Safeguarding the welfare of children and young people 5

Possible signs and symptoms, indicators and behaviours that may cause concern in the context of safeguarding

According to statistics children are more likely to be abused by people who are close to them and who they know well than by strangers. Abuse can happen in families of any social or cultural background and does not depend on the child’s age either. Abusive relationship in a family is not an isolated incident but a process; therefore school staff has to look out for any drastic changes in a pupil’s behaviour that can be a sign of abuse at home.

There are four main forms of abuse whose signs a TA has to be able to recognise and take necessary action. Physical abuse is a knowingly not prevented or non-accidental injury that can include cuts, scratches, bite marks, fractures, burns, bruises in places and forms unlikely to be caused by an accident. Injuries from accidents are infrequent and likely to appear on the limbs. Non-accidental injuries, on the other hand, are frequent, patterned, and appear in an unusual place, like skull, eyes, nose, face, ears, mouth, neck, shoulders, chest, genitals, thighs, legs. If a TA notices injuries like these, they first have to ask the child how they received them. If the signs show a disturbing frequency, it is advisable to make a record of them to find out if they show any pattern and if abuse can be suspected.

Emotional abuse in the family can happen through verbal attacks, humiliation, isolation, rejection or over-protectiveness, or inconsistency in the adults’ behaviour. Signs of emotional abuse include: aggression, unresponsiveness, communication problems, lethargy, stunted growth, failure to thrive, wetting or soiling themselves, poor self-esteem, rocking back and forth, or withdrawal from social activities. Just like as signs of physical behaviour, an isolated appearance of one or two of these signs is not necessarily a reason to be worried. But the TA has to be aware if a child is showing one or some of these signs repeatedly over a period of time and consider if they are caused by emotional abuse.

Sexual abuse is the exploitation of children in sexual activities to meet the sexual demands of an adult and can be indicated by a number of different types of sings, for example, bruising on the chest, inner thighs and buttock of the child, genital injuries, urinary-tract infections, frequent headaches and stomach aches, stained underclothes, bed wetting, and eating disorders. A TA should be alerted if they experience any of the above on a regular basis or any sudden changes of behaviour. Potential indicators of sexual abuse can be flirtatious behaviour, running away from home, referring to secrets that cannot be told, fear of a certain person, feeling of worthlessness, anxiety, or inappropriate sexual knowledge for the child’s age.

Finally neglect is a type of abuse when the child’s basic needs are not met and their rights to be fed, kept warm, loved and given medical attention are breached. Signs of neglect are low weight, large appetite, dirtiness, smelliness, inappropriate clothing, e.g., sandals in winter. Some of these signs do not necessarily mean neglect, because some children develop slower than the others, but if their development if affected by the lack of care from the parents, the TA has to take action. A neglected child can be recognised by the lack of attention they show for what is happening around them and by the parents’ lack of interest in their own child.

Since the TA is spending a lot of time with the children they will get the pupils know very well and have to notice any sudden or unexpected changes of behaviour or any physical injuries. Behaviour problems can be caused by harmless changes in the family (e.g., new baby is born), and injuries can be caused by simple accidents. But if the child is often upset and the signs are coming back repeatedly, the TA has to consider taking action against potential child abuse. (Teaching Assistant, 2012)

Actions to take if a child or young person alleges harm or abuse in line with policies and procedures

While working in a close relationship with the pupils the TA has to be able to recognise any potential signs of child abuse. On the other hand, if child approaches the TA with complaints about any form of abuse in their home, the TA should stay calm and keep their emotions under control. It is essential that the child is comforted and sees that their problems are taken seriously. The pupil has to understand that it is not their fault what is happening to them and the appropriate action will be taken to help them. If they are ready to talk about it, the TA is there to listen to them and can be trusted, but also the child has to be informed that the issue cannot be kept in secret; certain people have to informed in order to make the necessary steps.

They can seek advice in the school policy or procedures for suspected child abuse.  It is a legal requirement for the school to have a policy of potential child abuse that is checked with Social Services staff and compatible with local authority systems. There also has to be a specialist member of staff who has the necessary training to deal with such cases. The first step for the TA, however, is to contact their supervisor and make notes about what pupil said, without changing any details or interpreting anything. Senior members of staff are responsible for carrying out the procedures laid down by Area Child Protection Committee. The ACPC has managers in each area to deal with children and their families. ACPC issue procedures about what should be done in case of suspected child abuse, ensure that national policies and procedures relating to child protection are carried out, and all relevant agencies work together for protection of children. (Teaching Assistant, 2012)

Rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged

It is essential for school staff to identify concerns as soon as possible to get help. Cases of suspected child abuse have to be reported to the local authority and it is the responsibility of the Social Service Department to carry out the investigation.

The process starts with a Consultation which involves discussion and advice on concerns. Then a Referral, formal request on behalf of child, is handed in. During the Initial Assessment all records and files are checked to find out if the child needs protection. There is also a consultation with the family but only if it does not expose the child to further risk of abuse. It is essential during this process that all individuals are treated with respect in accordance with their basic human rights. Parents who are being suspected to be abusive cannot be treated as guilty until it is proved by a legal procedure.

A Strategy Discussion involves professionals from the Social Services Agency making a decision and planning further action. Child Protection Enquiry is the investigation carried out by Social Services and police to assess the need of child protection. Following the investigation a Child Protection Conference, multi-agency meeting takes place to decide whether any action is necessary, and whether to put the child’s name on the child protection register. The result of the conference is the Child Protection Plan that outlines how to keep the child safe and reduce or remove any risks of further abuse. A series of regular follow-up meetings is necessary to assess progress, review needs, and de-registration if child’s safe. (Teaching Assistant, 2012)

Throughout this process teaching staff strictly has to follow the school policy, investigate through the correct channels, document all outcomes and maintain absolute confidentiality.

Reference list

Teaching Assistant. Providing Support to Teaching and Learning in Schools. February 2012, edn. 2010/05. UK Open Learning Ltd.