The school is committed to safeguard and promote the welfare of children.
To provide an environment in which pupils feel safe, secured, valued and respected and where they feel confident and will approach responsible adults when in difficulty.
- Procedures are implemented for identifying and reporting cases or suspected cases of abuse.
- To promote observance and sense of responsibility and to report all concerns regarding a child’s safety to the designated person.
- It is committed to developing creative and positive ways for the child’s voice to be heard whilst recognizing the responsibility to use, hold and safeguard information received.
- Staff is trained to be alert to signs of abuse.
- All visitors must sign in a visitor’s book. No child is left unattended by an adult, other than the school staff.
- Child is guided to their respective buses by staff to and fro school and no child is ever allowed to leave with an adult who is not the normal collector of the child without prior permission.
- An exit slip is send to the class teacher if the parent picks up their child who usually travels by school bus, early from school.
- Students who are picked up by their parents wait in their respective classrooms along with the teacher in charge.
- Advice, help or support is sought if child’s behaviour is found persistently challenging or difficult to manage.
- The school prides itself on good communication with parents and staff and is always available to talk about issues that are causing concern.
- Confidentiality is maintained and information relating to individual pupils are shared with staff on a strictly need to know basis.
Child abuse can take a variety of forms, which can become apparent to us in the school situation. Physical, sexual and emotional abuse of children is said to be increasingly common. If you are concerned that one of your pupils has any signs of abuse it is vital that you report your concerns to the Head Mistress or Principal.
The following definitions of child abuse can act as a reference:
Children, where the nature of a physical injury is not consistent with the account of how it occurred; or where there is definite knowledge, or reasonable suspicion, that a person having custody, charge or care of the child, inflicted or knowingly did not prevent the injury. This includes children to whom it is suspected that poisonous substances have been administered.
Children, it has been perceived, who have been persistently or severely neglected physically, to such an extent that their health and development are impaired. Particular attention is drawn to food, hygiene, warmth, clothing, supervision, safety precautions and medical care. Serious inadequacies in these areas may constitute neglect.
Children, where there is a persistent coldness, hostility or rejection by the parent or caregiver, to such extent that the child’s behavior and development are impaired.
The involvement of dependant, developmentally immature children and young persons in sexual activities that they do not fully comprehend, to which they are unable to give informed consent, and which violate social and family
taboos. Sexual abuse may also include exposure of children to sexual stimulation inappropriate to the child’s age and level of development.
These categories of abuse are not necessarily exhaustive nor are they mutually exclusive. All of them may result in a failure of the child to thrive.
It is important if any staff working with our children have any concern whatsoever that they must speak to the Head Mistress/Principal without delay. Parents will normally be consulted and their consent obtained before any referral is made to an agency outside the school. The student details would be kept confidential as a written record with the Head Mistress / Principal.
Parents can feel confident that careful procedures are in place to ensure that all staff is suitable to work with children. Any use of physical force or restraint against pupils will be carried out and documented in accordance with the relevant guidance and policy. If it is necessary to use physical action to protect a child from injury, to prevent a child from harming others, or if any child is injured accidentally, parents will be informed immediately. Children will not be punished within the school by any form of hitting, slapping, shaking or other degrading treatment.
Any complaints about staff behaviour may be made to the Head Mistress or the Principal. All those involved will be entitled to a fair hearing, both children and staff. Complaints which raise child protection issues will be taken seriously.
Child abuse is a universal and an alarming problem. Increased attention and efficient protection skills and preventive measures are necessary at family, local, national and international levels. After being a closed room affair for decades, child abuse is being more and more denounced and becoming a public topic.
As defined by WHO “Child Abuse or maltreatment constitutes all forms of physical and/or emotional ill treatment or commercial or other exploitation, resulting in actual or potential harm to the child’s health, survival, development or dignity in the context of a relationship of responsibility, trust or power.”
TYPES OF CHILD ABUSE
- Physical Abuse – Physical abuse of a child is the inflicting of physical injury upon a child. It may include burning, hitting, punching, kicking, beating or otherwise harming the child.
- Sexual Abuse – Child sexual abuse is the involvement of a child in sexual activity that he or she does not fully comprehend, is unable to give informed consent to, or for which the child is not developmentally prepared and cannot give consent, or that violate the laws or social taboos of society.
- Neglect and Negligent Treatment – Neglect is the failure to provide for the child’s basic needs. Neglect can be physical, educational or emotional. It may also include abandonment.
- Emotional Abuse – Emotional abuse also known as verbal abuse, mental abuse, and psychological maltreatment. It includes the failure to provide a developmentally appropriate supportive environment, including the availability of a primary attachment figure, so that the child can develop a stable and full range of emotional and social competencies commensurate with her or his personal potential and in the context of the society in which the child dwells.
- Exploitation – Commercial or other exploitation of child refers to the use of the child in work or other activities for the benefit of others.
- Conscription of Children – Conscription corrupts a child by making him engage in violent, destructive and anti-social behaviour such as killing and destruction of property thus making him unfit for normal social experience.
CHILD Sexual abuse
Child sexual abuse occur when a child is used for sexual gratification of an older adolescent or adults. With evidence available, now the situation around the world has turned so serious that multi disciplinary and multi agency approaches need to be urgently undertaken to prevent child sexual abuse and also to protect the child.
Risk factors for CHILD SEXUAL ABUSE
- Weak child
- Sick child
- Handicapped child
- Emotional child
- Personal history of Physical or Sexual Abuse as a child
- Teenage Parents
- Single Parent
- Emotional Immaturity
- Poor coping skills
- Low Self-Esteem
- Lack of social support
- Domestic Violence
- Lack of Parenting Skills
- History of depression or other Mental Health Problems
- High crime rate
- Lack of or few social services
- High poverty rate
- High unemployment rate
SIGNS OF CHILD SEXUAL ABUSE
Child Sexual Abuse is a ruthless combination of Sexual Abuse, of Emotional Abuse and of Physical Abuse. The Child Victim of abuse may show a cluster of Physical. Behavioural and Emotional changes listed below:
- Bite marks
- Unusual bruises
- High incidence of accidents or frequent injuries like swelling of face and extremities.
- Discolouration of skin
- Sleep, speech disorders
- Complaints of pain upon movement of contact
- Bed wetting
- Continuous loose motions and passing stools on bed
- Recurrent abdominal pain
- Constant throat and urinary infections
- Avoids physical contact with others
- Avoids certain adults
- Wears clothing to purposely conceal injury, i.e., long sleeves
- Gives inconsistent versions about occurrence of injuries, burns, etc.
- Often late or absent from school
- Comes early to school, seems reluctant to go home afterwards
- Not concentrating in school
- Compulsions, obsessions, problems, phobias, hysterical reactions
- Temper tantrums, aggressive over demanding behaviour
- Say negative statements about self
- Attempting to physically hurt oneself
- Constant rubbing of body parts against objects
- Sexual exploration and abuse of others
- Precocious sexual behaviour
- Emotional changes
- Apprehensive when other children cry
- Depression, anxiety
- Seems frightened by parents
- Has difficulty getting along with others
- Deep sense of isolation
- Little respect for others
- Overly compliant, shy passive withdrawn give in readily
- Plays aggressively, often hurting peers
ROLE OF TEACHERS
To assess the psychological, physical and medical impact of abuse on the child and its family, historically, currently and in the future.
To consider the social impact of the disclosure on the child and his/her family.
To consider the current and rehabilitation needs of that child.
To understand that it is best to listen to the child and consider the child’s needs prior to taking any precipitate action
To be aware of maladaptive responses and reflect how these behaviour are symptoms of abuse and how the child should be related in an understanding manner.