Child Protection

This policy is to be used in conjunction with the guidelines issued by the Children, Young People, Education Skills department (CYPES) and Polish Saturday School.

Useful Education Department (Children, Young People Education and Skills – CYPES) contacts and telephone numbers:

Designated Safeguarding Officer (DSO): 449477 / Head of Governance: 449224

Safeguarding Partnership Board:

Jersey Designated Officer: / 443566

Children and Families Hub  contacts and telephone numbers:

Family and Children Hub: 519000 / Out of Hours: 612612 

Please also reference the Safeguarding Policy as it overarches this Child Protection Policy.


1. Aims

2. UK Legislation and Guidance

3. Equality Statement

4. Principles

5. Procedures

6. Children and Family HUB  Enquiry/referral

7. Dealing with disclosures

8. Recording and storing information

9. Acrimonious parental relationships – Parental Responsibility (PR) disputes

10. Safeguarding Vulnerable Children

11. Working with aggressive and violent parents

12. Safer Recruitment

13. Allegations against staff/volunteers

14. Training

15. Monitoring and Review

1. Aims:

At Polish Saturday School we aim to ensure that all members of staff are clear about the actions required with regard to child protection issues.

This policy has been produced to:

• Appropriate action is taken in a timely manner to safeguard and promote children’s welfare

• All staff are aware of their statutory responsibilities with respect to safeguarding

• Staff are properly trained in recognising and reporting safeguarding issues

• lay down the correct procedures for those who encounter an issue of child protection

• ensure effective communication between all staff when dealing with child protection issues.

2. Legislation and Guidance:

We comply with the statutory legislation, guidance and arrangements issued by Jersey’s Education Department – The Children, Young People, Education and Skills Department.

England’s Department for Education’s statutory guidance Keeping Children Safe in Education (2018) and

Working Together to Safeguard Children (2018), and the Governance Handbook have been used to support the writing of this policy.

This policy has also used the following English legislation as best practice guidance:

• Section 175 of the Education Act 2002, which places a duty on schools and local authorities to safeguard and promote the welfare of pupils

• The Children Act 1989 (and 2004 amendment), which provides a framework for the care and protection of children

• Section 5B(11) of the Female Genital Mutilation Act 2003, as inserted by section 74 of the Serious Crime Act 2015, which places a statutory duty on teachers to report to the police where they discover that female genital mutilation (FGM) appears to have been carried out on a girl under 18

• Statutory guidance on FGM, which sets out responsibilities with regards to safeguarding and supporting girls affected by FGM

• The Rehabilitation of Offenders Act 1974, which outlines when people with criminal convictions can work with children

• Schedule 4 of the Safeguarding Vulnerable Groups Act 2006, which defines what ‘regulated activity’ is in relation to children

• Statutory guidance on the Prevent duty, which explains schools’ duties under the Counter-Terrorism and Security Act 2015 with respect to protecting people from the risk of radicalisation and extremism

• The Childcare (Disqualification) and Childcare (Early Years Provision Free of Charge) (Extended Entitlement) (Amendment) Regulations 2018 (referred to in this policy as the “2018 Childcare Disqualification Regulations”) and Childcare Act 2006, which set out who is disqualified from working with children

• The statutory framework for the Early Years Foundation Stage.

3. Equality statement:

Some children have an increased risk of abuse, and additional barriers can exist for some children with respect to recognising or disclosing it. We are committed to anti-discriminatory practice and recognise children’s diverse circumstances. We ensure that all children have the  same protection, regardless of any barriers they may face.

We give special consideration to children who:

• Have special educational needs (SEN) or disabilities (see section 9)

• Are young carers

• May experience discrimination due to their race, ethnicity, religion, gender identification or sexuality

• Are known to be living in difficult situations – for example, temporary accommodation or where there are issues such as substance abuse or domestic violence

• Are at risk of FGM, sexual exploitation, forced marriage, or radicalisation

• Are asylum seekers

• Are at risk due to either their own or a family member’s mental health needs

• Are looked after or previously looked after

4. Principles:

We believe that:

• as a Rights Respecting School we want to promote UNICEF children’s rights through every part of the school life

• the health, safety and well-being of all our children are of paramount importance

• children have a right to be safe in our school and to be protected regardless of age, gender, race, culture or disability

• children are treated with respect 

• we foster an atmosphere that encourages all children to do their best

• we provide opportunities that enable our children to take and make decisions for themselves.

• our teaching of personal, social and health education and citizenship, as part of the school’s

curriculum, helps to develop appropriate attitudes in our children and makes them aware of the impact of their decisions on others. It also teaches them how to recognise different risks in different situations, and how to behave in response to them.

5. Roles and responsibilities

Child protection is everyone’s responsibility. This policy applies to all staff, volunteers and visitors in the school. Our policy and procedures also apply to extended school and off-site activities.

All staff

All staff will read and understand part 1 and Annex A of the Department for Education’s statutory safeguarding guidance, Keeping Children Safe in Education, and review this guidance at least annually.

All staff will be aware of:

• Our systems which support safeguarding, including this child protection policy, the safeguarding policy, the encouraging positive behaviour policy, and the safeguarding response to children who go missing from education

• The early help process and their role in it, including identifying emerging problems, liaising with the DSL, and sharing information with other professionals to support early identification and assessment

• What to do if they identify a safeguarding issue or a child tells them they are being abused or neglected,including specific issues such as FGM, and how to maintain an appropriate level of confidentiality while liaising with relevant professionals

• The signs of different types of abuse and neglect, as well as specific safeguarding issues, such as child sexual exploitation (CSE), FGM and radicalisation

The designated safeguarding lead (DSL)

The DSL is a member of the senior leadership team. Our DSL is Mrs Justyna Madziel. The DSL takes lead responsibility for child protection and wider safeguarding. 

During term time, the DSL will be available during school hours for staff to discuss any safeguarding concerns.

The DSL will be given the time, funding, training, resources and support to:

• Provide advice and support to other staff on child welfare and child protection matters

• Take part in strategy discussions and inter-agency meetings and/or support other staff to do so

• Contribute to the assessment of children

• Refer suspected cases, as appropriate, to the relevant body (local authority children’s social care, Channel programme, Disclosure and Barring Service, and/or police), and support staff who make such referrals directly

The headteacher

The headteacher is responsible for the implementation of this policy, including:

• Ensuring that staff (including temporary staff) and volunteers are informed of our systems which support safeguarding, including this policy, as part of their induction

• Communicating this policy to parents when their child joins the school and via the school website

• Ensuring that the DSL has appropriate time, funding, training and resources, and that there is always adequate cover if the DSL is absent

• Ensuring that all staff undertake appropriate safeguarding and child protection training and update this regularly

• Acting as the ‘case manager’ in the event of an allegation of abuse made against another member of staff or volunteer, where appropriate 

• Ensuring the relevant staffing ratios are met, where applicable

6. Procedures:

All staff need to be alert to the signs of abuse as detailed in the Guidelines. If they suspect that a child may be a victim of abuse, they immediately inform the designated person about their concerns.

If a child alleges abuse, the school seeks advice from Children and Families Hub.

7. Children and Family Hub Enquiry/referral

The Designated Safeguarding Lead will decide whether to make a Children and Famiy Hub Enquiry following a discussion with the member of staff who has raised concerns and Children and Famiy Hub.

• Parental consent must be sought prior to the enquiry being made, unless seeking consent would place the child at risk of further harm

• If parents do not consent, but your view is that the child has suffered harm, or in your professional opinion remains at risk of suffering significant harm, the Children and Family Hub Enquiry must still be made in absence  of ‘parental agreement’ and the parent made aware

• If the child already has an allocated Social Worker, School should speak to their Social Worker and make them aware of your concerns and record these

• The Children and Family Hub  Decision-maker will acknowledge all enquiries within 24 hours and inform the referrer of what action will be taken

• Where the child has suffered or likely to suffer significant harm, the Children’s Initial Response Team

(CIRT) will convene a strategy meeting and invite representatives from relevant agencies; education being a key agency for any school-age child. The strategy meeting will discuss and analyse information available and agree a plan for managing risk and identify further assessment. This process not only considers the child concerned, but any siblings or other children who may also be at risk from harm given any additional disclosures and information available

• In emergency, high-risk situations the enquiry will be rated as ‘Red’ and Children and Family Hub will refer to the CIRT and the Police for a joint investigation. This involves interviewing the child as soon as possible and sometimes includes ‘Achieving Best Evidence’ (ABE). This is a process to interview children using appropriate recording facilities dependent upon the child’s age and capabilities. 

Children and Families Hub Enquiries should be emailed to  attached as a password protected word document. In the event you have problems encrypting the form contact the Designated lead or Deputy.

Procedures for referral are made explicit in the Jersey Child Protection Guidelines. All cases should be referred at the earliest opportunity. Details of who to contact in office hours and out of office hours are also found in the Guidelines and on the office, staff room and classroom notice boards.

8. Dealing with disclosures

All staff have the responsibility to identify those children who are, or may be experiencing abuse or neglect and any disclosure made by a child must be listened to, taken seriously and managed with extreme sensitivity.

On no account should teachers or other adults make suggestions to the child of alternative explanations of their disclosure or worries or ‘investigate’ the disclosure.


Any concerns held by staff should be discussed in the first instance with the Designated

Safeguarding Lead or their deputy in their absence, who will advise or take responsibility for what action should be taken. It is important that concerns held by professional staff are properly shared and evaluated in order that appropriate action to safeguard the welfare of children can be taken.

If in doubt contact the Children and Family Hub Co-ordinator or DSL for further guidance and support.


If a pupil discloses to a member of staff that they are being abused, the member of staff should:

• Listen to what is said without displaying shock or disbelief and accept what the child is saying

• Allow the child to talk freely

• Reassure the child that what has happened is not their fault and they were right to tell someone

• Do not ask direct questions and allow the child to tell their story

• Do not criticise the person alleged to have caused harm

• Explain what will happen next and who has to be told about the incident

• Reassure the child, but explain that it may not be possible to maintain confidentiality, because you

have to keep them safe

• Dependent on the age of the child and your professional judgment you should explain that you may

need to talk to someone else about what’s happened to them or explain that you will need to make an enquiry to Children and Family Hub

• Parents will normally be informed and consent obtained for a Children and Family Hub Enquiry. The exception is where in doing so, the risk to the child may be increased OR if a crime may have been committed and sharing information could hinder a police investigation

• Ensure that you complete a dated written record of what has been disclosed and any actions taken, recording the date, time and the names of any witnesses that may have been present when the disclosure was made. An internal referral should be completed when the thresholds detailed in this policy and in the Safeguarding Policy have been reached. Internal Referral concern forms are accessible in every classroom as well as in the school office. Each section should be completed as best as possible, as soon as possible (by hand initially if necessary). 

• The member of staff who has a Child Protection concern will immediately inform a designated child protection adult, who will seek guidance as necessary. The Head Teacher/Designated Safeguarding Lead (DSL) or other designated adults for CP will complete the appropriate sections of the SLT part of the log and complete the ‘Safeguarding Chronology’ and complete a referral to Chidren and Famiy Hub.

• A copy of this record, the Children and Family Hub Enquiry Form and any tasking documents completed should be kept safely on the child’s School Record (in locked cupboard)

Attendance at case conferences and core groups

The Designated Safeguarding Lead will liaise with the MAST (Multi-Agency Support Teams) and/or relevant staff to ensure that all relevant information held by the School is provided to Children’s Services during the course of any child protection investigation.

Protection Case Conferences and Core Group Meetings:

• Where possible, a member of staff who knows the child best, such as a class teacher will be nominated to attend

• Those attending Child Protection Conferences or Core Group Meetings should have received training in this area.


• Monitoring will be carried out by the relevant staff member in conjunction with the designated teacher

• All information will be recorded prior to each conference and core group meeting

• This record will be kept on the pupil’s file and copies made available to all conferences and core group meetings

• The Designated Safeguarding Lead will notify the allocated Social Worker if the child is removed from the school roll, excluded for any period of time or goes missing.

9. Recording and storing information

The Designated Safeguarding Lead is responsible for ensuring that records are accurate, up to date and that

recording is of a high standard.

The following should be recorded:

• What action was taken to refer on concerns or manage risk within school

• Whether any follow-up action was taken; how and why decisions were made

• Any incidents, disclosures or signs of neglect or abuse should be fully recorded with dates, times and locations. Records should also include a note of what action was taken

• The monitoring/incident form must be completed

• Where a child who is subject to a protection plan transfers to another school, the Designated

Safeguarding Lead is responsible for ensuring that copies of all relevant records are passed to the Designated Safeguarding Lead teacher at the new school; face to face meetings for school handover of the child’s information is recommended

• Child protection records will only be kept until the child reaches 25 years old, at which point they will be destroyed, confidentially and securely. This length of retention and disposal complies with both the Data Protection (Jersey) Law 2018 and the Data Protection Authority (Jersey) Law 2018

• The Designated Safeguarding Lead is responsible for keeping central records of child protection and welfare concerns which should be recorded.

Confidentiality and information sharing

All information obtained by Polish School staff about a pupil and their family is confidential and

can only be shared with other professionals and agencies with the family’s consent. School should obtain written informed consent from parents/carers, which should be signed and dated in order to share information.

However, the child’s welfare is paramount and School needs to make a professional judgement in circumstances where children are at risk from harm, or likely to be. Where it is in the vital interests of the child, information can be shared with relevant authorities. For example, Health and Social Services (HSS),Police, School Nurses, Health Visitors in line with The Data Protection (Jersey) Law 2018 and the Data Protection Authority (Jersey) Law 2018

Where a child is at risk of suffering significant harm, School has a duty to share this information with Children’s Services, Police and other agencies and make appropriate referrals. Equally, where a child is subject to a child protection investigation, School will share any information about the child requested by the Social Worker.

Parental consent to making a child protection referral should be sought but if withheld, the referral must still be made and parents made aware of this. Before taking this step, School should consider the proportionality of disclosure against non-disclosure; is the duty of confidentiality overridden by the need to safeguard the child

Sharing information about child protection disclosures or concerns may also interfere with a criminal investigation or cause undue delay in taking action to protect the child.

In the event that a child makes a disclosure of neglect or abuse, staff cannot guarantee them confidentiality,but must explain why they have to pass the information on, to whom and what will happen as a result.

Parents should also be made aware of School’s duty to share information.

Staff should discuss any concerns or difficulties around confidentiality or information sharing with the Designated Safeguarding Lead or seek advice from Children and Family Hub Decision-maker or CYPES Head of Governance (Shirley Dimaro).

10.Acrimonious parental relationships – Parental Responsibility (PR) disputes

Caution should always be taken where the welfare of a child is of concern and their welfare will always take priority.

Parental Responsibility describes the overarching rights and responsibilities for a child under the Children Law 2002. You don’t have to have PR to make everyday decisions but does give rights over important issues such as which school a child attends, medical treatment, and who has sight of personal information about a child. 

It is important to establish who has parental responsibility (PR) for each child at the outset, as only those with PR will have the right to access personal information regarding that child. Therefore, establishing PR early onwill avoid difficulties later. PR can usually be established by looking at the birth certificate. (N.B. Jersey Law in this area is currently different from most other countries!)

A mother always has PR (unless it has been removed by a court). In the UK, Europe and most other countries,a father has PR if he is named on the birth certificate. If the child was born in Jersey however, a father only has PR if he is named on the birth certificate AND was married to the mother at the time of birth OR has subsequently married her OR has had PR subsequently given to him by a court. Sometimes a third party (such as a grandparent) may have been given PR by the court.

Schools should not accept what one parent says about PR without documentary evidence. If a parent registers a child for school and does not disclose details of the other parent, the school should ask for the birth certificate to confirm. If a parent states that the other parent is deceased or not contactable, they should put this in writing to the school.

What if parental responsibility is in dispute?

If a case is going through court, then the position is as it was prior to going through court. If a school is unsure as to who can collect a child or have contact while a case is going on, ask for a copy of the legal documents from the parents.

(Taken from – Department of Education – Data Protection Policy – released Sept 2018)

Polish Saturday Schools obligation is for the education and welfare of the child. Schools should be guided by the Jersey Family Court Advisory Service (JFCAS).

Any difficulties that arise between parents with parental responsibility (PR) should be managed by JFCAS and the Family Court. Schools and staff should be careful not to become involved in custody disputes.

If either parent or their respective lawyers request a member of staff to either write a statement or appear in court on their behalf they should seek advice from Head of Governance at the CYPES Department. It would not be appropriate to become involved in custody disputes.

If the Head teacher becomes aware of problems between parents, it is good practice that a meeting with both parents takes place to try and resolve any difficulties that may negatively impact on their child.

However, it is important to ensure that these conversations remain around the child’s educational needs and welfare, and that you are not drawn into custody or divorce disputes, which are beyond the School’s remit.

Court Orders will inform contact arrangements, which can include the collection of children from school. It may be necessary to ask for a copy of relevant Court Orders which can be included in the child’s file. Court Orders regarding collection must be adhered to until and unless they are changed.

In the absence of a Court Order when there is a disagreement about who can collect the child, an ‘adult conversation’ with parents should take place about who collects the child with a signed agreement between both parents and the Head teacher.

If no resolution can be reached, the parents should be directed to seek legal advice. If the Head teacher does make the judgment that a parent is not in an appropriate condition to release the child, then they can refuse to do so. However, this would be the case regardless of whether or not there was a Court Order in place and is a safeguarding matter. In this situation, advice must be sought immediately from Children or Families Hub or the States of Jersey Police, Public Protection Unit (PPU).

In the event that the Head teacher or school staff suspect there may be a problem, or either parent has made a threat, this should be flagged as early as possible; advice from the DSO, Social Worker (if there is one) or the PPU should be sought.

Where the Head Teacher has grounds to believe a child may be at risk of harm by a breach of the peace or that a crime may be committed, they must contact the police immediately.

8. Safeguarding Vulnerable Children

Children with SEN

Research has shown that disabled children are more vulnerable to abuse than non- disabled children and safeguarding children’s welfare is everybody’s responsibility. Therefore, awareness amongst professionals about safeguarding disabled children and what constitutes best practice, is essential;

• They may have speech, language and communication needs which may make it difficult for them to tell adults what is happening

• Many disabled children are at an increased likelihood of being socially isolated with fewer outside contacts than non-disabled children

• They often do not have access to someone they can trust to disclose that they have been abused

• They are especially vulnerable to bullying and intimidation

• Their dependency on parents and carers for practical assistance in daily living, including intimate personal care, increases their risk of exposure to abusive behaviour

• They have an impaired capacity to resist or avoid abuse.

Assessments for some children with special educational needs may require a Record of Need (RoN) to ensure they receive the additional support and resources to meet their educational needs. Where children have  physical and/or medical needs, other individual assessments will be completed by paediatricians, nurses, and therapists and a Care Plan will be implemented.

Where a child has several assessments, it is important that these are coordinated so that the child does not become lost between the different agencies involved and their different procedures. Therefore, multidisciplinary assessments and reviews should be coordinated by the most appropriate qualified practitioner.

Children living with domestic violence

The impact of domestic violence (DV) or domestic abuse (DA) on children should not be underestimated.

Domestic violence can lead to both physical and psychological signs and symptoms in the victim. Substance misuse is also more common in the person enduring domestic violence than in the general adult population.

The abuse of alcohol, prescription drugs, and illicit drugs may happen as a result of the violent relationship rather than being the cause of the violence.

Research shows that experiencing domestic abuse can have negative effects on children, whether they are physically abused themselves, witness the abuse of another person or experience abuse within their own relationships.

Children and young people living with parental domestic violence/abuse are at risk of significant emotional harm and possible physical harm. Young people can also be involved in a violent relationship themselves.

Polish Saturday School  School staff should refer children/young people to Children and Family Hub if they believe that a child/ren are being affected by domestic violence. School staff can also support and refer victims of DA to the Independent Domestic Violence Advisor (IDVA). IDVAs provide confidential emotional support and practical guidance for victims in order to reduce risk and help them to identify solutions in order that they may leave their abusive relationship.

Although an independent service, IDVAs work closely in partnership with the States of Jersey Police Public Protection Unit (PPU). PPU are responsible for convening and chairing Multi-Agency Risk Assessment Conferences (MARAC) for high-risk DA cases.

Prior to attendance at a MARAC, the DSO will contact School about children and young people to obtain information about how the child is presenting at school, and whether any concerns have been raised or problems identified in school. 

Young carers

Young carers are children who frequently take on responsibility for looking after parents or younger siblings,carrying out household tasks such as cleaning and cooking beyond what would normally be expected of a childof their age. This may be due to parental disability or ill health. Being a young carer can severely restrict a child’s life and can lead to poor educational outcomes and social isolation.

If schools have concerns about a pupil they believe to be a young carer, they can contact  for advice and can refer the pupil on for services and support.

Trafficked children

Some children may have been illegally brought into Jersey for the purposes of commercial gain, for example as domestic servants or forced labour or child sexual exploitation (CSE).

They will be heavily controlled by their exploiters and likely to be moved frequently in order to avoid detection by the authorities. Parents or adult carers arriving with children may also be vulnerable and under exploitative control.

To avoid suspicion, traffickers may enrol a child on entry to Jersey posing as a family member, but remove the child from school shortly after. School needs to be aware of any child who suddenly “disappears” off the school roll with no prior explanation, or applications for a place at the school for several unrelated children from the same address. Any concerns about a child or young person should be reported to the Designated Safeguarding. Contact with Children and Familie Hub Senior Practitioner will be made about how best to proceed with an enquiry.

Child Sexual Exploitation (CSE)

Child sexual exploitation is a form of child sexual abuse, being broader in definition, involving manipulation and/or coercion of children and young people under the age of 18 into sexual activity in exchange for money,gifts, accommodation, affection, or status. Both girls and boys, and young women or young men can be victims of CSE. The young person often does not recognise the coercive nature of the relationship and does not see themselves as victims of exploitation.

Particular vulnerable groups include children and young people who go missing from school or who have disengaged from education altogether, those with a history of running away or going missing from home and those with special needs. Young people who abuse alcohol or drugs and/or are involved with gangs are also at greater risk. CSE is often a well organised crime, which can involve violence and trafficking.

School has a key role in educating children and young people about the dangers and importance of keeping themselves safe.

Children at risk of female genital mutilation (FGM)

FGM is a cultural practice that involves a procedure to remove part or all of a young girl’s female genital organs. UK law regards FGM as violence against women and girls and forbids the practice in the UK. This includes the transporting of a woman or girl to another country for the purpose of carrying out the procedure.

The practice of FGM can be found mainly amongst communities from sub-Saharan Africa, but can also be performed in communities from the Middle East and Asia. The procedure can be carried out at any age from birth onwards, with the average age tending to be between 10 to 12 years.

The practice can have negative health consequences for the girl both in the short and long term. The mutilation or ‘cutting’ can, and does continue into adulthood affecting their quality of life emotionally,psychologically, physically and sexually.

Schools need to be aware of girls who are at risk of FGM or have been abused through FGM.

For those at risk, schools should be aware of family plans to take the girl out of Jersey for a prolonged period.

If there is good reason to suspect that the child may be about to have the procedure, schools should contact the DSL or Children and Families Hub Senior Practitioner without notifying parents.

For girls who have already had the procedure, schools should be aware of girls returning from a long period abroad and any noticeable changes in behaviour or health difficulties related to this. If School has any concerns they should contact the DSO or Senior Practitioner in Children and Families Hub immediately, especially if the girl has younger female siblings.

Pupils who are vulnerable to Extremism

Since 2010, when the UK Government published the Prevent Strategy, there has been an awareness of the specific need to safeguard children, young people and families from violent extremism. There have been several occasions both locally and nationally in which extremist groups have attempted to radicalise vulnerable children and young people to hold extreme views including views justifying political, religious, sexist or racist violence, or to steer them into a rigid and narrow ideology that is intolerant of diversity and leaves them vulnerable to future radicalisation.

Polish Saturday School values freedom of speech and the expression of beliefs / ideology as fundamental rights underpinning our society’s values. Both pupils and teachers have the right to speak freely and voice their opinions. However, freedom comes with responsibility and free speech that is designed to manipulate the vulnerable or that leads to violence and harm of others goes against the moral principles in which freedom of speech is valued. Free speech is not an unqualified privilege; it is subject to laws and policies governing equality, human rights, community safety and community cohesion.

The current threat from terrorism in the United Kingdom may include the exploitation of vulnerable people,to involve them in terrorism or in activity in support of terrorism. The normalisation of extreme views may also make children and young people vulnerable to future manipulation and exploitation. Polish Saturday School is clear that this exploitation and radicalisation should be viewed as a safeguarding concern.

When any member of staff has concerns that a pupil may be at risk of radicalisation or involvement in terrorism, they should speak with the Designated Safeguarding Lead. 

Privately fostered children

A privately fostered child is a child aged up to 16 years who is cared for by someone who is not a parent or close family member such as a grandparent, aunt, uncle or sibling, who does not have parental responsibility, and where the care arrangement will last more than 28 days. Private fostering is a private arrangement between parents and carers and normally happens where parents are working or studying away or a child is sent to Jersey to live with family or friends or distant relatives. In general, privately fostered children are well cared for but some arrangements may be a cover for trafficking.

School should contact the Chidren and Families Hub team to notify them of any private fostering arrangements that come to their notice. The Children’s Service has a duty to visit a privately fostered child in order to safeguard their welfare. Any concerns or questions can be discussed with the Children and Family Hub decision-maker/Senior Practitioner

11. Working with aggressive and violent parents

It is not unusual for parents who are, or become involved with, Children’s Services to become defensive,frustrated, angry or hostile; this is a very common reaction as parents are fearful of their children being removed from their care and from the level of stress that Social Worker intervention is likely to cause to their family. Such a reaction may be reflected in a mistrust of other agencies working with the child. Parents can also experience feelings of guilt and failure, which can manifest in aggressive communication or threats.

The CYEPS Department is aware of the impact of parental hostility on schools and takes the matter very seriously. Any threats against a member of staff must be examined in order to ensure the safety of them and the whole School. Aggressive or violent parents may provide an important indication of risk to the child.

Therefore, where School is working with families who are known to Children’s Service and there are concerns about the behaviour of parents towards members of School staff, this must be shared with the DSL or Children and Famiy Hub.

In the event that a parent/adult poses an immediate threat or verbally threatens the Head

Teacher or other members of School staff, the Police should be called immediately.

12.Safer Recruitment:

We require all adults employed in school and all regular volunteer helpers to undertake a police record check in order to ensure that there is no evidence of offences involving children or abuse.

13.Allegations Against Staff/volunteers within school:

If you have concerns about a member of staff or volunteer, or an allegation is made about a member of staff or volunteer posing a risk of harm to children, speak to the headteacher. If the concerns/allegations are about the headteacher, speak to Designated Safeguarding Officer (DSO), Shirley Dimaro: 449477.


All adults in the school receive training to raise their awareness of abuse and their knowledge of agreed local child protection procedures.

15.Monitoring and Review:

The Leadership Team is responsible for the annual review and monitoring of practice and policy to ensure that it is consistent with CYPES Guidelines and Jersey legislation.