily the case that they will end up with a
criminal record.

The age of criminal responsibility in Northern Ireland is 10.

b) Sharing an inappropriate image with an intent to cause distress

If a pupil has been affected by inappropriate images or links on the internet it is
important that you do not forward it to anyone else. Please remember that
schools are not required to investigate incidents. It is an offence under the Criminal
Justice and Courts Act 2015
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(www.legislation.gov.uk/ukpga/2015/2/section/33/enacted) to share
an inappropriate image of another person without the individuals consent - see
Articles 33-35 of the Act for more detail. By contacting the police you could help
prevent further such incidents.

If a young person has shared an inappropriate image of themselves that is now

being shared further whether or not it is intended to cause distress, the child
protection procedures should be followed.
It is also vital to ensure that the victim of abuse gets the correct support. They are
likely to be ashamed and embarrassed and worried about parental reaction
The UK Safer Internet Centre (www.saferinternet.org.uk/) offers online safety tips,
advice and resources to help professionals, children and young people to stay safe
on the internet.

Domestic and Sexual Violence and Abuse

Domestic or sexual violence and abuse can have a profoundly negative effect on
a child’s emotional, psychological and social well-being. A child does not have to
directly witness domestic violence to be adversely affected by it. Living in a
violent or abusive domestic environment is harmful to children. Children can
witness domestic violence and abuse directly and indirectly between their carers
and/or the effects of it; this frequently constitutes emotional abuse and can have
profoundly damaging effects on a child’s or young person’s well-being. Young
people may experience domestic violence and abuse in their own relationships.
Sexual violence and abuse is defined as ‘any behaviour (physical, psychological,
verbal, virtual/online) perceived to be of a sexual nature which is controlling,
coercive, exploitative, harmful, or unwanted that is inflicted on anyone
(irrespective of age, ethnicity, religion, gender, gender identity, sexual orientation
or any form of disability).’
‘Stopping Domestic and Sexual Violence and Abuse Strategy (2016)

Children who Display Harmful Sexualised Behaviour

Learning about sex and sexual behaviour is a normal part of a child’s
development. It will help them as they grow up, and as they start to make
decisions about relationships.
It must also be borne in mind that sexually harmful behaviour is primarily a child
protection concern.
‘Safeguarding and Child Protection in Schools’ (DE, 2017)
Harmful sexualised behaviour can include:
 Using age inappropriate sexually explicit words and phrases
 Inappropriate touching
 Using sexual violence or threats

A child may suffer or be at risk of suffering from one or more types of abuse and
abuse may take place on a single occasion or may occur repeatedly over time.

Bullying
Bullying is a highly distressing and damaging form of abuse and is not tolerated
in Kells and Connor Primary School. Our anti- bullying policy is set out in a
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separate policy and acknowledges that to allow or condone bullying may lead to
consideration under child protection procedures.

Staff are vigilant to the possibility of bullying occurring, and will take steps to
stop it happening to protect and reassure the victim and to discipline the bully.
Parents of both the bully and the victim will be personally contacted when
bullying has been identified.

Any complaints by a parent that their child is, or may be, being bullied will be
fully investigated by the DT for Child Protection, and team action will be taken to
protect the victim. This will usually include ensuring that another child or a group
of small children befriends and supports the child being bullied during the school
day.
The sanctions taken against a pupil who bullies will depend on the seriousness of
the case, but may include the loss of privileges in the school. His/her behaviour
will be carefully monitored until staff are satisfied that the problem has stopped.
If a pupil’s bullying behaviour persists, the child’s parents will be involved.

Dealing with Children with Increased Vulnerabilities

Children with a Disability

Children and young people with disabilities may be more vulnerable to abuse and
individuals and organisations working with children with disabilities should be
aware of any vulnerability factors associated with risk of harm, and any emerging
child protection issues. Staff must be aware that communication difficulties can
be hidden or overlooked making disclosure particularly difficult.
Children with a special educational need should be given the chance to
express themselves to a member of staff or other professional with
appropriate language/ communication skills, especially where there are
concerns that abuse may have occurred.

Children with limited fluency in English

As with children with a special educational need, children who are not fluent in
English should be given the chance to express themselves to a member of
staff or other professional with appropriate language/communication skills,
especially where there are concerns that abuse may have occurred.

‘Safeguarding and Child Protection in Schools’ (DE, 2017)

PROCEDURES FOR REPORTING SUSPECTED (OR DISCLOSED) CHILD

ABUSE

The designated teacher for child protection (DT) is Miss Moore.

In her absence the deputy designated teacher for child protection (DDT)
Mrs McQuitty will assume responsibility for child protection. On the rare occasion
that neither DT nor DDT is in the school the Principal Mr McClelland will assume
responsibility for child protection.

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If a child makes a disclosure to a teacher or other member of staff which gives
rise to concerns about possible abuse, or if a member of staff has concerns about
a child, the member of staff must act promptly.

He/she should not investigate – this is a matter for social services – but
should report these concerns immediately to the DT, discuss the matter with
him/her, make full notes (signing and dating them), and hand the note to the DT.
In all cases of disclosure the DT will discuss the matter with the Principal as a
matter of urgency to plan a course of action, and ensure that a written record of
decisions is made.

The DT, in consultation with the Principal, will decide whether, in the best
interests of the child, the matter needs to be referred to social services. If there
are concerns that the child may be at risk of significant harm, the school
is obliged to make a referral to social services. S.P.O.E. – Single Point of
Entry Team. Unless there are concerns that a parent may be the possible
abuser, the parents will be informed immediately.

The DT may seek clarification or advice and consult with The Child Protection
Support Service for Schools (CPSS) - Designated Officer for Child Protection at the
NEELB, or a senior social worker before a referral is made. No decisions to refer a
child to social services will be made without full consideration and on appropriate
advice. The safety of the child is our first priority.

Where there are concerns about possible abuse, the DT will inform:
 Social Services
 NEELB/CCMS’s Designated Officer for Child Protection

(This will be done in an envelope marked ‘CONFIDENTIAL – CHILD

PROTECTION’).

If a complaint about possible child abuse is made against a member of staff, the
Principal (or the DT if the Principal is unavailable) must be informed immediately.
The above procedures will apply (unless the complaint is about the designated
teacher or the Principal). Where the matter is referred to social services the
member of staff may be removed from duties involving direct contact with pupils,
and may be suspended from duty as a precautionary measure pending
investigations by social services. The Chairperson of the Board of Governors will
be informed immediately.

If a complaint about possible child abuse is made against the Principal, the DT
must be informed immediately. She will inform the Chairperson of the Board of
Governors and together they will take appropriate advice and ensure the
necessary action is taken.

If any member of staff feels unsure about what to do if he/she has concerns about
a child, or unsure about being able to recognise signs or symptoms of possible
child abuse, he/she should talk with the DT.

It should be noted that the information given to members of staff about possible
child abuse cannot be held ‘in confidence’. In the interests of the child, staff may
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need to share this information with other professionals. However, only those who
need to know will be informed.

ADVICE TO STAFF

Staff have an important role in hearing what children have to say. If and when a
child discloses or staff is suspicious, they should:
 Report immediately their concerns to the designated teacher or principal
 Do not speak to parents
 Do not promise the child that it will be kept secret. It is very tempting to
promise confidentiality, though this is not realistic.
 Sensitivity in dealing with such a disclosure is vital.
 Staff should listen carefully without asking leading questions.
 Children must not be made to feel guilty about what has happened, or fear
any consequence of speaking about the abuse.
 The staff role is to allow the truth to be ascertained and then know what to
do next.

Having consulted the designated teacher, the member of staff will be informed if
any further action is to be taken. If it is to be investigated by an external agency,
the staff member concerned will be fully informed. Any Child Protection records
will be held in a secure cabinet in the Principal’s office and staff made fully aware
of any record which is being held.

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ROLE OF THE DESIGNATED TEACHER (DT) AND DEPUTY DESIGNATED TEACHER
(DDT)

The DT:
 To provide training to all school staff including support staff
 Being available to discuss the child protection concerns of any member of
staff
 Responsibility for recordkeeping of all child protection concerns
 Making referrals to Social Services or PSNI Public Protection Units
 Liaising with NEELB /CCMS Designated Officers for Child Protection
 Keeping the school principal informed
 The lead responsibility for the development and updating of the school’s
child protection policy
 Ensures parents receive a copy of the child protection policy every 2 years
which alerts them to the fact that referrals may be made to Social
Services and the role of the school regarding this
 Promotion of a child protection ethos in the school
 Written reports to the Board of Governors regarding child protection
 Maintains all records pertaining to child protection in a secure location
(accessed only by the Designated Teacher and the School Principal as
appropriate)
 In accordance with DE guidance on the disposal of child protection records
these records will be stored from child’s date of birth plus 30 years. If
information is held electronically, whether on a laptop or on a portable
memory device, all must be encrypted and appropriately password
protected.

DDT:
To support and undertake the duties of the Designated Teacher for Child
Protection as required

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 Dealing with Child Protection Concerns
Procedure where the school has concerns, or has been
given information, about possible abuse by someone
other than a member of staff.
‘Safeguarding and Child Protection in Schools’ (DE, 2017)

Member of staff completes a written record on what has been observed

or shared and must ACT PROMPTLY.
Source of concern is notified that the school will follow up
appropriately on the issues raised.

Staff member discusses concerns with the Designated Teacher or Deputy

Designated Teacher in her absence and provides a written record.

Designated Teacher should consult with the Principal or other relevant

staff before
deciding upon action to be taken, always taking care to avoid undue delay.
If required advice may be sought from a CPSSS officer (028 9448 2223)

Child Protection Child Protection

referral is referral is not
required required
Designated Teacher School may consider
seeks consent of the other options
parent/carer and/or including monitoring
the child (if they are the situation
Designated competent to give within an agreed
Teacher this) timescale; signposting
clarifies/discusses
unless this would or referring the
concern withplacechild/
the child at child/parent/carers
risk of
parent/carers andsignificant to appropriate
harm then
decides if a child support services such
telephones
protection referral as the Children’s
is or is not the Children’s Services Gateway
required.Services Gateway Team or local Family
Team and/or the
PSNI if a child is at Support Hub with
immediate risk. parental consent, and
He/she submits a child/young person’s
completed UNOCINI consent (where
referral form within appropriate).
24 hours.

Where appropriate the source of the concern will be informed as to

the action taken. The DT will maintain and written record of all
decisions and actions taken and ensure that this record is
appropriately and securely stored.

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If a parent has a potential child protection concern:

‘Safeguarding and Child Protection in Schools’ (DE, 2017)

I have a concern about my/a child’s safety.

I can talk to the class teacher.

If I am still concerned, I can talk to the

Designated/Deputy Designated Teacher (Miss
Moore/Mrs McQuitty) or the Principal, Mr
McClelland.

If I am still concerned, I can talk/write to the Chair

of the Board of Governors (Mr G Stewart).

If I am still concerned, I can contact the NI Public

Services Ombudsman. Tel: 0800 343 424

At any time I can talk to the local Children’s

Services Gateway Team or the PSNI Central
Referral Unit at 028 9025 9299

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Dealing with Allegations of Abuse Against a Member of
Staff
‘Safeguarding and Child Protection in Schools’ (2017),
DE Circular 2016/20 ‘Child Protection Record Keeping in Schools’,

Key Points
DT or Principal learns of an allegation
against a member of staff and informs
the
Chair/Vice Chair of BoG as
appropriate.

Guidance on the Next Steps

Lead individual then establishes the facts,
seeks advice from the key agencies as
appropriate, usually
through informal discussion.

Possible Outcomes

Following on from establishing the facts, seeking

advice from Key Agencies and discussion with the
Chair and/or BoG to agree a way forward from the
options below.

Precautiona
Precautionary ry
suspension is Allegation Alternatives
addressed suspension to
not under Child
appropriate through relevant precautiona
disciplinary Protection ry
and the procedures
matter is procedures. suspension
imposed. imposed.
concluded.

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 KELLS AND CONNOR PRIMARY SCHOOL’S VETTING PROCEDURES

The school’s vetting processes are compliant with practice advised in DE circulars
2006/06, 2006/07, 2006/08 , 2006/09, and 2008/03 Copies of these circulars are
available on the DE website: www.deni.gov.uk

CODE OF CONDUCT FOR ALL STAFF

The code of conduct is known to all staff – permanent and non-permanent and
volunteers. It reflects the safeguarding ethos of the school and is set out in a
separate document. This should be signed by all who work in Kells and Connor
Primary School.

THE PREVENTATIVE CURRICULUM

We recognise that the school plays a significant part in the prevention of harm of
our pupils by providing pupils with good lines of communication with trusted
adults, supportive friends and an ethos of protections.

The school community will therefore:

 Establish and maintain an ethos where children feel secure, are encouraged
to talk and are listened to
 Ensure that all children know there is an adult in the school whom they can
approach if they are worried or in difficulty
 Include in the curriculum opportunities for Personal and Social
Development which equip children with the skills they need to stay safe
from harm and to whom they should turn for help if the need arises. Much
of this will be achieved through circle time activities and PDMU lessons.
There is also a separate RSE policy, the content of which responds to
parents’ wishes regarding more sensitive matters.

PHYSICAL RESTRAINT
Our policy on physical restraint by staff is set out in a separate policy in
accordance with guidelines from NEELB. It acknowledges that staff must only use
physical intervention as a last resort, and that at all times it must be the minimal
force necessary to prevent injury to another person.

HEALTH AND SAFETY

Our Health and Safety Policy, set out in a separate document, reflects the
consideration we give to the protection of our children both within the school
environment and when away from the school when undertaking school trips and
visits.

THE INTERNET AND DIGITAL TECHNOLOGIES

Our policy on the internet and digital technologies is set out in a separate
document and is informed by DE guidance. It acknowledges the opportunities for
learning as well as the risks attached to the internet and digital technologies.
Specifically it addresses safeguarding issues that may arise in the use of the
internet and digital technologies.

PHOTOGRAPHY AND IMAGES OF CHILDREN

Photographs of children are taken at school activities (inside and outside of
school) throughout the year. These may be for display purposes in school, the
school website and for publication in the press or for promotional purposes. On
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enrolling their child at Kells and Connor, parents will complete documentation
indicating permission for this.

USE OF MOBILE PHONES

The use of mobile phones by pupils during school hours is not permitted. Pupils
can carry a mobile phone in their school bag for personal use/ safety after school.
This ensures camera phones or text messages are not used inappropriately.
Mobile phones are also prohibited during day trips out of school and on
residential visits.

EDUCATIONAL TRIPS / VISITS

Throughout the year, pupils visit a variety of venues outside of school. Prior
permission will be sought from parents/ carers for pupils to participate in these
events.
Individual venues will be assessed with regard to suitability and safety wherever
possible.

PRESCRIBED MEDICINES
At Kells and Connor we prefer not to administer medicines unless absolutely
necessary e.g. a continuous illness. Notes from parents should be sent into
school requesting medication to be administered if essential. Medicines
will be kept out of reach from pupils.

REVIEWING OUR CHILD PROTECTION POLICY

Our Policy will be reviewed annually by the safeguarding team. Parents will
receive a copy of the policy every two years.

TOILETING AND INTIMATE CARE

If a pupil wets him/herself, changing may be required. Where possible, the pupil
will be given a change of clothes to be able to do this themselves. If help is
required, a child may be assisted by a teacher or a classroom assistant. An
‘intimate care’ record will be kept in school. If a pupil soils him/herself, parents
will be contacted to come to school. Parents of Primary 1 children will sign a form
agreeing to their child being changed if necessary, providing the child is
compliant.

SCHOOL SECURITY
Kells and Connor has drawn on the advice from the guidance document “Security
and Personal Safety in Schools” (1997) to establish arrangements for the
admission and supervision of volunteers on school premises. Particular attention
is drawn to
 The volunteer signing in at the beginning of and end of each visit
 Providing the volunteer with a name badge or pass.
 The school ensures passes are surrendered at the end of each day and
when the volunteer’s involvement with the school comes to an end.
 With regards to security, permanent staff will be also issued with a lanyard
which should be displayed clearly. There will be a separate one for
teaching and non-teaching staff.
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Date ratified by Board of Governors: 2018

Date of next review: 2019

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