Main menu
CHILD PROTECTION POLICY
INTRODUCTORY STATEMENT
The staff, parents and management of Scoil Mhuire Gan Smal have developed and agreed
this policy in line with the current recommendations and guidelines relating to child abuse
prevention and child protection guidelines.
This policy addresses the responsibilities of the school in the following areas:-
a) Prevention: curriculum provision
b) Procedures: procedures for dealing with concerns/disclosures
c) Practice: best practice in child protection
The Board of Management of Scoil Mhuire Gan Smal has adopted the Dept. of Education and
Science Guidelines and Procedures for schools in relation to child protection and welfare. This
policy is an outline of how Scoil Mhuire Gan Smal proposes to implement these guidelines in order to ensure the protection and welfare of all children attending our school.
Relationship to Characteristic Spirit of the School
Scoil Mhuire Gan Smal seeks to help the children grow and develop into healthy, confident,
mature adults, capable of realising their full potential as human beings. We strive to create a happy,
safe environment for the children where they can feel secure, knowing that if they have concerns
they will be listened to with understanding and respect and their concerns will be addressed.
An individual copy of this policy document and the appended section from the Dept.of
Education and Science Child protection Guidelines and Procedures will be made
available to all staff.
It is incumbent on all staff to familiarize themselves with ‘Children First’ and the DES
child protection guidelines and procedures.
AIMS
This policy aims to:
●Create a safe, trusting, responsive and caring environment
●Provide a personal safety skills education which specifically addresses abuse prevention
for all children in the school
●Develop awareness and responsibility in the area of child protection amongst the whole
school community
●Put in place procedures for good practice to protect all children and staff
●Ensure that all staff members are aware of and familiar with the ‘Children First’ and the
DES guidelines and procedures in relation to reporting concerns and/or disclosures of
child abuse
●Provide for ongoing training in this and related areas for all school staff.
PREVENTION
The Stay Safe programme is the primary resource used in this school to provide education
for children on abuse prevention. The programme is taught as part of the school’s SPHE
curriculum under the strand unit Safety and Protection. The children’s parents will be
informed on enrolment and also at the September class meetings that the Stay Safe
programme is in use in the school and a copy of the stay safe ‘A Parent’s Guide’
provided. The formal lessons of the programme will be taught, in their entirety, every
second year( commencing in school year ‘07/’08) in accordance with the SPHE two-
cycle plan. Staff will make every effort to ensure that the messages of the programme are
reinforced whenever possible
Designated Liaison Person
The Principal, Mary O'Mahony , is the Designated Liaison Person (DLP)
The Deputy Principal, Liz Watchorn, is the deputy DLP.
Roles and Responsibilities
The BOM has primary responsibility for the care and welfare of the pupils
The DLP has specific responsibility for child protection in the school
All staff have a general duty of care to ensure that arrangements are in place to protect
children from harm.
Role of the Board of Management
The Board of Management has primary responsibility for the care and welfare of pupils. It must also
arrange for the planning, development and implementation of an effective child
protection programme
monitor and evaluate its effectiveness
provide appropriate staff development and training
TEACHING/SUPPORT OF THIS PROGRAMME
Staff attention is drawn to the following and it is the responsibility of all staff to
familiarise themselves with the guidelines
Children First: National Guidance for the Protection and Welfare of Children especially
Chapter 3: Definition & Recognition of Child Abuse
Chapter 4: Basis for Reporting & Standard Reporting Procedures
Appendix 1: signs and Symptoms of Child abuse
Child Protection Guidelines and procedures, DES, 2001
Resource teachers can be present during the teaching of these lessons as the need arises
and do follow up lessons as required.
HSCL person will liaise with parents where necessary.
SNAs will be present during the lessons and assist the child and teacher wherever
necessary
.
PROCEDURES
Guidelines in handling disclosures from children
The staff and management of Scoil Mhuire Gan Smal have agreed:
●All concerns/disclosures involving child protection/child welfare issues will be reported
in the first instance to the DLP (deputy DLP where appropriate)
●Each report to the DLP will be dated and signed by the person making that report
●A strict adherence to maintaining confidentiality-
concerns/disclosures of abuse should only be given on a ‘need to know’ basis.
Disclosures from children
Where a child discloses alleged abuse to a staff member, the person receiving that
information should listen carefully and supportively. Great care must be taken not to
abuse the child's trust. The following advice is offered
✦Listen to the child
✦Do not ask leading questions or make suggestions to the child
✦Offer reassurance but do not make promises
✦Do not stop a child recalling significant events
✦Do not over-
✦Confidentiality should not be promised-
✦Record the discussion accurately noting What? Where?When? , descriptions or sketches
of physical injury and explanations of injuries using direct quotes where possible
✦Retain the record securely
✦Obtain only necessary relevant facts ( Not our responsibility to investigate allegations)
✦The DLP should then be informed and given relevant records
Suspicions of Abuse
Staff members who suspect abuse should refer to Children First National Guidelines for
the Protection and Welfare of Children especially
Chapter 3: Definition & Recognition of Child Abuse
Chapter 4: Basis for Reporting and Standard Reporting Procedures
Appendix 1: Signs and Symptoms of Child Abuse
Staff members should observe and record,over time, the dates, signs, symptoms and
behaviour causing them concern
They should inform the DLP and pass on all records
Role of the DLP
The DLP acts as a liaison with outside agencies, HSE, Gardai and other parties with child
protection concerns.
He/she will be available to staff for consultation regarding suspicions/disclosures of abuse
and keep records of same.
He/she will seek advice from or report to outside agencies as necessary
PRACTICE/organisational implications
The following areas have been considered by the staff and BOM of the school as areas of
specific concern in relation to child protection. Following discussion and consultation the
staff and BOM have agreed that the following practices be adopted.
Physical contact between school personnel and the child should always be in response to the needs of the child and not the needs of the adult. While physical contact may be used to comfort, reassure or assist a child the following should be factors in determining its appropriateness:
●It is acceptable to the child
●It is open and not secretive
●The age and developmental stage of the child
N.B. School personnel should avoid doing anything of a personal nature for children that
they can do themselves.
b)Visitors/Guest Speakers
Visitors/ guest speakers should never be left alone with pupils. The school
(Principal/ teachers) has a responsibility to check out the credentials of the
visitor/guest speaker and to ensure that the material in use by the guest is appropriate.
c)Children with specific toileting/intimate care needs
In all situations where a pupil needs assistance with toileting/intimate care needs a
meeting will be convened, after enrolment and before the child starts school, between
parents/guardians, class teacher, SNA, principal and if appropriate the pupil. The
purpose of the meeting will be to ascertain the specific needs of the child and to
determine how the school can best meet those needs. The staff to be involved in this
care will be identified and provision will be made for occasions when the particular
staff member involved is unavailable. A written copy of what has been agreed will be
made and kept in the child’s file. Two members of staff will be present when dealing
with intimate care/toileting needs. Any deviation from the agreed procedure will be
recorded and notified to the DLP and the parents/guardians.
d) Toileting accidents
Clean underwear and suitable clothing will be kept in the utility cupboard outside
the staff toilets upstairs and downstairs so that if a pupil has an ‘accident’ of this
nature there will be fresh clothing into which they can change. If the pupil cannot
clean or change themselves and the parents/guardians cannot be contacted the child
will be assisted by members of staff known to the child. At least two members of staff
will be present. A record of all such incidents will be kept and principal and parents
notified.
e) One-
It is the policy in this school that one-
the child. Every effort will be made to ensure that this teaching takes place in an open
environment. Work carried out by SNAs will be carried out under the direction of the
class teacher in an open environment.
f) Changing for swimming/sport
Pupils will be expected to dress and undress themselves for swimming/sport. Where
assistance is needed this will be done in the communal areas and with the consent of
the parents/guardians. In such situations where privacy is required by the child the
parent/guardian of the child will be asked to assist.
We will make every effort to have male and female staff supervising at all times.
Only in exceptional circumstances will a female member of staff enter the male
changing area. In this event a full report will be given to the Principal.
g) Leaving children home
The BOM emphasises to parents the importance of collecting their children after
extra curricular activities or where a child is ill. The Principal,HSCL person and two
other nominated staff members will be insured to deliver children home when
necessary. They must be accompanied by another staff member at all times. In the
event of the nominated staff not being available a taxi will be called and the teacher
reimbursed.
Where extra curricular activities are undertaken by a school such as concerts/games,
parents should make arrangements to ensure that children who require collection are
collected from the event by a parent or other person delegated by the parent. Parents
are advised of the necessity of making arrangements to ensure their children get home
safely.
h) Extra curricular activities
For all after school activities which take place on the school premises/grounds, by
private arrangement, the BOM will seek to ensure that individuals providing such
classes are responsible people.
i) School tours
On all school trips where adults are being brought it is school policy that they be
responsible adults invited by the teachers and that they be fully aware and
appreciative of the fact that the teachers are in charge.
On all trips pupils will be organised in pairs or large groupings to ensure that they are
at all times accompanied by another.
At all times there must be adequate supervision of pupils.
While every effort will be made to adhere to best practice as agreed and outlined
above, in the event of an emergency where this is not possible or practicable a full
record of the incident should be made and reported to the principal and to the parents
if deemed necessary.
LINKS TO OTHER POLICY/PLANNING AREAS
Prevention: SPHE curriculum Strand unit on ‘Safety and Protection’
RSE
Walk Tall
The school Code of Discipline
Anti-
Procedures: Health and Safety statement
Practice: Swimming, school tours
REVIEW and MONITORING
This policy will be monitored and reviewed by the BOM on an annual basis and/or
when the need arises. The BOM will ensure that adequate training and support is
provided for all staff.
Policy adopted by the BOM on __________________________________________
Signed______________________________________________________________
Chairperson
Appendix 1
1. Signs and symptoms of neglect
Child neglect is the most common category of abuse. A distinction can be made
between ‘wilful’ neglect and ‘circumstantial’ neglect. ‘Wilful’ neglect would
generally incorporate a direct and deliberate deprivation by a parent/carer of a child’s
most basic needs, e.g. withdrawal of food, shelter warmth, clothing, contact with others.
‘Circumstantial’ neglect more often may be due to stress/inability to cope by parents or carers.
Neglect is closely correlated with low socio-
physical deprivations. It is also related to parental incapacity due to learning
disability, addictions or psychological disturbance.
The neglect of children is ‘usually a passive form of abuse involving omission rather
than acts of commission’ (Skuse and Bentovim, 1994). It comprises ‘both a lack of
physical caretaking and supervision and a failure to fulfil the developmental needs of
the child in terms of cognitive stimulation'.
Child neglect should be suspected in cases of:
• abandonment or desertion;
• children persistently being left alone without adequate care and supervision;
• malnourishment, lacking food, inappropriate food or erratic feeding;
• lack of warmth;
• lack of adequate clothing;
• inattention to basic hygiene;
• lack of protection and exposure to danger, including moral danger or lack of
supervision appropriate to the child’s age;
• persistent failure to attend school;
• non-
malnutrition but also to emotional deprivation;
• failure to provide adequate care for the child’s medical and developmental
problems;
• exploited, overworked.
2. Characteristics of neglect
Child neglect is the most frequent category of abuse, both in Ireland and
internationally. In addition to being the most frequently reported type of abuse;
neglect is also recognised as being the most harmful. Not only does neglect generally
last throughout a childhood, it also has long-
Children are more likely to die from chronic neglect than from one instance of
physical abuse. It is well established that severe neglect in infancy has a serious
negative impact on brain development.
Neglect is associated with, but not necessarily caused by, poverty. It is strongly
correlated with parental substance misuse, domestic violence and parental mental
illness and disability.
Neglect may be categorised into different types (adapted from Dubowitz, 1999):
• Disorganised/chaotic neglect: This is typically where parenting is inconsistent
and is often found in disorganised and crises-
is inconsistent, with a lack of certainty and routine, often resulting in emergencies
regarding accommodation, finances and food. This type of neglect results in
attachment disorders, promotes anxiety in children and leads to disruptive and
attention-
discipline. The home may be unsafe from accidental harm, with a high incident of accidents occurring.
• Depressed or passive neglect: This type of neglect fits the common stereotype
and is often characterised by bleak and bare accommodation, without material
comfort, and with poor hygiene and little if any social and psychological stimulation.
The household will have few toys and those that are there may be broken, dirty or
inappropriate for age. Young children will spend long periods in cots, playpens or
pushchairs. There is often a lack of food, inadequate bedding and no clean clothes.
There can be a sense of hopelessness, coupled with ambivalence about improving the
household situation. In such environments, children frequently are absent from school and have poor homework routines.
Children subject to these circumstances are at risk of major developmental delay.
• Chronic deprivation: This is most likely to occur where there is the absence of a
key attachment figure. It is most often found in large institutions where infants and
children may be physically well cared for, but where there is no opportunity to form
an attachment with an individual carer. In these situations, children are dealt with by a
range of adults and their needs are seen as part of the demands of a group of children.
This form of deprivation will also be associated with poor stimulation and can result
in serious developmental delays.
The following points illustrate the consequences of different types of neglect for
children:
• inadequate food – failure to develop;
• household hazards – accidents;
• lack of hygiene – health and social problems;
• lack of attention to health – disease;
• inadequate mental health care – suicide or delinquency;
• inadequate emotional care – behaviour and educational;
• inadequate supervision – risk-
• unstable relationship – attachment problems;
• unstable living conditions – behaviour and anxiety, risk of accidents;
• exposure to domestic violence – behaviour, physical and mental health;
• community violence – anti social behaviour.
3. Signs and symptoms of emotional neglect and abuse
Emotional neglect and abuse is found typically in a home lacking in emotional
warmth. It is not necessarily associated with physical deprivation. The emotional
needs of the children are not met; the parent’s relationship to the child may be
without empathy and devoid of emotional responsiveness
Emotional neglect and abuse occurs when adults responsible for taking care of
children are unaware of and unable (for a range of reasons) to meet their children’s
emotional and developmental needs. Emotional neglect and abuse is not easy to
recognise because the effects are not easily observable. Skuse (1989) states that ‘emotional abuse refers verbal harassment of a child by disparagement, criticism, threat and ridicule, and the inversion of love, whereby verbal and non-
Emotional neglect and abuse can be identified with reference to the indices listed
below. However, it should be noted that no one indicator is conclusive of emotional
abuse. In the case of emotional abuse and neglect, it is more likely to impact
negatively on a child where there is a cluster of indices, where these are persistent over time and where there is a lack of other protective factors.
• rejection;
• lack of comfort and love;
• lack of attachment;
• lack of proper stimulation (e.g. fun and play);
• lack of continuity of care (e.g. frequent moves, particularly unplanned);
• continuous lack of praise and encouragement;
• serious over-
• inappropriate non-
• family conflicts and/or violence;
• every child who is abused sexually, physically or neglected is also emotionally
abused;
• inappropriate expectations of a child relative to his/her age and stage of
development.
Children who are physically and sexually abused and neglected also suffer from
emotional abuse.
4. Signs and symptoms of physical abuse
Unsatisfactory explanations, varying explanations, frequency and clustering for the
following events are high indices for concern regarding physical abuse:
• bruises (see below for more detail);
• fractures;
• swollen joints;
• burns/scalds (see below for more detail);
• abrasions/lacerations;
• haemorrhages (retinal, subdural);
• damage to body organs;
• poisonings – repeated (prescribed drugs, alcohol);
• failure to thrive;
• coma/unconsciousness;
• death.
There are many different forms of physical abuse, but skin, mouth and bone injuries
are the most common.
Bruises
a)Accidental
Accidental bruises are common at places on the body where bone is fairly close to the
skin. Bruises can also be found towards the front of the body, as the child usually will
fall forwards.
Accidental bruises are common on the chin, nose, forehead, elbow, knees and shins.
An accident-
diffuse, with no definite edges. Any bruising on a child before the age of mobility
must be treated with concern.
b)Non-
Bruises caused by physical abuse are more likely to occur on soft tissues, e.g. cheek,
buttocks, lower back, back, thighs, calves, neck, genitalia and mouth.
Marks from slapping or grabbing may form a distinctive pattern. Slap marks might
occur on buttocks/cheeks and the outlining of fingers may be seen on any part of the
body. Bruises caused by direct blows with a fist have no definite pattern, but may
occur in parts of the body that do not usually receive injuries by accident. A punch over the eye
(black eye syndrome) or ear would be of concern. Black eyes cannot be caused by a fall onto a surface. Two black eyes require two injuries and must always be suspect. Other
distinctive patterns of bruising may be left by the use of straps, belts, sticks and feet. The outline of the object may be left on the child in a bruise on areas such as the back or thighs ( areas covered by clothing).
Bruises may be associated with shaking, which can cause serious hidden bleeding and
bruising inside the skull. Any bruising around the neck is suspicious since it is very
unlikely to be accidentally acquired.. Other injuries may feature – ruptured
eardrum/fractured skull.
Mouth injury may be a cause of concern, e.g. torn mouth (frenulum) from forced
bottle-
Bone injuries
Children regularly have accidents that result in fractures. However, children’s bones
are more flexible than those of adults and the children themselves are lighter, so a
fracture, particularly of the skull, usually signifies that considerable force has been
applied.
Non-
A fracture of any sort should be regarded as suspicious in a child under 8 months of
age. A fracture of the skull must be regarded as particularly suspicious in a child
under 3 years. Either case requires careful investigation as to the circumstances in
which the fracture occurred. Swelling in the head or drowsiness may also indicate injury.
Burns
Children who have accidental burns usually have a hot liquid splashed on them by
spilling or have come into contact with a hot object. The history that parents give is
usually in keeping with the pattern of injury observed. However, repeated episodes
may suggest inadequate care and attention to safety within the house.
Non-
Children who have received non-
adequately explained by parents. The child may have been immersed in a hot liquid.
The burn may show a definite line, unlike the type seen in accidental splashing. The
child may also have been held against a hot object, like a radiator or a ring of a
cooker, leaving distinctive marks. Cigarette burns may result in multiple small lesions
in places on the skin that would not generally be exposed to danger. There may be
other skin conditions that can cause similar patterns and expert paediatric advice
should be sought.
Bites
Children can get bitten either by animals or humans. Animal bites (e.g. dogs)
commonly puncture and tear the skin, and usually the history is definite. Small
children can also bite other children.
Non-
It is sometimes hard to differentiate between the bites of adults and children since
measurements can be inaccurate. Any suspected adult bite mark must be taken very
seriously. Consultant paediatricians may liaise with dental colleagues in order to
identify marks correctly.
Poisoning
Children may commonly take medicines or chemicals that are dangerous and
potentially life-
considered with each event.
Non-
Non-
suspected in bizarre or recurrent episodes and when more than one child is involved.
Drowsiness or hyperventilation may be a symptom.
Shaking violently
Shaking is a frequent cause of brain damage in very young children.
Fabricated/induced illness
This occurs where parents, usually the mother (according to current research and case
experience), fabricate stories of illness about their child or cause physical signs of
illness. This can occur where the parent secretly administers dangerous drugs or other
poisonous substances to the child or by smothering. The symptoms that alert to the possibility of fabricated/induced illness include;
(i) symptoms that cannot be explained by any medical tests; symptoms never
observed by anyone other than the parent/carer;
symptoms reported to occur only at home or when a parent/carer visits a child in
hospital;
(ii) high level of demand for investigation of symptoms without any documented
physical signs;
(iii) unexplained problems with medical treatment, such as drips coming out or lines
being interfered with; presence of unprescribed medication or poisons in the blood or urine.
5. Signs and symptoms of sexual abuse
Child sexual abuse often covers a wide spectrum of abusive activities. It rarely
involves just a single incident and usually occurs over a number of years. Child
sexual abuse most commonly happens within the family.
Cases of sexual abuse principally come to light through:
(a) disclosure by the child or his or her siblings/friends;
(b) the suspicions of an adult;
(c) physical symptoms.
Colburn Faller (1989) provides a description of the wide spectrum of activities by
adults which can constitute child sexual abuse. These include:
Non-
• ‘Offensive sexual remarks’, including statements the offender makes to the child
regarding the child’s sexual attributes, what he or she would like to do to the child
and other sexual comments.
• Obscene phone calls.
• Independent ‘exposure’ involving the offender showing the victim his/her private
parts and/or masturbating in front of the victim.
• ‘Voyeurism’ involving instances when the offender observes the victim in a state
of undress or in activities that provide the offender with sexual gratification. These
may include activities that others do not regard as even remotely sexually stimulating.
Sexual contact
• Involving any touching of the intimate body parts. The offender may fondle or
masturbate the victim, and/or get the victim to fondle and/or masturbate them.
Fondling can be either outside or inside clothes. Also includes ‘frottage’, i.e. where
offender gains sexual gratification from rubbing his/her genitals against the victim’s
body or clothing.
Oral-
• Involving the offender licking, kissing, sucking or biting the child’s genitals or
inducing the child to do the same to them.
Interfemoral sexual abuse
• Sometimes referred to as ‘dry sex’ or ‘vulvar intercourse’, involving the offender
placing his penis between the child’s thighs.
Penetrative sexual abuse, of which there are four types:
• ‘Digital penetration’, involving putting fingers in the vagina or anus, or both.
Usually the victim is penetrated by the offender, but sometimes the offender gets the
child to penetrate them.
• ‘Penetration with objects’, involving penetration of the vagina, anus or
occasionally mouth with an object.
• ‘Genital penetration’, involving the penis entering the vagina, sometimes
partially.
• ‘Anal penetration’ involving the penis penetrating the anus.
Sexual exploitation
• Involves situations of sexual victimisation where the person who is responsible
for the exploitation may not have direct sexual contact with the child. Two types of
this abuse are child pornography and child prostitution.
• ‘Child pornography’ includes still photography, videos and movies, and, more
recently, computer-
• ‘Child prostitution’ for the most part involves children of latency age or in
adolescence. However, children as young as 4 and 5 are known to be abused in this
way.
The sexual abuses described above may be found in combination with other abuses,
such as physical abuse and urination and defecation on the victim. In some cases,
physical abuse is an integral part of the sexual abuse; in others, drugs and alcohol
may be given to the victim.
It is important to note that physical signs may not be evident in cases of sexual abuse
due to the nature of the abuse and/or the fact that the disclosure was made some time
after the abuse took place.
Carers and professionals should be alert to the following physical and behavioural
signs:
• bleeding from the vagina/anus;
• difficulty/pain in passing urine/faeces;
• an infection may occur secondary to sexual abuse, which may or may not be a
definitive sexually transmitted disease. Professionals should be informed if a child has
a persistent vaginal discharge or has warts/rash in genital area;
• noticeable and uncharacteristic change of behaviour;
• hints about sexual activity;
• age-
• inappropriate seductive behaviour;
• sexually aggressive behaviour with others;
• uncharacteristic sexual play with peers/toys;
• unusual reluctance to join in normal activities that involve undressing, e.g.
games/swimming.
Particular behavioural signs and emotional problems suggestive of child abuse in
young children (aged 0-
• mood change where the child becomes withdrawn, fearful, acting out;
• lack of concentration, especially in an educational setting;
• bed wetting, soiling;
• pains, tummy aches, headaches with no evident physical cause;
• skin disorders;
• reluctance to go to bed, nightmares, changes in sleep patterns;
• school refusal;
• separation anxiety;
• loss of appetite, overeating, hiding food.
Particular behavioural signs and emotional problems suggestive of child abuse in
older children (aged 10+ years) include:
• depression, isolation, anger;
• running away;
• drug, alcohol, solvent abuse;
• self-
• suicide attempts;
• missing school or early school leaving;
• eating disorders.
All signs/indicators need careful assessment relative to the child’s circumstances.