PPT Master - Stockton

Safeguarding Forum

3rd October 2018

Agenda • 9.00 Welcome Linda Russell-Bond

• SLSCB update

• 9.10 Keeping Children Safe in Education – September 2018 Pam Gartland

• 9.40 Serious Safeguarding Review Pam Gartland

• 9.55 Reducing the risk of child criminal exploitation in Stockton Steve Hume

• 10.15 Safeguarding and Chronologies Linda Russell Bond

• 10.30 Break

• 10.45 Mental Health & Well Being Primary ‘Future in Mind’ Rob White

• 11.10 Recognising, reporting and responding to Prejudice Driven Behaviour

Satnam Singh

• 11.30 Children’s Hub Update Jemma Nicholl

Keeping Children Safe in Education –

September 2018 Pam Gartland

3 10/15/2018

Keeping Children Safe in Education -How it fits the business model

• All staff should be aware that safeguarding issues can manifest themselves via peer on

peer abuse. This is most likely to include, but may not be limited to:

• bullying (including cyberbullying); • physical abuse such as hitting, kicking, shaking, biting,

hair pulling, or otherwise causing physical harm; • sexual violence and sexual harassment;

• sexting (also known as youth produced sexual imagery); and • initiation/hazing type

violence and rituals.

• Governing bodies and proprietors should ensure that children are taught about

safeguarding, including online safety. Schools should consider this as part of providing a

broad and balanced curriculum.

• This may include covering relevant issues through Relationships Education and

Relationships and Sex Education (also known as Sex and Relationship Education), tutorials

(in colleges) and/or where delivered, through Personal, Social, Health and Economic

(PSHE) education.

• Whilst it is essential that governing bodies and proprietors ensure that appropriate filters

and monitoring systems are in place, they should be careful that “over blocking” does not

lead to unreasonable restrictions as to what children can be taught with regard to online

teaching and safeguarding.

Key changes to the guidance:

Part 1 and 2• More explicit information around early help and thresholds of intervention.

• Identity and extended role of the DSL.

• DSL hold the fullest picture of the child’s life.

• Deputy DSL role to be explicit in job description.

• More detail around specific safeguarding issues and vulnerabilities inclusive of peer on

peer abuse, sexual violence and harassment (Part 5), sexting, bullying/cyberbullying,

physical abuse and initiations/hazing, children and the court system, children missing

from education, children with family in prison, child sexual exploitation, county lines,

domestic abuse and homelessness, so called honour based violence, preventing

radicalisation and private fostering (annex A)

• Contextual safeguarding.

• Use of the curriculum to safeguard through RE and SRE.

• Looked After and Previously Looked After Children.

• The use of reasonable force and behaviour .

• Children with SEN and disability.

• Online Safety.

Key changes to the guidance:

Part 3 and 4

• More details on vetting checks inclusive of prohibitions, directions, sanctions and

restrictions.

• More details on enhanced DBS certificate checks - Paragraph 131 ‘provided children's

workforce independent school’ is specified 128 included in barred list checks.

• TRA recommended contact with regards to recruiting - Maintained Governors – Section

128 direction (disqualifies a person holding or continuing to hold office as a maintained

Governor). School Governance Regulations 2014 (Pg 34, footnote 52).

• Single Central Record – clarity on minimum statutory requirements but freedom to record

other information schools deem relevant. Requirements for Multi Academy Trusts.

• Checks on alternative provisions.

• Private fostering notifications.

• Return of ‘unfounded’ to allegation outcomes - where no evidence or proper basis which

supports the allegation is found (Pg 52, paragraph 193).

Key Changes to the guidance:

Part 5

• Guidance on child on child sexual violence and sexual harassment

in school and the management of reports, regarding any specific

incidents.

• Part of Peer on Peer Abuse - documented in your Peer on Peer

Abuse Policy that can be part of your Child Protection Policy.

• Advice on risk assessments and required actions taken to ensure

positive outcomes for children.

**If possible managing reports with two staff present preferably DSL in

this case (pg 64, paragraph 247)

Sexual violence and sexual harassment between

children in schools and colleges

May 2018

• Stand alone document to support Peer on Peer Abuse Policy and

part 5 KCSIE.

• https://assets.publishing.service.gov.uk/government/uploads/syst

em/uploads/attachment_data/file/707653/Sexual_Harassment_a

nd_Sexual_Violence_Advice.pdf

Includes:

• Part 1 - What it is - definitions

• Part 2 - What schools and colleges legal responsibilities are.

• Part 3 - Whole school approach to prevention.

• Part 4 - Dealing with incidents/reports .

- Providing continuing support.

Wider Safeguarding Issues

Annex A

• Children and the court system

• Children missing from education

• Children with family members in prison

• Child Sexual Exploitation

• Child Criminal Exploitation - County Lines

• Domestic Abuse

• Homelessness

• So called Honour Based Violence inclusive of FGM, Forced Marriage and Breast Ironing.

• Preventing Radicalisation

Annexes

Annex A - Further Information on specific forms of abuse and

safeguarding.

Annex B - Extension to role of DSL.

Annex C - Online Safety

Annex D - Boarding Schools

Annex E - Host families - Home stay

Annex F - Regulated activity

Annex G - Disclosure and Barring Service checks

Annex H - Table of substantive changes from September 2016

Review of policies/procedures

• Child Protection, Peer on Peer Abuse Policy, Staff Behaviour Policy, Children Missing from

Education. Culture of Vigilance, Whistleblowing, Allegation Management.

• Is the SCR understood and the appropriate level of checks being undertaken?

Governing Body/Board of Directors

• Are we clear on accountability? Checks and balances in place?

DSL/Deputies

• Additional areas of vulnerability to consider and support young people - is it the right

help, right time, to prevent escalation?

• Do staff consider the context of the safeguarding concerns?

• Is CPD for DSL’s compliant?

Statutory CPD

• Effective CPD offered for all staff to understand their contribution to keeping children safe

and the culture of vigilance?

Induction

• Is the identity of the DSL’s embedded? Policies shared, read, understood and effective.

Safe premise

• Filtering, monitoring, appropriate usage, safe place and space - children feel safe on your

site and are listened too.

Curriculum

• Broad and balanced and teaching of transferable skills.

Impact for schools

Working Together to Safeguard Children 2018:

https://www.gov.uk/government/publications/working-together-to-

safeguard-children--2

Information Sharing Advice for Safeguarding Practitioners:

https://www.gov.uk/government/publications/safeguarding-practitioners-

information-sharing-advice

DfE School Census 2018-2019:

https://assets.publishing.service.gov.uk/government/uploads/system/uploa

ds/attachment_data/file/720748/2018-

19_School_Census_Business_and_Technical_Specifications_Version-

v1.1.pdf

DfE Gender Separation in Mixed Schools Non-statutory Guidance:

https://assets.publishing.service.gov.uk/government/uploads/system/uploa

ds/attachment_data/file/719398/Gender-separation-guidance.pdf

Data Protection: A Tool Kit for Schools:

https://www.gov.uk/government/publications/data-protection-toolkit-for-

schools

Updated Documents/Links from DFE May-July

2018

Data Protection Act 2018:

https://www.gov.uk/data-protection

Guide to the General Data Protection Regulation (GDPR):

https://ico.org.uk/for-organisations/guide-to-the-general-data-

protection-regulation-gdpr/

DfE Sexual Violence & Sexual Harassment Between Children in

Schools & Colleges:

https://www.gov.uk/government/publications/sexual-violence-and-

sexual-harassment-between-children-in-schools-and-colleges

KCSIE 2018https://assets.publishing.service.gov.uk/government/uploads/system/upload

s/attachment_data/file/707761/Keeping_Children_Safe_in_Education_-

_September_2018.pdf

Updated Documents/links from DFE

May-September 2018

Disqualification by association:

statutory guidance• The Department for Education (DfE) has published revised statutory guidance for

schools and local authorities in England, relating to disqualification under the

Childcare Act 2006 which came into force on 31 August 2018.

• The guidance removes disqualification by association for individuals working in

childcare in non-domestic settings (e.g. schools and nurseries). Impact -

schools should not be asking questions about whether household members are

disqualified

• Disqualification under the Childcare Act still applies to those whose role brings

them within the scope of the Act and must be continue to be evidenced as part

of safer recruitment and can be included on the SCR KCSIE 2018. The scope will

include those working with 5 and under or under 8 outside of the school day

and those in management

Further information: Disqualification under the Childcare Act 2006: statutory guidance

Disqualification under the Childcare Act 2006: statutory guidance for local authorities and

schools: tables and annexes (PDF)

Serious Safeguarding Review

Pam Gartland

15 10/15/2018

Background

• In 2010, mother moved from Democratic Republic of Congo to England.

• Established relationship with Chadrack’s father in 2011, ended before he was born in 2012.

• Mother had received no antenatal care before Chadrack’s birth in January 2012 and had a diagnosis of epilepsy (not receiving any support or taking medication).

• Children’s Services referral led to support from Congolese support worker from a charity.

• Housing issues led to permanent residence.

Background

• November 2014, Chadrack started nursery and June 2015

formally diagnosed with Autism and EHCP started.

• September 2016, third move to specialist school placement.

• Early October 2016, mother died at home unexpectedly.

Chadrack did not know how to call for help or feed himself

and died a fortnight later.

• He was found at home with his arms around his mother’s

body.

• School attempted attendance procedures including, calls and

visits to the home (flat accommodation meant no entry

gained.

Background

• Contact was made with attendance officer,

social care and finally the police on 17th

October (by mother’s cousin who had had

no contact for three weeks).

• Early hours of 18th October, Police gained

entry into the family home.

• In February 2017, a Multi Agency Review

was requested.

Concerns

• Mother’s diagnosis of epilepsy-no treatment or medication and

advice to attend another GP appointment with an interpreter.

• Medical records were not passed to the new GP practice.

• Chadrack had a number of health issues, a later diagnosis of

autism, difficulties with communication, social interaction and play.

He was non verbal.

• School were not aware of mother’s diagnosis of epilepsy and any

impact this may have had for Chadrack or previous Social Care

involvement.

• Mother was the only contact on school records for Chadrack.

• The family home was difficult to access-calling the flat with no

response meant no entry into the building.

Recommendations

• Improvement from Health in sharing medical records and improving

good practice.

• Schools to encourage parents to share important information at

admission. Greater communication across partner agencies.

• Understanding the wider contexts in which people live.

• Improvement in statutory and non statutory guidance around action

taken for attendance including pre-school children and need for

more than one contact and safeguarding to be the focus of any

action taken (evidenced in KCSIE, 2018).

• Access to key housing contacts in the event of lack of entry into

buildings/accommodation.

• Consideration that in the event of emergency police must be

contacted.

Key learning for schools

• Gaining an understanding of the wider contexts families live

in.

• Ensuring emergency contact details for families at least 2

contacts per child.

• Robust attendance and missing children procedures, seeking

advice at every stage and making records.

• Using admission/induction for children to gain clarity on family

circumstances.

• Working together with other agencies and focusing on the

safeguarding and welfare of the child at the heart of

everything.

Reducing the risk of child criminal exploitation

in Stockton

Steve Hume

[email protected]

01642 527610

22 10/15/2018

Addressing the risk of criminal

exploitation in Stockton

• A County line refers to criminal exploitation of children and young people by gangs and organised networks

• Mainly drugs

• 700 county lines active nationally in 2017, this has increased to 1,500

• 46,000 children involved in gang activity in England

• Violence figures have increased concurrently

• Increase in male on male homicide

• 98% of young people involved in violence have suffered or witnessed domestic abuse

County Lines – National context

• Gangs deliberately target vulnerable young people

• Homeless, living in care, not in regular education, chaotic lifestyles

• Poverty and feelings of isolation key drivers

• Transition from Primary to Secondary education a key vulnerability

• Gangs known to actively target Pupil Referral Units

• Risk for both young males and females

• Perpetrator or victim??

How are young people exploited?

• We have vulnerable young people who are being exploited

• Little or no evidence of county lines activity, there is a need to refine our intelligence

• Rapid expansion of county lines suggests it’s a case of ‘when’ rather than ‘if’

• More work needed on understanding risk, particularly with young males

• Need for a better understanding of trafficking and modern day slavery legislation

• Are we sharing the correct information?

Do we have an issue in Stockton?

• Well established processes such as VEMT groups, Problem Solving Panels, Joint Action Groups, Community Safety Partnerships

• Collection of missing from home data

• Development of the Early Help model

• Youth provision

• Work in schools

• Are we sharing the correct information?

What do we have in place?

• Are these arrangements fit for purpose?

• Can we better identify and address wider vulnerability

• More work needed on understanding risk, particularly with young males

• How can we better map information to identify and address risks?

What do we have in place?

• Intelligence model for County Lines continues to be developed

• New national co-ordination centre established by the NCA in Birmingham

• New regional co-ordinator in post for North East

• Work within Stockton Borough Council to review intelligence models and develop new risk assessment process

• Need to review wider approaches to managing vulnerability

• How do we best engage young people in this agenda?

• Bid submitted to Home Office ‘Early Intervention Fund’ with a focus on tackling youth violence

Next steps

Safeguarding and Chronologies

Linda Russell Bond

30 10/15/2018

Break

31 10/15/2018

Health & Well Being

‘Future in Mind’

Rob White

32 10/15/2018

Primary Schools

• Asked for expressions of interest from primary schools (to include nominated school champion lead) – 36 schools signed up to the project.

• Stockton focused project but we continue to work with external colleagues on project delivery including Hartlepool Education Psychology Team , TEWV NHS FT; Alliance Psychological Services and others.

• Timetable 2018/19 being implemented

• Agreed on a Health Related Questionnaire –KIDSCREEN-52. Now tested, with over 1100 pupils completing survey

Delivered training for primary schools

Kidscreen-52

• Evidence based health related survey/questionnaire

• Relevant from age range 8-18

• Data collection from 31 schools; collected by cluster, age group and gender

• Questions around such areas as physical health, emotional health, relationships, general mood; about themselves; free time; family & home life

Kidscreen52 Data – Age, Gender & Cluster

Kidscreen52 Data – Medical Conditions

Kidscreen-52 Physical activities & health

Kidscreen-52 Physical activities & health

Feelings

CLUSTERExtremely

& VeryModerately

Slightly

& Not At

All

Extremely

& VeryModerately

Slightly

& Not At

All

Extremely

& VeryModerately

Slightly

& Not At

All

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Billingham 79.75% 13.92% 6.33% 89.24% 7.59% 2.85% 78.16% 15.19% 6.33% 68.67% 23.10% 8.23% 74.37% 16.14% 8.86% 81.01% 13.61% 4.43%

Central 76.50% 13.25% 10.26% 86.75% 8.97% 4.27% 78.21% 11.54% 10.26% 66.24% 26.92% 6.84% 67.52% 24.79% 7.69% 82.48% 12.82% 4.27%

North 81.91% 9.55% 7.04% 89.95% 4.52% 5.53% 77.89% 12.56% 9.05% 62.81% 29.15% 8.04% 71.86% 17.09% 10.55% 81.91% 14.07% 3.52%

South 1 75.32% 15.58% 9.09% 88.31% 7.79% 3.90% 73.38% 15.58% 9.74% 66.88% 25.97% 7.14% 70.78% 22.73% 6.49% 80.52% 12.34% 7.14%

South 2 72.25% 18.32% 8.90% 86.81% 5.49% 7.69% 76.92% 12.09% 10.99% 72.25% 20.94% 6.81% 69.11% 23.04% 7.85% 83.77% 9.95% 6.28%

Region Aver age 77.37% 13.96% 8.12% 80.20% 6.48% 3.92% 70.07% 12.32% 7.94% 67.34% 25.00% 7.48% 70.89% 20.26% 8.39% 81.75% 12.68% 4.93%

Feelings

Have you had fun?Has your life been

enjoyable?

Have you felt pleased

that you are alive?

Have you felt satisfied

with your life?

Have you been in a

good mood?

Have you felt

cheerful?

General Mood

CLUSTER

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Billingham 8.86% 18.67% 72.15% 10.44% 19.30% 69.94% 10.44% 12.34% 77.22% 7.91% 9.49% 82.28% 8.23% 19.62% 72.15% 7.28% 13.29% 79.11% 10.44% 16.77% 72.78%

Central 14.53% 19.23% 66.24% 11.54% 22.65% 65.81% 14.53% 13.25% 72.22% 11.54% 12.82% 75.64% 14.96% 23.50% 61.54% 13.25% 11.97% 74.79% 18.38% 20.94% 60.68%

North 9.55% 15.58% 73.87% 13.57% 18.59% 67.84% 11.56% 11.06% 76.88% 8.04% 11.06% 79.40% 16.58% 20.10% 61.81% 12.06% 9.05% 77.89% 19.10% 12.06% 68.34%

South 1 7.79% 15.58% 75.97% 10.39% 15.58% 73.38% 7.79% 5.84% 86.36% 9.74% 9.74% 79.22% 9.09% 13.64% 77.27% 7.79% 9.74% 81.82% 14.29% 16.23% 67.53%

South 2 13.19% 9.89% 76.92% 9.95% 14.14% 74.87% 10.99% 10.99% 78.02% 17.58% 9.89% 72.53% 14.66% 13.09% 71.20% 10.47% 12.57% 75.92% 15.71% 11.52% 71.73%

Region Aver age 9.58% 15.33% 65.42% 11.13% 18.43% 69.89% 10.22% 10.13% 70.26% 9.03% 9.67% 71.44% 12.41% 18.52% 68.43% 10.04% 11.59% 77.65% 15.15% 15.78% 68.34%

General Mood

Have you felt that

everything in your life

goes wrong?

Have you felt fed up?Have you felt under

pressure?Have you felt lonely?

Have you felt that you

do everything badly?Have you felt sad?

Have you felt so bad

that you didn’t want

to do anything?

About yourself

CLUSTER

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Billingham 75.32% 12.34% 12.34% 84.49% 23.73% 6.01% 17.72% 12.03% 69.62% 8.23% 5.06% 86.71% 15.51% 9.49% 73.73%

Central 74.36% 16.67% 8.55% 85.04% 21.37% 4.70% 14.10% 17.09% 67.95% 11.97% 6.84% 80.77% 14.96% 9.83% 73.50%

North 79.40% 11.56% 9.05% 86.43% 18.09% 6.53% 16.08% 11.56% 72.36% 6.03% 5.03% 88.44% 18.59% 9.05% 71.86%

South 1 80.52% 9.09% 10.39% 79.22% 20.13% 6.49% 14.29% 11.04% 73.38% 6.49% 7.79% 85.06% 13.33% 13.33% 73.33%

South 2 74.35% 13.61% 12.04% 82.20% 25.65% 6.28% 16.48% 10.99% 72.53% 7.33% 5.24% 85.34% 17.58% 4.40% 78.02%

Region Aver age 76.28% 12.86% 10.58% 83.67% 21.99% 5.93% 14.42% 11.68% 64.05% 8.21% 5.84% 85.13% 13.96% 8.30% 64.51%

About Yourself

Have you been happy

with the way you are?

Have you been happy

with your clothes?

Have you been

worried about the

way you look?

Have you felt jealous

of the way other girls

and boys look?

Would you like to

change something

about your body?

Free Time

CLUSTER

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Billingham 57.59% 23.42% 18.99% 61.71% 22.78% 15.51% 81.01% 12.97% 5.70% 68.04% 16.46% 15.51% 67.41% 20.57% 11.71%

Central 55.98% 19.23% 24.36% 60.68% 22.22% 16.24% 74.36% 14.53% 10.68% 64.96% 14.96% 19.66% 67.52% 19.23% 12.82%

North 67.34% 16.58% 15.58% 62.31% 19.10% 16.58% 81.41% 11.06% 7.04% 67.34% 15.58% 16.08% 72.86% 15.08% 11.56%

South 1 55.19% 24.68% 19.48% 61.69% 18.18% 20.13% 75.97% 17.53% 5.84% 62.34% 17.53% 20.13% 64.94% 23.38% 11.69%

South 2 59.69% 19.90% 19.37% 59.16% 24.08% 14.66% 80.63% 10.99% 7.33% 59.16% 20.42% 18.85% 68.59% 18.85% 12.04%

Region Aver age 58.94% 20.80% 19.62% 61.04% 21.53% 16.33% 78.74% 13.23% 7.30% 64.78% 16.79% 17.70% 68.16% 19.34% 11.95%

Free Time

Have you had

enough time to meet

friends?

Have you been able

to choose what to do

in your free time?

Have you had

enough time for

yourself?

Have you been able

to do the things that

you want to do in

your free time?

Have you had

enough opportunity

to be outside?

Family & home life

CLUSTERExtremely

& VeryModerately

Slightly

& Not At

All

Extremely

& VeryModerately

Slightly

& Not At

All

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Billingham 82.59% 11.08% 6.01% 91.77% 5.70% 2.22% 84.18% 9.81% 6.01% 72.78% 15.19% 11.71% 87.66% 7.59% 4.75% 82.59% 8.23% 9.18%

Central 74.36% 11.97% 12.39% 85.90% 7.26% 5.98% 77.35% 12.39% 8.97% 66.67% 12.82% 19.23% 75.21% 11.97% 11.11% 73.50% 12.82% 12.39%

North 81.91% 9.05% 8.54% 92.46% 4.02% 2.51% 81.41% 10.55% 7.54% 74.87% 11.56% 11.56% 88.44% 6.53% 4.02% 80.40% 11.06% 6.53%

South 1 74.68% 16.88% 8.44% 87.66% 7.14% 5.19% 80.52% 11.04% 7.79% 68.83% 16.88% 12.34% 80.52% 11.04% 8.44% 79.87% 10.39% 8.44%

South 2 77.49% 13.09% 9.42% 89.01% 6.59% 4.40% 82.72% 12.04% 4.71% 72.77% 16.75% 9.95% 82.72% 10.99% 5.76% 78.53% 12.57% 8.38%

Region Aver age 78.56% 12.04% 8.76% 81.30% 5.47% 3.47% 81.30% 11.04% 6.93% 71.17% 14.51% 13.05% 83.12% 9.40% 6.66% 79.01% 10.77% 9.12%

Family and Home Life

Have you been able

talk to your parent(s)

when you wanted to?

Have your parent(s)

understood you?

Have you felt loved

by your parent(s)?

Have you been happy

at home?

Have your parent(s)

had enough time for

you?

Have your parent(s)

treated you fairly?

Money matters

CLUSTER

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Extremely

& VeryModerately

Slightly

& Not At

All

Billingham 55.70% 15.82% 23.10% 66.46% 14.56% 13.61% 60.44% 17.09% 16.77%

Central 57.26% 18.80% 22.65% 61.97% 17.09% 18.80% 61.11% 17.09% 20.09%

North 60.30% 15.08% 23.62% 66.33% 15.58% 16.08% 63.82% 17.09% 18.59%

South 1 55.19% 18.83% 25.97% 66.88% 16.88% 14.29% 61.04% 22.73% 15.58%

South 2 58.64% 18.32% 23.04% 65.45% 17.28% 15.18% 65.45% 17.28% 15.71%

Region Aver age 57.21% 17.15% 23.45% 65.24% 16.06% 15.51% 62.04% 17.88% 17.43%

Money Matters

Have you had

enough money to do

the same things as

your friends?

Have you had

enough money for

your expenses?

Do you have enough

money to do things

with your friends?

Friends

CLUSTER

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Billingham 78.80% 12.66% 8.54% 66.46% 20.57% 12.34% 87.34% 7.28% 5.38% 83.54% 9.81% 5.70% 60.44% 21.20% 18.04% 78.80% 13.92% 6.65%

Central 72.65% 12.39% 13.25% 63.25% 20.51% 14.96% 85.04% 8.12% 5.56% 80.34% 11.11% 7.26% 59.40% 20.51% 18.80% 73.08% 13.68% 11.54%

North 80.90% 12.56% 6.03% 70.85% 13.57% 14.57% 87.94% 5.03% 6.53% 84.42% 7.54% 6.03% 69.35% 13.07% 16.58% 72.86% 15.58% 10.55%

South 1 79.22% 11.04% 9.09% 72.08% 20.13% 6.49% 88.31% 6.49% 4.55% 77.92% 12.34% 7.14% 68.18% 16.23% 14.94% 72.08% 14.94% 11.69%

South 2 68.59% 21.47% 9.42% 60.21% 20.94% 16.23% 80.10% 10.99% 8.38% 72.77% 14.14% 12.04% 57.59% 18.32% 23.56% 75.39% 10.99% 13.09%

Region Aver age 76.00% 13.87% 9.31% 66.15% 19.25% 13.14% 85.68% 7.57% 6.02% 80.20% 10.77% 7.39% 62.32% 18.34% 18.43% 74.82% 13.78% 10.22%

Friends

Have you been able

to rely on your

friends?

Have you spent time

with your friends?

Have you done things

with other girls and

boys?

Have you had fun

with your friends?

Have you and your

friends helped each

other?

Have you been able

to talk about

everything with your

friends?

School & learning

CLUSTERExtremely

& VeryModerately

Slightly

& Not At

All

Extremely

& VeryModerately

Slightly

& Not At

All

Extremely

& VeryModerately

Slightly

& Not At

All

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Billingham 70.25% 21.20% 8.54% 73.73% 17.09% 9.18% 90.82% 5.70% 3.48% 72.47% 18.99% 7.91% 68.04% 18.67% 12.66% 88.29% 7.59% 3.80%

Central 62.39% 25.21% 11.11% 70.51% 18.80% 9.40% 82.05% 9.40% 7.26% 70.09% 17.52% 10.26% 63.68% 20.09% 14.10% 83.76% 10.26% 3.85%

North 72.36% 14.07% 12.56% 77.39% 9.55% 12.06% 85.93% 7.04% 6.53% 75.38% 14.07% 8.54% 68.34% 14.57% 15.58% 86.43% 5.53% 6.53%

South 1 68.83% 18.83% 11.69% 74.68% 11.69% 12.34% 81.82% 11.04% 5.84% 70.78% 18.83% 9.74% 65.58% 16.88% 16.88% 83.77% 9.74% 5.19%

South 2 62.30% 24.08% 13.09% 70.16% 18.32% 10.99% 81.68% 10.47% 6.28% 71.73% 17.80% 9.42% 61.26% 22.51% 15.71% 84.29% 12.57% 2.62%

Region Aver age 67.24% 20.89% 11.04% 73.08% 15.51% 10.49% 85.04% 8.30% 5.66% 71.99% 17.52% 9.03% 65.51% 18.61% 14.60% 85.49% 8.94% 4.29%

Have you got along

well with your

teachers?

School and Learning

Have you been able

to pay attention?

Have you enjoyed

going to school?

Have you been happy

at school?

Have you got on well

at school?

Have you been

satisfied with your

teachers?

Bullying

CLUSTER

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Always &

Very

Often

Quite

Often

Seldom &

Never

Billingham 11.08% 6.33% 81.33% 9.18% 10.13% 79.75% 8.23% 6.96% 84.18%

Central 11.11% 11.54% 75.21% 13.68% 14.96% 69.23% 9.40% 10.26% 78.21%

North 11.56% 6.53% 79.40% 13.07% 11.06% 74.37% 11.06% 8.04% 79.40%

South 1 10.39% 11.69% 75.97% 9.09% 11.69% 77.92% 5.84% 6.49% 86.36%

South 2 10.99% 8.90% 79.06% 14.14% 13.61% 71.73% 9.42% 8.38% 82.20%

Region Aver age 11.04% 8.67% 78.38% 11.68% 12.14% 74.73% 8.85% 8.03% 81.84%

Bullying

Have you been afraid

of other girls and

boys?

Have other girls and

boys made fun of

you?

Have other girls and

boys bullied you?

Cost of early interventions

Taken from the Children’s Commissioner report (2017):

£5.08 per student; the cost of delivering an emotional resilience

Programme in schools

£229 per child - the cost of delivering six counselling sessions or group CBT sessions in a school.

£2,338 – the average cost of a referral to a community CAMHS service.

£61,000 – the average cost of an admission to an in-patient CAMHS unit.

Education, education mental health

Thank you

Happy to answer any questions

Recognising, reporting and responding to

Prejudice Driven Behaviour

Satnam Singh

51 10/15/2018

15/10/2018 Presentation name 5215/10/2018 Presentation name 52

52 10/15/2018

Prejudice Driven Behaviour Reporting

Reporting

• Clear definition of hate incident

• Clear process – using CPOMs or not using CPOM

• Clear protocols – pupil and parent/ carer

• Send Hate Incident Reporting Form to

[email protected]• Appendix 1 Flow Chart

15/10/2018 Presentation name 5315/10/2018 Presentation name 53

Responding

• Tailored support should be provided both to the

perpetrator and victim

o Police Early Intervention Officer

o Police Community Support Officer

o ASB Case Management Officer

o Victim Care and Advice Service

o Youth Direction Preventions and Patrols Teams

o Senior Equality and Inclusion Officer

o Curriculum response

• Identification of Community Tensions form53 10/15/2018

Prejudice Driven Behaviour Reporting

15/10/2018 Presentation name 5415/10/2018 Presentation name 54

o Develop Stockton Council Community Cohesion

Strategy

o Lead on Hate Crime for SBC

o Develop and deliver bespoke ‘Training & Resources’

o Write policies and guidance on equalities issues

o Chair Stockton Migration Partnership

o Support services area’s with Equalities and Projects

o Contract Manage ‘Translation and Interpretation’

services

54 10/15/2018

Senior Equality and Inclusion Officer

Children’s Hub Update

Jemma Nicholl

55 10/15/2018

What is The Children’s Hub?

• A multi agency team

• Deals with concerns about a child/ young person

• Includes – Cleveland Police

– Harrogate and District NHS Foundation Trust

– CAMHS

– Harbour

– LADO

– Education

– Social Care

– Virtual Partners- CGL, NPS and CRC

Our Team

• Nine CHUB officers

• Seven social workers

• One Assistant Team Manager

• Two Team Managers

• Plus partners and virtual partners

New Contact / Referral

Filtered by Children’s

Hub Officer

Reviewed and given initial RAG

rating by TM

Multi – Agency information sharing, discussion and decision making

Re- RAG rated and TM signs off final decision

No further action

Refer to another agency

Refer for an Early Help

Assessment

Refer for Social Work assessment

Strategy Meeting

CHUB update• HBC Ofsted inspection of Children’s Social Care- Good overall, outstanding

in some areas• children have received more timely and proportionate help when needs

have arisen or risks have increased.• Multi-agency arrangements are stronger and highly effective. Children and

young people are safer, and their life chances are improving.• There is an impressive range of agency partners co-located within the

CHUB. • This has led to a much-improved screening, triage and referral system.

Information-sharing is swift and very effective. There is a strong focus on professional discussion about children and families.

• This is ensuring timely and appropriate responses at the right level of need. As a result, risk and harm are reducing for many children and young people.

• Multi-agency information is immediately available to social workers and managers. This has significantly enhanced the quality of strategy discussions

SAFER update

• New form- SAFER audit completed, removal of sections not completed, SoS approach, shorter form, more concise/relevant.

• Multi Agency perspective- great input from Education.

• Now in use http://www.teescpp.org.uk/

Statistics update

Consent and Timeliness

• Always try to gain consent- unless the child is at risk of significant harm

• Exhaust every avenue- home visits/phone calls

• We will ask you to go back and gain consent if it comes in without it

• Promotes a better relationship with families you work with- trustworthy and honest

• Get your referral in as soon as possible

Contact details

• 01429 523680- direct line

• CHUB- 01429 284284 or 01642 130080

• [email protected]