ECSOC - comments and quotes from parents and students

Testimonials

What Parents and Students say about ECSOC.

I travelled over to Guernsey for ECSOC every summer for 6 years - it was always such a highlight that I looked forward to during my school years. The impact it had on my growth as a young instrumental musician was huge, and it really inspired me to start taking Horn playing seriously and to consider it as a possible career path. It not only improved my orchestral skills but my social skills too, both of which have held me in good stead for my adult life. I would highly recommend the course to any budding young instrumentalist.

Finlay Bain - Royal Philharmonic Orchestra
(2019)
I did ECSOC for many years, from the String Group to the Symphony Orchestra. It was the musical and social highlight of my year and inspired me to become a professional orchestral musician. The tutors were so committed to teaching us ensemble skills in a fun way and I am happy to say that I now work with some of then in a professional capacity and use these experiences to enrich my own teaching.

Angélique, Freelance Cellist with Opera North and Birmingham Royal Ballet
(2019)
At ECSOC I learned a lot about the cello, and it’s also really fun as well. I had some great tutors and made new friends there.

William
(2019)
ECSOC was great. The tutors made the sessions interesting and fun. Apart from learning a lot of music, we also had the opportunity to try conducting, swimming, yoga and a cake-baking competition.

Christina
(2019)
ECSOC is a great way to have fun and learn at the same time, love the Tuckshop too. I say that it wouldn’t be summer without ECSOC!

Joe, Violin
(2019)
ECSOC was always such an amazing week and definitely one of the highlights of the summer holidays. It provides such great opportunities to not only develop your individual instrumental technique, with help from the fantastic tutors, but also your general musicianship and ensemble playing, while enjoying yourself at the same time.

Jack, Oboe Royal Academy of Music
(2019)
Both of my daughters have enjoyed ECSOC over many years now. It has long been a highlight of the summer holidays and has definitely encouraged their love of music. The concerts at the end of the course are fantastic, it’s hard to believe how much they achieve in such a short space of time. Thank you so much to all of the organisers and tutors for making it such a wonderful week!

Becky, ECSOC Mum
(2019)
As we drove away on the last day my daughter asked me to immediately book for the next year. Needless to say that we will be returning! A truly inspiring team. Thank you ECSOC for making it a highlight of the summer holidays.

Kate, Music Makers Mum
(2019)
ECSOC is great fun, you get to meet loads of people that enjoy the same thing as you. The tutors are really supportive and helpful and you learn so much.

Katie, 17, Violin
(2019)
It was so fun, I got to play so many instruments

Kitty 7, Music Makers
(2019)
I really enjoy ECSOC. It’s a great opportunity to meet new people, especially from other places. I’m definitely doing next year.

Martha, 12
(2018)
My favourite piece this year was Harvest Home. I like that there are so many different activities to take part in.

Beattie, 11
(2018)
I’ve done about 8 ECSOC courses. Each year the sense of achievement is amazing, some of the pieces I wouldn’t dream of attempting but by the end of the week I can totally do them!

Katie, 16
(2018)
ECSOC Tutors inspire me to learn percussion and showed me that there is way more than just a drum kit! Without ECSOC I would not be where I am today.

Elizabeth, Percussionist, Age 18
(2016)
You make more progress in that week than in any other week of the year. Thanks to ECSOC I now write MT for Martin Thomas on all my music to remind me of how Martin would practice it.

Harvey, Cellist, Age 15
(2016)
Its great for people who want to improve. The music is so fun and different from other orchestras.

George, Oboist, Age 13
(2016)
I found Roger [Coull] very inspiring. By the end of the week I was surprised at how much I had improved.

Jacob, Violinist, Age 13
(2016)
I loved it. It was the best week. I was nervous before I started but it was so fun!

D’Arcy, Violinist, Age 8
(2016)
My children love ECSOC. They have gained confidence with their musical ability, a sense of pride when performing on stage and most importantly to them, friendship, which encourages them to move forward with their music.

Tracey
(2016)
Both my daughters took part in ECSOC over a number of years. They gained confidence and thoroughly enjoyed their time on the course. The music stretched them and enabled them to clearly improve in just one week. My youngest has gone to Cardiff University to study music.

Anne
(2016)
I’ve just arranged our 2017 summer holiday around ECSOC!

Janet
(2016)
I’ve taken part in 4 ECSOCs. My favourite thing about this year was playing with lots of different people and performing Pirates of the Caribbean!

Louis, Violinist, Age 14
(2017)
On day 1 it was quite hard and on the 2nd day, I felt like I got it. It was really fun. My favourite piece was probably the Vivaldi Concerto or Pirates of the Caribbean or Somewhere Over the Rainbow. So actually, I really liked them all!!

Lucy, Cellist, Age 9
(2017)
Just thought I would drop you a line to let you know How much Elenioce enjoyed the ECSOC course. She loved the music selection and rehearsals and was made warmly welcome by her host family.

Gaynor, Mum of Elenice
(2017)
Just wanted to say a huge thank you for introducing Leo to ECSOC. He had a great week, and was full of tales each night! Although he found the Friday night a bit nerve-wracking, I’m sure it has given him a big confidence boost.

Anna, Mum of Leo
(2017)
I haven't been to an ECSOC concert for years and I was so impressed by the standard of all the groups and thought the Saturday in particular was fantastic. My son, Ben, loved the course, thank you!

Natalie, Mum of Ben
(2017)

Child Protection Contact List

Safeguarding Team
Course Director (CD)	Charlie Cottam	07781 109044
Other agencies
Guernsey Child Protection overview	Overview & Child Protection Awareness (Level 1)
MASH (Multi-Agency Support Hub) Health and Social Care (HSC)	Duty Social Worker (HSC) Referral	01481 723182
	Emergency Duty Team (out of hours)	01481 725241
CAMHS	Child and Adolescent Mental Health Services	01481 701441
Guernsey Police Contacts	Public Protection Unit (PPU)	01481 719419
Guernsey Police Contacts	Police (out of hours)	01481 725111
Disclosure and Barring Service (DBS)	PO Box 181, Darlington, DL1 9FA	01325 953795
NSPCC	24 hour helpline for anyone concerned about the welfare of a child	0808 800 5000
NSPCC whistle blowing helpline		0800 028 0285

POLICY
1. Introduction statement
  
  Elizabeth College Summer Orchestral Course (ECSOC) fully recognises the contribution it can make to protect and support students on the whole course.
  
  Student safety is of paramount importance in our aspirations.
  
  The course will communicate readily with the Assessment and Intervention Team whenever an allegation or disclosure of abuse has been made. This policy is in accordance with locally agreed inter-agency procedures (Islands Child Protection Committee, HSC), the Independent Schools Inspectorate (ISI) regulatory requirements for British International Schools and the revised (September 2016) UK statutory guidance ‘Keeping Children Safe in Education’ (KCSIE) where practical.
  
  ECSOC operates safe procedures and checks in compliance with the Island’s Child Protection Committee and all tutors are required to have an up-to-date DBS check.
2. Aims
  1. To provide a secure environment, in which the basic rights of each individual are respected, protected and safeguarded.
  2. To create an atmosphere in which students feel at liberty to share concerns about abuse.
  3. To create awareness amongst staff of the symptoms of possible abuse and the correct procedure for dealing with such concerns.
3. Implementation
  
  In order to fulfil their responsibilities, all staff must:
  
  - Have an awareness of the issues which cause children harm, including recognition of the signs and symptoms of possible abuse.
  
  - Comply with Course’s guidelines on self-protection for staff.
  
  - Follow the correct course of action as set out in this policy when abuse is suspected.
4. Roles and Responsibilities
  
  All adults working with or on behalf of children have a responsibility to safeguard and promote the welfare of children. This includes a responsibility to be alert to possible abuse and to record and report concerns to staff identified with safeguarding responsibilities within the school. It is unacceptable for any member of staff to keep such concerns to themselves, including concerns about the conduct of another member of staff. All staff, and not just the Course Director, can make a referral to the Assessment and Intervention Team (HSC) if there is a risk of immediate serious harm to a child. Wherever possible, however, a conversation should ideally take place with the DSL before any such referral is made.
  
  The Course Director (CD) has responsibility for:
  - Ensuring that all staff and volunteers are aware of the course’s child protection procedures
  
  - Providing advice, support and information to staff as appropriate
  
  - Referring all suspected cases to the HSC
  
  - Liaising with the Safeguarding Director and HSC regarding all ongoing enquiries
  
  - Co-ordinating action by staff in cases of suspected child abuse and reporting to the HSC
5. Concerns and Complaints Procedure (including threshold)
  
  Concerns or complaints from pupils, parents or staff must, in the first instance, be brought to the attention of the CD. All concerns and complaints will be recorded and followed up in accordance with the course’s Child Protection procedures. The course will communicate readily with MASH whenever an allegation or disclosure of abuse has been made. If any there is any doubt as to how to proceed, the CD will always contact MASH for advice. See also Appendix V. If you feel a concern has not been taken seriously enough, you must refer the matter yourself to MASH. Alternatively, you may call the NSPCC whistleblowing helpline to seek advice (see the Staff Code of Conduct Appendix II, Whistleblowing). The course will always work with HSC, the police and other appropriate agencies to promote the welfare of children.
CHILD PROTECTION PROCEDURES
1. Introduction
  
  All Course tutors have been subject to appropriate background checks and there is a Code of Conduct (see Appendix II) in relation to their behaviour towards students.
2. Staff Responsibilities and communication (guidance for staff)
  
  This follows the States of Guernsey Guidelines on Child Protection and incorporates guidance from KCSIE (September 2016). All members of staff should be aware who the Designated Safeguarding Lead and Deputy are.
  1. Staff must remember that the welfare of the child is paramount and it is the responsibility of all staff to respond appropriately if they feel a child might be at risk. All staff should always stop and listen straight away to someone who wants to tell them about incidents or suspicions of abuse. If the time and place is inappropriate, arrange a suitable time and place as soon as possible.
  2. Any such concerns should be communicated without delay to the CD (or if he is absent to the deputy CD or the College Principal). This includes concerns that a child may be at risk from another pupil.
  3. If a child discloses something to an adult or an adult is aware of signs which cause them concern, they must follow the procedures for listening & dealing with the disclosure (see Appendix III).
  4. No promise of confidentiality can ever be given where abuse is alleged. They must avoid leading questions or accusations. A record should be made of all physical signs and any discussion with the child. The child’s clothing must never be removed.
  5. It is not the teacher’s responsibility to investigate but the child must be reassured that the matter will be taken seriously.
  6. The CD immediately informs the Principal of Elizabeth College of any disclosure or concern. In all cases where abuse is suspected or where an allegation has been made by a pupil or a third party that abuse has taken place, or where serious concerns exist about the welfare of the child, the Principal or CD initially contacts a MASH social worker for advice. It is not necessary to give any names at this stage. All advice given must be recorded and the situation monitored and reviewed. Contact with or referral to Assessment and Intervention Team will not automatically trigger a child protection investigation in every case. If you are unsure, the CD can speak to the duty social worker without making a referral, this is called a ‘hypothetical discussion’. If there is suspicion of abuse, the welfare agency should be contacted as soon as possible and certainly within 24 hours.
  7. All staff, and not just the CD, can make a referral to HSC if there is a risk of immediate serious harm to a child. Wherever possible, however, a conversation should ideally take place with the DSL before any such referral is made.
    
    In urgent cases a Duty Social Worker HSC can be contacted at anytime (01481 725241)
  8. Having checked and verified the cause for concern, the case is referred formally to the MASH by the Principal or the CD. If there are concerns that the child may be at risk, the school is obliged to make a referral. Any subsequent involvement of the Police will be on the advice of the HSC. The Chairman of the Board of Directors and the director responsible for Child Protection are informed by the Principal or the CD. Unless there are concerns that a parent may be the possible abuser, the parents will be informed immediately. The safety of the child is the courses first priority.
3. Allegations against staff
  
  The CD and the Principal of Elizabeth College must be informed immediately if it is suspected that a tutor has:
  
  - behaved in a way that has harmed a child, or may have harmed a child
  
  - possibly committed a criminal offence against or related to a child
  
  - behaved towards a child or children in a way that indicates he or she would pose a risk of harm if they worked regularly or closely with children.
  
  The CD and the Principal of Elizabeth College must also be informed immediately if:
  
  - a member of staff receives an allegation of inappropriate or abusive behaviour
  
  - a member of staff feels required to make such an allegation.
  
  This will ensure that an investigation (where necessary) can be carried out to ascertain the full facts and a pupil can be removed from a potential source of harm or neglect.
  
  Where the CD is suspected or subject to an allegation, the Principal of Elizabeth College should be informed.
  
  All allegations should be referred to the Assessment and Intervention Team. A referral must be made within one working day (in writing or in written confirmation of a telephoned referral) of a disclosure or suspicion of abuse. In cases of serious harm, the police should be informed from the outset.
  
  It is unacceptable for any tutor to keep concerns about colleagues to themselves. If in this situation the tutor feels unable to discuss the issue with the CD he/she must contact another senior member of staff or a MASH social worker (HSC).
4. Allegations against students
  If an allegation is made against a student, they may be suspended from the course during the investigation. The course will take advice from a MASH social worker on the investigation of such allegations as appropriate and will take all appropriate action to ensure the safety and welfare of all students involved, including the student or students accused of abuse. If it is necessary for a student to be interviewed by the Police in relation to allegations of abuse, the course will ensure that, subject to the advice of the HSC, parents are informed as soon as possible and that the pupil is supported during the interview by an appropriate adult.
5. Record Keeping
  
  At every stage where a report has been made or action taken regarding suspected child abuse, a written record must be kept. These records are confidential.
  
  Volunteers and regulated activity
  The Course Administrators undertake enhanced DBS check and Children’s Barred List checks on all volunteers who undertake regulated activity with children (i.e. where the volunteering is unsupervised and provides the opportunity for contact with children.)
  
  An unchecked volunteer must not have unsupervised access to children.
  
  Guidelines for self-protection:
  These guidelines are contained in the Code of Conduct for staff (Appendix II).
6. Missing students procedures
  
  See the Missing Students Policy, which is listed in this document in Appendix VI.
7. Sexting
  If a student’s electronic device or phone is suspected of containing images linked to a Child Protection concern, the device must be handed to the Course Director without content first being viewed. Two members of staff must be present when any content is viewed, with one being of the same sex as the student involved. The CD may be duty bound to inform the HSC and the Police. Victims of sexting will be supported by the most appropriate person/s.
8. Self-Harm
  It is recognised that self-harm may be linked to a child protection issue. Tutors should be vigilant and aware of the causes and symptoms of self-harming and should refer any cases to the CD.
9. Unexplained absences
  Staff should notify the CD of any concerns they have about student absence, in regard to safeguarding.
Appendix

Appendix I:

RECOGNISING ABUSE

Listed below are some of the signs and types of behaviour, which may indicate that a child is being abused. In isolation they are not necessarily evidence of abuse, but may suggest abuse, particularly if a child exhibits several of them, or if a pattern emerges of when or how a child exhibits such signs or behaviour. If abuse is suspected, it is necessary to identify what it is specifically, that is causing concern.

IN YOUNGER CHILDREN:

Reluctance to go somewhere or to stay with someone
Loss of appetite
Clingy, highly dependent behaviour
Regressive behaviour
Passivity or very compliant behaviour in relation to adults
Nightmares, fear of sleeping without a light, reluctance to go to bed
Fear of going to school, school problems
Unwillingness to undress/change
Display of affection in inappropriate ways

IN OLDER CHILDREN:

Depression
Withdrawal/Secretiveness
Poor self-image (may neglect grooming and hygiene)
Lack of involvement in school activities (grades may fall)
Skipping school or avoiding going home
Excessively seductive behaviour
Running away
Self-harm

IN DISABLED CHILDREN:

The signs and indicators of abuse for disabled and non-disabled children are fundamentally the same. But for some disabled children signs and indicators may be more difficult to recognise, be harder to untangle – especially if there are communication difficulties/impairment. Symptoms may also be more easily explained away:

by the impairment or illness
by the medication
as ‘it has always been like this’
as attention seeking behaviour
as self-inflicted

More Specific Signs and Types of Behaviour

It is the combination of symptoms, which could give rise to concern. Any of the symptoms could be indicative of other conditions unrelated to abuse.

The following is a summary of some of the indicators that may suggest a child is being abused or is at risk of harm. It is important to recognise that indicators alone cannot confirm whether a child is being abused. Each child should be seen in the context of their family and wider community, and a proper assessment carried out by appropriate persons. What is important to keep in mind is that if you feel unsure or worried, do something about it. Don’t keep it to yourself.

Physical Abuse

Most children collect cuts and bruises quite routinely, as part of the rough and tumble of daily life. Clearly, it is not necessary to be concerned about most of these minor injuries. But accidental injuries normally occur on the bony prominences, e.g. shins. Injuries on the soft areas of the body are more likely to be inflicted intentionally and should therefore make us more alert to other concerning factors that may be present.

Factors that should arouse concern

Multiple bruising or bruises and scratches (especially on the head and face)
Clusters of bruises – e.g. fingertip bruising (caused by being grasped)
Bruises around the neck and behind the ears – the most common abusive injuries are to the head
Damage or injury around the mouth
Bi-lateral injuries such as two bruised eyes
Bruises on the back, chest, buttocks or on the inside of the thighs
Marks indicating injury by an instrument (e.g. linear bruising (stick), parallel bruising (belt), marks of a buckle)
Bite marks
Deliberate burning may also be indicated by the pattern of an instrument or object (e.g. electric fire, cooker, cigarette) or scalds with upward splash marks or tide marks
Untreated and/or unexplained injuries, particularly if they are recurrent

In the social context of the school, it is normal to ask about a noticeable injury. The response to such an enquiry is generally light-hearted and detailed. So, most of all, concern should be aroused when:

the explanation given does not match the injury
no explanation is forthcoming
the child (or the parent) is secretive or evasive
the injury is accompanied by allegations of abuse or assault
admission of punishment which appears excessive

You should be concerned if the child or young person:

is reluctant to have parents/carers contacted
runs away or shows fear of going home
is aggressive
flinches when approached or touched
is reluctant to undress to change clothing for sport
wears long sleeves/long trousers during hot weather
is unnaturally compliant in the presence of parents/carers
fears medical help
exhibits self-harming behaviours
deterioration in school work
has an unexplained pattern of absences which may serve to hide bruises or other physical injuries
fears or is reluctant to return home or to have parents contacted

Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

Emotional Abuse

Most harm is produced in “low warmth, high criticism” homes, not from single incidents.
Emotional abuse is difficult to define, identify/recognise and to prove.
Emotional abuse is chronic and cumulative has a long-term impact.
All kinds of abuse and neglect have emotional effects.
Children can be harmed by witnessing someone harming another person e.g. domestic violence.

Developmental issues

Signs which may indicate emotional abuse:

Delays in physical, mental and emotional development
Poor school performance
Speech disorders
Regressive development (e.g. regresses to a previous developmental stage when they felt safe)

Social issues

Withdrawal from physical contact
Withdrawal from social interaction
Over-compliant behaviour
Insecure, clinging behaviour
Poor social relationships

Emotional responses

Fear of new situations
Inappropriate emotional responses to painful situations
Fear of parents being contacted
Self-disgust
Low self-esteem
Unusually fearful of adults
Lack of concentration, restlessness, aimlessness
Extremes of passivity or aggression
Fear of using computers/accessing email/using mobile technologies

Behaviour Indicators

Extremes of compliance, passivity and/or aggression/provocation
Acceptance of punishment that appears excessive
Over-reaction to mistakes
Continual self-deprecation
Neurotic behaviour (e.g. rocking, hair-twisting, thumb-sucking)
Self-mutilation
Suicide attempts
Drug/alcohol/solvent abuse
Running away
Compulsive stealing, scavenging e.g. other children’s packed lunches
Acting out
Poor trust in significant adults
Regressive behaviour (e.g. wetting)
Sudden speech disorders
Eating disorders
Destructive tendencies
Self-harm
Neurotic behaviour
Arriving early at school, leaving late
Reluctance to use computers or mobile technologies/obsessive use of them

Neglect

Neglect is a lack of parental care. It is the actual or likely persistent or significant neglect of a child, or the failure to protect a child from exposure to any kind of danger, including cold or starvation, or persistent failure to carry out important aspects of care, resulting in the significant impairment of the child’s health or development, including non-organic failure to thrive.

Neglect can include parents failing to:

provide adequate food, clothing and shelter (including exclusion from home or abandonment)
protect a child from emotional or physical danger
ensure adequate supervision or stimulation
ensure access to appropriate medical and dental care or treatment

Indicators of neglect

The following is a summary of some of the indicators that may suggest a child is being abused or is at risk of harm.

Neglect is a difficult form of abuse to recognise and is often seen as less serious than other categories. It is, however, very damaging: children who are neglected often develop more slowly than others and may find it hard to make friends and fit in with their peer group. They may also be bullied.

Physical Indicators

Signs which may indicate neglect:

Constant hunger & stealing food
Underweight
Poor personal hygiene
Inadequate and/or dirty clothing
Unsuitable dress for weather
Untreated medical problems
Looking sad, false smiles

Behavioural Indicators

Constant tiredness
Frequent lateness or non-attendance at school
Missing medical appointments
Frequently unsupervised
Low self-esteem
Destructive tendencies
Stealing or scavenging, especially for food
Poor relationships with peers, isolated
Compulsive stealing and scavenging

Sexual Abuse

Sexual abuse is actual or likely sexual exploitation of a child; the involvement of children and adolescents in sexual activities which they do not truly comprehend, to which they are unable to give informed consent or which violate the social taboos of family roles.

Sexual abuse is usually perpetrated by people who are known and trusted by the child, e.g. relatives, family friends, neighbours, babysitters, people working with the child in school, faith settings, clubs or activities.

Characteristics of child sexual abuse:

It is usually planned and systematic – people do not sexually abuse children by accident, though sexual abuse can be opportunistic.
Grooming the child – people who abuse children take care to choose a vulnerable child and often spend time making them dependent. This can be done offline and online, via chatrooms, instant messaging (IM) and social networking sites.
Grooming the child’s environment – abusers try to ensure that potential adult protectors (parents and other carers especially) are not suspicious of their motives. This can also be done offline and online, via chatrooms, instant messaging (IM) and social networking sites.

Most people who sexually abuse children are men, but some women sexually abuse too.

Indicators of sexual abuse
The following is a summary of some of the indicators that may suggest a child is being abused or is at risk of harm.

Physical Indicators

“Love bites”
Other bite marks
Self-harming behaviours (e.g. deep scratches/cuts on arms)
Tiredness, lethargy
Pregnancy or Sexually Transmitted Infections (STIs)

Medically there are other indicators, but these will not be apparent at school.

Behavioural Indicators

Sudden inexplicable changes in behaviour and decline in school performance
Sexual knowledge inappropriate for ages, shown for example in drawings, vocabulary,
Sexualised behaviour in young children
Sexually provocative behaviour / promiscuity
Hinting at sexual activity
Sudden apparent changes in personality
Lack of concentration, restlessness, aimlessness
Depressions and socially withdrawn
Overly-compliant behaviour
Acting out, aggressive behaviour
Poor trust in significant adults
Regression to younger behaviour, egg thumb sucking, playing with discarded toys, acting like a baby onset of wetting, by day or night, tendency to cry easily
Onset of insecure, clinging behaviour
Arriving early at school, leaving late, running away from home
Suicide attempts, self-mutilation, self-disgust
Eating disorders
Fear of undressing for gym

Appendix II:

CODE OF CONDUCT FOR STAFF
Self - Protection for Staff

A. Introduction

In seeking to uphold the best interests of our students, Staff must be mindful of their position of trust. This Code of Conduct is intended to assist staff in respect of the complex issue of child abuse, by drawing attention to the areas of risk for staff and by offering guidance on prudent conduct.

B. Code of Conduct

1. Private Meetings with Students and individual tuition and coaching arrangements.

Staff should be aware of the dangers which may arise from private interviews or individual tuition with individual students. It is recognised that there will be occasions when these take place. As far as possible, staff should conduct such interviews in a room with visual access, or with the door open, and should ensure that the Course Director or Course Administrator is aware.
Where possible another pupil or (preferably) another adult should be present or nearby during any interview, and staff should take active measures to facilitate this.
A teacher should not travel alone with a pupil. Where this is unavoidable, another teacher should be told, the parents notified if possible and the pupil should be seated in the back of the car.
Any adult who coaches / teaches a pupil in a one to one situation should take particular regard of safeguarding arrangements. They should ensure that there is no reason for their behaviour to be misinterpreted. If there is any one to one tuition when an adult may be alone with a pupil (without other adults in the near vicinity), the DSL should be notified.

2. Physical Contact with Pupils

Staff are advised not to make unnecessary physical contact with their pupils. Staff should be aware that such physical contact is open to misinterpretation by the pupil, parent or other casual observer.
Following any incident where a member of staff feels that his/her actions have been, or may be, misconstrued, a written report of the incident should be submitted immediately to his/her line manager.
It is unrealistic and unnecessary, however, to suggest that staff should touch pupils only in emergencies. It may be fitting to give a distressed child the sort of reassurance involving physical comforting that a caring parent would provide, but this is generally only suitable for younger children. Whilst Staff should not feel inhibited from providing this comfort it must be age-appropriate and Staff must be aware that perfectly innocent actions can be misconstrued.
Staff should never touch a child who has clearly indicated that he/she is, or would be, uncomfortable with such contact, unless it is necessary to protect the child, others or property from harm.
Physical response to misbehaviour is not permissible, unless it is by way of necessary restraint.
In extreme cases, a teacher might have to restrain a student physically to prevent him/her causing injury to him/herself, to others or to property. In such instances, only the minimum necessary force must be used and a written report of the incident, together with names of witnesses, should be given to the Course Director.
Staff who have to administer first aid to a student should ensure wherever possible that this is done in the presence of another adult or other children. However, no member of staff should hesitate to provide first aid in an emergency simply because another person is not present.

3. Teaching

A tutor should not repeatedly hector a student using an excessively loud voice nor repeatedly criticise a student to the point of apparent victimisation.
A tutor should never make sexually suggestive or inappropriate comments about a student, even in jest.

4. Relationships, Attitudes and Social Interaction

Staff should seek advice from the CD if they do not feel comfortable with a student’s request to speak to them. Similarly speak to the CD if you are concerned about a student’s interest in you.

5. Communication with students using technology

Communication with children and staff, by whatever method, should take place within professional boundaries and staff should avoid any personal subject matter. This includes the wider use of technology such as mobile phones, text messaging, emails, digital cameras, videos, webcams, websites, social networking and blogs.

Staff should be circumspect in their communications with children so as to avoid any possible misinterpretation of their motives or any behaviour which could be construed as "grooming". For this reason staff should not have students as ‘friends’ on their personal pages on social network sites such as Facebook.

Staff should not give their personal contact details to students, including email, home or mobile telephone numbers, unless the need to do so is agreed with the Course Director.

6. Whistle blowing

It is important to develop an environment which supports the reporting of concerns. Fostering an open culture encourages transparency and will help individuals to feel supported and listened to. The Course is committed to the highest standards of openness and accountability and expects tutors who become aware of activities which they believe are illegal, improper, unethical or otherwise inconsistent with this code of conduct to report the matter to the Director.

In particular, with regards to safeguarding, all staff are required to report to the Director any concern or allegations about the behaviour of colleagues which are likely to put students at risk of abuse or other serious harm. There will be no retribution or disciplinary action taken against a member of staff for making such a report provided that it is done in good faith.

Conclusion

It would be impossible and inappropriate to lay down hard and fast rules to cover all the circumstances in which staff interrelate with children and young people, or where opportunities for their conduct to be misconstrued might occur. Nonetheless, any suspicions of abuse or inappropriate behaviour by a colleague should always be reported to the Designated Safeguarding Lead.

Staff are responsible for their own actions and behaviour and should avoid any conduct which would lead any reasonable person to question their motivation and intentions. Staff should always work, and be seen to work, in an open and transparent way.

Appendix III

RESPONSE TO DISCLOSURE OF ABUSE

Guidance for Staff

When a child discloses abuse, the way in which you respond is crucial.

It is important to take the disclosure seriously and make a response that includes all of these five statements in some form.

I believe you.
I’m sorry it happened to you.
I’m glad you told me
It’s not your fault, and never was.
We can get help, together

Never promise confidentiality
If you suspect abuse or if a child discloses it to you, you are required to report it as soon as possible to the CD. If they are not available you should report it to the HSC or the police.

You should otherwise keep the disclosure confidential. This means respecting the young person’s right to privacy except where their safety or well-being is in question. Sometimes you will need to consult with someone about what steps to take, so you will need support for unsettled feelings after receiving a disclosure.

In these situations it is appropriate to talk to another adult about it, keeping in mind the child’s right to privacy.

If a student tells you something…

Listen carefully without interrupting
Don’t ask questions except for clarification. It is not your role to investigate.
Do not promise confidentiality
Explain what you will do next
Write down what you have been told, using exact words where possible, including dates.
Speak to the CD directly

YOU MUST NOT ask leading questions or investigate the allegations of abuse.

Appendix IV

Recording a concern

As well as the name of the child and the details of the observations, you should also include in your record:

the place where you made your observations the date and time of the observations your name and role.

Distinguish fact from opinion. The emphasis should be on facts – what you saw and what you heard. If you are writing a record of what a child or adult said, keep as near to the exact words that were spoken as possible. You may want to include some information about how you interpreted your observations. This may be helpful, but should be clearly distinguished from the facts. Other kinds of opinions should be avoided.

Your record should make clear why you are concerned about the child.
It is better to have a shorter record that includes all such information than a longer one that includes unnecessary information.

Appendix V

GUIDANCE FROM THE GUERNSEY EDUCATION DEPARTMENT

Safeguarding Children and Child Protection

The Children Law (Guernsey & Alderney) 2008 states that all States Departments have a duty to work together & share information to ensure that children get the services they require. This is also essential to protect children and young people from suffering harm, abuse or neglect and to prevent them from offending. Further information is available at http://childrenlaw.gg.

All island schools are required to comply with the Inter-agency Guidelines on Child Protection. These may be located at http://www.online-procedures.co.uk/guernsey/.

The guidelines emphasise that everyone has an important part to play in preventing the abuse of children, and in responding to situations where they think that a child may be suffering, or at risk of suffering from serious harm.

Therefore if we have concerns about a child or believe that a child has suffered or is likely to suffer serious harm then the course will contact Health and Social Services Department, Assessment and Intervention Team to determine whether a referral should be made. Any concerns raised by members of staff of the course will be reported to the Course Director, who will make contact with HSC colleagues as appropriate.

Appendix VI

MISSING STUDENTS POLICY

In addition to morning and afternoon registration, all tutors are responsible for registering their class or group at the beginning of every lesson or school session. If a pupil is considered missing, please let the Course Director or Administrator know immediately.

Appendix VII(to be issued to all staff)

SAFEGUARDING AND CHILD PROTECTION GUIDELINES SUMMARY

If you are suspicious, or have serious concerns about the welfare of a student, you should report this immediately to the Course Director (CD).

Charlie Cottam (in his absence, Chris Claxton)

All staff and volunteers must:

Have access to the Child Protection and Safeguarding Policy and Procedures.
Follow the staff Code of Conduct (see below and Appendix II of the Child Protection Policy).
Know how to identify signs and symptoms of possible abuse.
Know how to talk to children about whom they are concerned, how to record & to report this information (see below).
Know how to respond to an allegation or suspicion of abuse or neglect. If in any doubt speak to the CD.
Know how to respond to an allegation against a member of staff.

If a student tells you something…

Listen carefully without interrupting
Don’t ask questions except for clarification. It is not your role to investigate.
Do not promise confidentiality
Explain what you will do next
Write down what you have been told, using exact words where possible, including dates.
Pass on the information to the CD without delay

If you feel a concern has not been taken seriously enough, you should refer the matter yourself to the Assessment and Intervention Team. Wherever possible, however, a conversation should ideally take place with the CD before any such referral is made.

Staff and Volunteer Code of Conduct

All adults are responsible for their own actions and behaviour and should avoid any conduct which would lead any reasonable person to question their motivation and intentions. Staff should always work, and be seen to work, in an open and transparent way. Staff should fully adhere to the Code of Conduct for Staff (Appendix II).

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