SEND

RESOURCES FOR OUR STAFF AND CANDIDATES

MENTAL HEALTH
Last year, the definition of safeguarding was updated to include mental health. There is more information in this version of Keeping Children Safe in Education about
mental health.Where a safeguarding concern relates to mental health, it is now necessary to liaise with the Senior Mental Health Support Team. Paragraph 45 says 'if staff have a mental health concern about a child that is also a safeguarding concern, immediate action should be taken, following their child protection policy, and speaking to the designated safeguarding lead or a deputy.' '*The Department has published advice and guidance on Preventing and Tackling Bullying, Mental Health and Behavior in Schools guidance sets out how schools and colleges can help prevent mental health problems by promoting resilience as part of an integrated, whole-school/college approach to social and emotional wellbeing, which is tailored to the needs of their pupils.



PEER-ON-PEER ABUSE
All staff should understand the importance of challenging inappropriate behaviour between children and young people. Paragraph 88 says, 'taking disciplinary action and still providing appropriate support are not mutually exclusive actions. They can, and should, occur at the same time if necessary.' It is clear in this new guidance that incidents of sexual violence and sexual harassment should be taken seriously. Paragraph 18 says, 'All staff should be able to reassure victims that they are being taken seriously and that they will be supported and kept safe. A victim should never be given the impression that they are creating a problem by reporting abuse, sexual violence or sexual harassment. Nor should a victim ever be made to feel ashamed for making a report.' The many forms that peer-on-peer abuse might take can be found in paragraph 49.Any peer-on-peer abuse should be treated seriously and not as 'banter' or an inevitable part of growing up. The new KCSIE guidance here strengths this even further and underlines the idea that these are abusive behaviours which may indicate that the perpetrator may present as an on-going risk to students.In other words, this is harmful sexual behaviour that should be addressed to 'help prevent problematic, abusive and/or violent behaviour in the future'.

Paragraph 83 states that 'Where there is a safeguarding concern, governing bodies, proprietors and school or college leaders should ensure the child's wishes and feelings are taken into account when determining what action to take and what services to provide. Systems should be in place, and they should be well promoted, easily understood and easily accessible for children to confidently report abuse, knowing their concerns will be treated seriously,and knowing they can safely express their views and give feedback.'

Paragraph 24 says, 'All staff should be aware that technology is a significant component in many safeguarding and wellbeing issues. Children are at risk of abuse
online as well as face to face. In many cases abuse will take place concurrently via online channels and in daily life. Children can also abuse their peers online, this can
take the form of abusive, harassing, and misogynistic messages, the non-consensual sharing of indecent images, especially around chat groups, and the sharing of abusive images and pornography, to those who do not want to receive such content.'



SUPPORTING VICTIMS OF ABUSE
Victims should be taken seriously, kept safe and never be made to feel they have created a problem by reporting.This is an added paragraph. It accentuates the importance of anyone who works with children to be able to make that child feel supported and taken seriously and that they are NEVER causing a problem by making a report.



RECORDING SAFEGUARDING INCIDENTS
Any recording must be clear, comprehensive and state how the concerns were followed up, and resolved and a note of any action taken, decisions reached and the outcome.



SERIOUS VIOLENCE
All staff should be aware of the range of risk factors that increase the likelihood of involvement in serious violence,Risk factors include:being male,having been frequently absent or permanently excluded from school,having experienced child maltreatment and having been involved in offending, such as theft or robbery.



CHILD CRIMINAL AND SEXUAL EXPLOITATION (CCE/CSE)
CSE can occur over time or be a one-off occurrence and may happen without the child's immediate knowledge.The guidance talks about the indicators of child sexual exploitation and criminal exploitation, the key principles which inform effective practice, the roles and responsibilities of relevant agencies, processes and practice in prevention, protection and prosecution and disruption plus the procedures that practitioners should follow to safeguard and promote the welfare of children and young people who are being sexually or criminally exploited (or who are at risk of being exploited).This practice guidance explains how partner agencies and organisations should work together to safeguard children and young people at risk from sexual and criminal exploitation. It is based on the Child Sexual Exploitation: Definition and Guide for Practitioners (DfE, 2017) and Criminal Exploitation of Children and Vulnerable Adults: County Lines (Home Office) and the following documents and links:


LOW-LEVEL CONCERNS
As paragraph 409 explains, 'The term 'low-level' concern does not mean that it is insignificant, it means that the behaviour towards a child does not meet the threshold of harm.The term 'low-level' concern does not mean that it is insignificant, it is any concern - no matter how small, and even if no more than causing a sense of unease or a 'nagging doubt' - that an adult working in or on behalf of the school or college may have acted in a way that: is inconsistent with the staff code of conduct; and, does not meet the allegations threshold or not considered serious enough to refer to the LADO.Paragraph 410 gives examples of such 'low-level' concerns which 'could include, but are not limited to: being over friendly with children;having favourites;taking photographs of children on their mobile phone;engaging with a child on a one-to-one basis in a secluded area or behind a closed door; or,using inappropriate sexualised, intimidating or offensive language Low-level concerns should be reported to the DSL or a deputy. If there are concerns about a DSL, these should be reported to the headteacher or principal.

.

ALLEGATIONS AND SAFEGUARDING CONCERNS MADE AGAINST STAFF AND CONTRACTORS
If a child or young person makes a false allegation, a decision must be made about whether disciplinary action should be taken. Paragraph 454 states that a decision must also be made about whether the pupil that has made the allegation 'is in need of help or may have been abused by someone else (...) in such circumstances, a referral to children's social care may be appropriate.'



ONLINE SAFETY AND BULLYING
Paragraph 117 of KCSIE 2021 says 'the training that staff receive including online safety training is integrated, aligned and considered as part of the whole school or college safeguarding approach and wider staff training and curriculum planning'.Paragraph 126 says, 'the school or college should have a clear policy on the use of
mobile and smart technology. Amongst other things this will reflect the fact many children have unlimited and unrestricted access to the internet via mobile phone networks (i.e. 3G, 4G and 5G). This access means some children, whilst at school or college, sexually harass their peers via their mobile and smart technology, share indecent images: consensually and non-consensually (often via large chat groups),and view and share pornography and other harmful content. Schools and colleges
should carefully consider how this is managed on their premises and reflect in their mobile and smart technology policy and their child protection policy.' It's very important that staff don't see any separation between the online world and the real world.Paragraph 132 states that 'schools and colleges should consider carrying out an annual review of their approach to online safety, supported by an annual risk assessment that considers and reflects the risks their children face.' It is also important to remember that children can abuse their peers online too.Whilst devising and implementing policies and procedures, schools and colleges should ensure online safety is a 'running and interrelated theme'. Online safety should be considered 'whilst planning the curriculum, any teacher training, the role and responsibilities of the designated safeguarding lead and any parental engagement.' (Paragraph 125).



CYBERCRIME
It is interesting to note the following statement: 'Children with particular skill and interest in computing and technology may inadvertently or deliberately stray into cyber-dependent crime.'(Page 130)

Criminal activity committed using computers and/or the internet. It is either 'cyber-enabled or 'cyber dependent.Additional advice can be found at Cyber Choices, 'NPCC- When to call the Police' and National Cyber Security Centre - NCSC.GOV.UK



DOMESTIC ABUSE
The Act introduces the first ever statutory definition of domestic abuse and recognises the impact of domestic abuse on children, as victims in their own right, if they see, hear or experience the effects of abuse. The statutory definition of domestic abuse, based on the previous cross-government definition, ensures that different types of relationships are captured, including ex-partners and family members. The definition captures a range of different abusive behaviours, including physical, emotional and economic abuse and coercive and controlling behaviour. For more information see page 130.


THE DOMESTIC ABUSE ACT 2021
Introduces a statutory definition of domestic abuse ad recognises the impact on children, as victims in their own right.
Additional advice on identifying children who are affected by domestic abuse and how they can be helped is available at:
NSPCC- UK domestic-abuse Signs Symptoms Effects
Refuge what is domestic violence/effects of domestic violence on children
[Safelives= https://safelives.org.uk/knowledge-hub/spotlights/spotlight-3-young-people-and-domestic-abuse] young people and domestic abuse.
Domestic abuse specialist sources of support - GOV.UK (www.gov.uk) (includes information for adult victims, young people facing abuse in their own relationships and parents experiencing child to parent violence/abuse) 130
HomeOperation Encompass (includes information for schools on the impact of domestic abuse on children)



INFORMATION SHARING
'Information sharing is vital in identifying and tackling all forms of abuse and neglect, and in promoting children's welfare, including their educational outcomes.In this updated version of KCSIE. DfE has been clearer than ever before about the duties and powers schools have to share information. It says,, Schools and colleges have clear powers to share, hold and use information for these purposes'(paragraph 105).Sometimes schools have felt more confident about sharing serious concerns.Paragraph 107 says that 'School and college staff should be proactive in sharing information as early as possible to help identify, assess, and respond to risks or concerns about the safety and welfare of children, whether this is when problems are first emerging, or where a child is already known to the local authority children's social care.'



CHILDREN AND YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) OR PHYSICAL HEALTH ISSUES
Paragraph 126 in KCSIE 2021 states that governing bodies and proprietors should 'consider extra pastoral support' for children with SEND,SEND or Physical Health Issues.Paragraph 186: 'Governing bodies and proprietors, should...ensure that their child protection policy reflects...[the] additional challenges [for this group of children] by considering extra pastoral support and attention...along with ensuring any appropriate support for communication is in place.


A CHILD-CENTRED WHOLE ,WHOLLE SCHOOL APPROACH
KCSIE 2021 makes it clear that all systems, processes and policies should operate in the best interests of children. We should be taking child-centred approaches in everything that we do.Paragraph 442 highlights the importance of a school addressing a report of sexual harassment in an appropriate and timely manner. This will help future victims gain the confidence to come forward.Multi-agency safeguarding partners and Local Authority services should have a comprehensive range of evidence-based services to assess early needs.


USE OF SCHOOL OR COLLEGE PREMISES FOR NON-SCHOOL ACTIVITIES
KCSIE states that when 'services or activities are provided by the governing body or proprietor, under the direct supervision or management of their school or college staff, their arrangements for child protection will apply.However, where services or activities are provided by another body, the governing body or proprietor should seek assurance that the body concerned has appropriate safeguarding and child protection policies and procedures in place (including inspecting these as needed); and ensure that there are arrangements in place to liaise with the school or college on these matters where appropriate. The safeguarding arrangements should be included in any lease or hire agreement as a condition of use and occupation of the premises; and that failure to comply with this would lead to termination of the agreement.



ELECTIVE HOME EDUCATION
The DfE recognise that 'many home educated children have an overwhelmingly positive learning experience'. However, it can also 'mean some children are less
visible to the services that are there to keep them safe and supported in line with their needs'.Paragraph 167, states that 'where a parent/carer has expressed their intention to remove a child from school with a view to educating at home, we recommend that LAs, schools, and other key professionals work together to coordinate a meeting with parents/carers where possible. Ideally, this would be before a final decision has been made, to ensure the parents/carers have considered what is in the best interests of each child. This is particularly important where a child has SEND, is vulnerable,and/or has a social worker.'



UNDERSTANDING THE VIEWS OF CHILDREN
A new paragraph in Keeping Children safe in Education (2021) emphasises the importance of understanding the views of young people. Page 150 says, 'It is important that children feel heard and understood. Therefore, designated safeguarding leads should be supported in developing knowledge and skills to: encourage a culture of listening to children and taking account of their wishes and feelings, among all staff, and in any measures the school or college may put in place to protect them; and understand the difficulties that children may have in approaching staff about their circumstances and consider how to build trusted relationships which facilitate communication




RESOURCES FOR CHILDREN AND YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES(SEND)

Need some extra help and support?
Below we've listed organisations which can be helpful if young people or their family / carers need some extra support.

BEAT
Call: 0808 801 0711
Website:BEAT
What they do: Under 18s helpline, webchat and online support groups for people with eating disorders, such as anorexia and bulimia

CEOPS Child Exploitation and Online Protection
What they do:The place to report any concerns about online sexual abuse and grooming

CAMHS
Call: 0117 360 4040
Website:CAMHS
https://www.camhs-resources.co.uk/videos
What they do: Child and Adolescent Mental Health Services is the name for NHS-provided services in England and Wales for children, generally until school-leaving age, who are having difficulties with their emotional or behavioural well-being

CHILDLINE
Call: free on 0800 1111
Website:Childline
Childline
What they do: Childline is a counselling service for children and young people, offering information, advice and support to anyone up to their 19th birthday.Get help and advice about a wide range of issues, call them, talk to a counsellor online, send Childline an email or post on the message boards. Access the Calm Zone for activities and tools to support feelings of worry or anxiety.Topics children can speak about confidentially include bullying, abuse, safety and the law.


INSPIRING YOUNG LIVES
Website:Inspiring Young Lives
What they do: A resource written by us here at Mentoring Plus with tips, inspiration, educational tools and wellbeing resources


KOOTH
Online: Monday - Friday 12pm - 10pm, Saturday - Sunday 6pm - 10pm
Website:Kooth
What they do: Online counselling and emotional well-being platform for children and young people, accessible through mobile, tablet and desktop and free at the point of use. Free, safe and anonymous online support for young people


MIND
Call: 0300 123 3393
Text: 86463
Website:Mind
What they do: Advice around mental health problems, where to get help near you, treatment options, advocacy services


PAPYRUS HOPELINE UK
Call: 0800 068 4141
Text: 07786 209697
Website: Papyrus Hopeline UK
What they do: Confidential support for under-35s at risk of suicide and others who are concerned about them


SAMARITANS
Call : 116 123
Website : Samaritans
What they do: 24-hour emotional support for anyone who needs to talk


SHELTER
Call: 0808 800 4444
Website:Shelter
What they do: Charity working for people in housing need by providing free, independent, expert housing advice.


THE MIX
Call: 0808 808 4994
Text: 85258 (crisis messenger service, send text THEMIX)
Website:The Mix
Support and advice for under 25s, including webchat.


YOUNG MINDS
Call: Parent/carer helpline 0808 8025544
Text: If you need urgent help text YM to 85258 for free. All texts are answered by trained volunteers, with support from experienced clinical supervisors. Texts are free from EE, O2, Vodafone, 3, Virgin Mobile, BT Mobile, GiffGaff, Tesco Mobile and Telecom Plus.
Website:Young Minds
What they do: Support young people in crisis


YOUNG STONEWALL
Call: 0800 050 2020
Website:Young Stonewall
What they do: Information and support for all young lesbian, gay, bi and trans people


WINSTON'S WISH
Freephone National Helpline on 08088 020 021.
Website:Winston's Wish
What they do:They provide specialist child bereavement support services across the UK, supporting grieving children and their families. This includes in-depth therapeutic support in individual, group and residential settings, as well as a Freephone National Helpline


CRUSE BEREAVEMENT CARE
National Helpline: 0808 808 1677
Website:Cruse Bereavement Care
What they do:Cruse offers telephone, email and website support for all bereaved people of any age specifically for children and young people.


ANNA FREUD CENTRE
Website:Anna Freud Centre
T: +44 (0)20 7794 2313
What they do:Young people told us that when they are struggling they are usually told to see a professional.
They don't often get much advice about how they could help themselves.



THE MENTAL HEALTH FOUNDATION
Website::Mental Health Foundation
Tel:+44 (0)20 7803 1100
What they do: Clear advice from the Mental Health Foundation about ways to help young people manage their feelings about returning to school after lockdown. The site also has links to lots of other helpful, free resources for parents including the option to download Axel Scheffler's free children's book on coronavirus and a multitude of articles for older children and teens from Young Scot.

Trauma Resonance and Resilience in conversation with VSH Jancis Andrew,Lisa Cherry

Social, Emotional and Mental Health ( SEMH)
SEMHFor more information about this scheme please visit:SEMH

Self Help Resources for Mental Health Problems
Online cognitive behavioural therapy site
Meditation/ relaxation and sleep resources

Save the ChildrenThe Den - resources to help parents and kids through lockdown

Children's Commissioner Childhood in the time of Covid

Future Learn Teaching students who have suffered complex trauma

The Children's Society The Advice Hub

NSPCC Attachment and child development

Oxford Rees, CentreEducation and care: A resource for young people

Beacon's House Developmental Trauma

A strategy for teachers, Lisa Cherry Dealing with trauma in the classroom

Education Endowment Foundation Special Educational Needs in Mainstream Schools

Really Useful Book of Learning and Earning for Care Leavers Learning and Work Institute

SEND

SEND Online Safety Hub, Net Aware/NSPCC

Ambitious about Autism Autism and Early Years

Open House' on Autism, Association for Child and Adolescent Mental Health

Autism Transitions

Understanding Autism, Future Learn

Anti-Bullying Week, Anti-Bullying Alliance

The Coronavirus Vaccine Explained,Ambitious About Autism

Conference 2020, including ACEs, Language Development and Resilience, Early Intervention Foundation

British Sign Language Lessons

Language Support

Dice Spelling Game

Long a sound

Long e sound

Past tense game

Sequencing Cards

Using Visuals

Calming crisis

Ataxia UK

What is emotional resilience,The Children's Society

Covid-19: Psychological First Aid, FutureLearn

Looking After a Child and Young Person's Mental Health, NHS

Lost for Words, Advice or children about coping with grief, Grief Awareness Week

Understanding What Shapes Child Well-being in Rich CountriesUnicef

Resilience framework for children and young people, YoungMinds

Young people and mental health,Future Learn

Social media and mental health,Young Minds

Every Mind Matters Self-Care Tool

utm_campaign=march21_phe_everfi&utm_content=emmtoolcta&utm_medium=email&utm_source=subscriber*], Public Health England

PHE School Zone, Public Health England

PHSE Association

SEND planning framework,PHSE Association

PHSE statutory guidance, DfE

Employability Skills Toolkit, PwC
National Cyber Security Centre's CyberFirst offers free resources for young people interested in cyber security:

Free courses for 11 - 17 year olds

Bursary and Degree apprenticeship

Annual Girls Competition

Skills
Easy to follow Excel tutorial , fully illustrated + 300 examples
Online resource for skills building
"Udacity is the world's fastest, most efficient way to master the skills tech companies want. 100% online, part-time & self-paced."

Subjects and General Interest
Online learning support resource for GCSE/ A-Level/ KS2 and KS3
Maths Learning support
University of the 3rd age, online courses for more mature students
Online courses from MIT
Free online courses
Artistic exploration website
Learn new languages online
Online sci-fi books
Especially good for maths and computing for all ages but other subjects at Secondary level. Note this uses the U.S. grade system but it's mostly common material.
This site is old and no longer updated and yet there's so much still available, from language learning to BBC Bitesize for revision. No TV licence required except for content on BBC iPlayer.BBC Learning
Free to access 100s of courses, only pay to upgrade if you need a certificate in your name (own account from age 14+ but younger learners can use a parent accountFuturelearn
Free taster courses aimed at those considering Open University but everyone can access it. Adult level, but some e.g. nature and environment courses could well be of interest to young people.Openlearn
Learn computer programming skills - fun and free.Blockly
Creative computer programmingScratch
All sorts of engaging educational videosTed Ed
Activities and quizzes for younger kids.National Geographic Kids
Learn languages for free. Web or app.Duolingo
Mystery ScienceFree science lessons
The Kids Should See Wide range of cool educational videos
Crash CourseYou Tube videos on many subjects
Science awards you can complete from home.Crest Awards
Digital enterprise award scheme you can complete online.iDEA Awards
Free challenge packs and other downloads. Many activities can be completed indoors. Badges cost but are optional.Paw Print Badges
All kinds of making.Tinkercad
A lot of these can be done in a garden, or if you can get to a remote forest location!Nature Detectives
Resources for English language learningBritish Council
Aimed at Secondary age. Multi disciplinary activities.Big History Project
Geography gaming!Geography Games
If you have a stamp and a nearby post box.Blue Peter Badges
Good, free art activitiesThe Artful Parent
Educational online gamesToy Theater
Activities and quizzesDK Find Out
This is more for printouts, and usually at a fee, but they are offering a month of free access to parents in the event of school closures.[Twinkl=
https://www.twinkl.co.uk]
Play DnD and other RPGs with friends online or make new friends and learn how to play. It's free for basic serivce (which is likely all you will need)[
Your Friends.Your Games.Your Table=https://roll20.net/]
There's a link to themes and collections in the drop down menu, and virtual gallery tours to check out
Audiobooks. Like Audible, but FREE! Basically if you aren't aware, Project Gutenberg stores all books which are outside copyright (and therefore free to read
Librivox is where people have taken these books and then narrated them
Free online operas
Free online puzzles
You can help make a difference and keep boredom at bay right here
Complete online free music concerts
Online theatre productions=[https://www.stageit.com/]
Online plays and theatrical performances
Free website for learning languages which can be very useful if you're looking to learn a new language. Also comes in a phone app which is very good
Free old novels and short story collections can be found on Project Gutenberg and Wikisource:
Free old novels and short story collections can be found on Project Gutenberg and Wikisource
Virtual museum tours
Free colouring books to download and print