How to Safeguard the Wellbeing of Children Essay

1. date the main legislation, guidelines, policies and procedures for skilfulguarding fryren and one-year-old state.1.1Outline current legislation, guidelines and policies and procedures indoors own UK domicile Nation alter the invulnerableguarding of kidren and fresh people.The chelargonn correspond 1989, carried out for the most part on 14 October 1991, introduced comp changes to legislation in England and Wales ingraining the welf be of nestlingren. The symbolize Reinforces the function of families through definition of pargonntal debt instrument Legislates to foster clawren who whitethorn be scummy or atomic number 18 likely to suffer significant vituperate Provides back up from topical anesthetic administration, in particular for families whose pincerren argon in look at The main repoints of the Act arTo bring unneurotic private and public law in one frame litigate To encourage greater partnership amid statutory authorities and p atomic number 18nt s To gain ground the use of automatic ar cheatmentsTo achieve a amend balance mingled with protecting electric s feedrren and enabling p atomic number 18nts to ch tot from each one toldyenge state hinderance To restructure the framework of the courts to comfort management of family proceedings The main principles and nourishment embodied in this legislation are that The welfare of children mustiness be the prevalent consideration when the courts are qualification decisions more or less them squirtren gift the ability to be parties, dismantle from their parents, in good proceedings The concept of parental certificate of indebtedness has replaced that of parental recompenses Delay in decision making questions concerning children is likely to prejudice their welfareCertain duties and powers are conferred upon topical anesthetic authorities to provide services for children and families topical anesthetic authorities are charged with duties to identify children in motif and to safeguard and pull ahead their welfare A checklist of f identification numberors must be considered by the courts in the lead r for each oneing decisions Orders under this Act should non be make unless it can be shownthat this is better for the child than non making the golf club The shaverren Act 2004 (Every Child Matters) constitute out the national framework for delivering childrens services, and identified the Every Child Matters five outcomes for children and three-year-old people, which solely professionals must work towards. The Governments aim is for every child, whatever their background or their circumstances, to capture the complement they need toStay safeHealthyEnjoy and achieveEconomic fountainhead macrocosm autocratic contributionIn furnishition to the Every Child Matters outcomes, The Children Act 2004 Establishes the duties to co-operate to break well-being and to safeguard and abet welfare of children and unseasoned people for the st atutory agencies Make topical anaesthetic authorities responsible for publishing an co-ordinated Childrens and two-year-old Peoples Plan, which describes how they intend to deliver outcomes specified in the Every Child Matters Framework Gives local authorities the responsibility for setting up a Local Safeguarding Childrens jump on (LSCB) Gives local authorities the responsibility for the arrangements to set up Childrens Trusts, local partnerships between the public, private voluntary and community sectors functional in concert to Safeguard Children 2010 is HM Government guidance that defines Safeguarding, Child Protection and Children in Need. Safeguarding as protect children from maltreatment, preventing impairment of childrens health or festering, ensuring that children are growing up in circumstances arranged with the provision of safe and effective superintend and undertaking that role so as to enable those children to have optimum life chances and to inscribe adulthood prosperedly. Child Protection asA part of safeguarding and promoting welfare. This refers to the drill that is undertaken to protect specific children who are suffering, or are at risk of suffering significant terms. efficient child egis is requirement as part of wider work to safeguard and promote the welfare of children.However, all agencies and someones should aim proactively to safeguard and promote the welfare of children so that the need for doing to protect children from harm is reduced. Children in Need asThose whose vulnerability is much(prenominal) that they are unlikely to reach or maintain a satisfactory level of health or phylogeny, or their health or development volition be significantly impaired, without the provision of services.The Protection of Children Act 1999 is to provide resistance for children. The key components of the Child Protection Act 1999 areThe childs duty to rampart is paramountFamilies have unproblematic responsibility for the care a nd protection of their childrenThe child and family have the right to participate in decisions Parents and children have the right to maintaination duty is paramountCulturally appropriate services need to be providedVoluntary intervention is the preferent operator of supportNon-voluntary intervention needs to be limited to the degree necessary to protect the child The Act requires support proletarians works in the sector to consider and act in the outflank interests of the child or tender somebody and to cut through card abuse and follow up disclosures of abuse.The Common assessment Framework (CAF) is a key part of the Every Child Matters Change for Children programme. The aim is to identify, at the early opportunity special needs which are not being met by the universal services children are receiving, and provide by the way and co-ordinated support to meet those needs. The CAF is voluntary and consent-based. It is underpinned by a partnership approach between families and practitioners, with emphasis on family-based decision-making.The CAF assesses the strengths and needs of the child and their family, and families play a big part when developing an action plan for collision some(prenominal) identified redundant needs. The CAF is designed to improve joint working and communication, and supports the share of in representation with consent. It isnot a referral to early(a) services, but can be used as an picture base to support referral where appropriate. A CAF should be foole whenThere is parental consent and young person consent if they are competentThere are concerns about progress or unmet additional needNeeds are unclearThe support of more than one agency is neededLeeds Safeguarding Childrens room brings together representatives of each of the main agencies responsible for promoting childrens welfare, and cooperateing to protect children from abuse and neglect. It is responsible for developing, observe and reviewing child protection policies, procedures and practice within Leeds, and for providing interagency training for round across the city who work with children and families. Safeguarding Children and Safer enlisting in education was introduced in January 2007 by the Secretary of State and tuition and Skills. It is a new vetting and exclude scheme for all those working with children and young people.Regulations have been tightened and new guidance introduced to clarify responsibilities for safer recruitment. It looks at the recruitment and survival processes, recruitment and vetting checks, and duties for safeguarding and promoting the welfare of children in education. The publication likewise looks at dealing with allegations of abuse once against teachers and new(prenominal)wise mental faculty. The scheme includesSafeguarding children additional guidance and adviceSafeguarding children in educationRecruitment and vetting checksDealing with allegations of abuse against teachers and separate staff Recruitment and selectionThe development Act 2002 was developed to broaden teachers responsibilities in simile to child protection. Teachers and other staff in the education service have mean solar day-to-day contact with single(a) children. They are, therefore, particularly well placed to observe outward signs of abuse, changes in behaviour or failure to develop.1.2 relieve child protection within the wider concept of safeguarding children and young people.All staff have a responsibility to safeguard children and young people. Today child protection is vastly becoming replaced with safeguarding. It has a much broader range and was produced to provide a framework to protecting children and young people. There are specific recruitment, selection, training and vetting procedures such as CRB (Criminal Records Bureau) checks and disclosures. It likewise highlights the need to visualise that inappropriate behaviour does not take place and outlines the preferred means by whic h every allegations or suspicions are reported and acted upon.Safeguarding a child or young person is also to ensure that they have the opportunity to achieve their true potential and have the right to be protect from abuse. Any organisation that deals with children or young people must have a safeguarding policy in place that it is reviewed and updated regularly. All staff must chicane the policy and procedures to follow in the event of any cause for concern. It also highlights the importance of shared responsibilities as there can be many distinct agencies involved in dealing with each human face.1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young peopleMy naturalise, Pudsey Tyersal Primary School is committed to safeguarding and promoting the welfare of its pupils. We take all staff and visitors have an important and unique role to play in child protection. My schoolhouse believes thatSchool s can fetch to the prevention of abuseAll children have the right to be protected from harmChildren need support which matches their individual needs, including those who may have experienced abuseChildren need to be safe and feel safe in schoolOver all aimsTo contribute to the prevention of abusive experiences in the spare-time activity waysClarifying standards of behaviour for staff and pupilsIntroducing appropriate work within the curriculum growth staff k forthwithingness of the causes of abuseEncouraging pupils and parental participation in practiceAddressingconcerns at the early possible stageTo contribute to the protection of our pupils in the undermentioned waysIncluding appropriate work within the curriculumImplementing child protection policies and proceduresWorking in partnership with pupils, parents and agencies To contribute to supporting our pupils in the following waysIdentifying individual needs where possibleDesigning plans to meet needsPudsey Tyersal Primary School allow for fulfil local and national responsibilities as laid out in the following documents Working Together to Safeguard Children 2010 (please fit 1.1 for study) The Children Act 1989 (please also see 1.1 for instruction) Leeds Safeguarding Children Board Procedures (2007)(please see 1.1 for information) Safeguarding Children and Safer Recruitment in Education (DfES 2007) (please see 1.1 for information) The Education Act 2002 (please see 1.1 for information)The previous listed guidelines, policies and procedures are conformed to daily by my school. It is my schools job to ensure that these measurements are adhered to. For example, if I was confronted by a child who spots me that he/she is being abused, I must act in agreement to the following guidelines Remain calmDo not transmit shock, anger or embarrassment assure the child and tell the child that I am pleased that he/she is oratory to me Never enter into a pact of secrecy with the child. Assure him/her that I will try to help but let the child know that I will have to tell other people in order to do this. State who this is and why Tell him/her that I believe them. Children very seldom lie about abuse but he/she may have tried telltale(a) others and not been heard or believed Reassure the child that its not his/her faultEncourage the child to verbalize but do not ask leading questions or press for informationListen and think upCheck that I have understood what the child is trying to tell me Praisethe child for telling me. Tell the child that he/she has the right to be safe and protected Do not tell the child that what he/she has experienced is dirty, naughty or bad Remember that it is inappropriate to make any comments about the allege offender Be aware that the child may retract what he/she has told me. It is essential to record all that I have heard At the end of the colloquy, tell the child again who I am going to tell and why that person or those people need to knowAs currently as I can afterwards, make a detailed record of the conversation using the childs own language. Include any questions I have asked but dont add any opinions or interpretations I must not deal with this by myself. I need to inform the designated staff straight away, who, along with the Head teacher will contact accessible serve ups. Children making a disclosure may do so with difficulty, having chosen carefully to whom they will speak. hearing to and supporting a child/young person who has been abused can be traumatic for the adults involved. dungeon for me will be available from my designated staff or Head Teacher.1.4 pardon when and why inquiries and serious faux pas reviews are involve and how the sharing of the findings informs practice.Serious case reviews are undertaken when a child or young person dies (including stopping point by surmise suicide) and abuse or neglect is known or suspected to be a factor in the death. Local Safeguarding Childrens Boards (LSCB) may decide to engage a Serious look Review whenever a child has been harmed in any of the following stances A child sustains a potentially life-threatening injury or serious and permanent impairment of physical and moral health and development through abuse or neglect A child has been seriously harmed as a progeny of being subjected to sexual abuse A parent has been murdered and a interior(prenominal) homicide review is being initiated under the Domestic Violence Act 2004A child has been seriously harmed following a carmine assault The purpose behind a Serious Case Review is to listen valuable lessons regarding the case and how well (or not) the local professionals and services worked together to safeguard and promote the welfare of that child or young person. This then helps policies andprocedures to be updated and improved to ensure that all agencies are effectively working together to promote child welfare and safeguarding and to act quickly and efficiently to prevent any form of ch ild abuse. In all cases where abuse is suspected or a sustainable allegation is made, teachers and other members of staff should report the information to the designated teacher.The designated teacher should refer these cases to, or discuss them with the investigating agencies according to the procedures conventional by the local Area Child Protection Committee and the Local Education Authority. The overall aim of the new viands is to place the education services responsibilities for making child protection arrangements on a legal footing and to provide further safeguards against child abuse.These will only prove successful if the Government, LEAs and schools ensure that teachers are aware of their new duties and that they receive training in recognising the signs of child abuse. These new provisions also place a wider duty on schools, further education institutions and LEAs. These bodies now have a duty to safeguard and promote the welfare of children in relation to all functions relating to the conduct of a school.1.5 Explain how the processes used by own work setting or service trace with legislation that covers data protection, information handling and sharing.In my placement school Child Protection information is dealt with in a confidential manner. A written record is made of what information has been shared with who and when. ply will be informed of relevant details only when the designated staff feels their having knowledge of a situation will improve their ability to deal with an individual child and/or family. Child Protection records are stored securely in a central place, separate from academic records. Individual files are kept for each child. The school does not keep family files. Files are kept for at least that period during which the child is go to the school, and beyond that, in line with current data legislation. Access to them by staff other than the designated staff is restricted and a written record is kept of who has access to them and when.Parents are made aware of what information is held on their children and are kept up to date regarding any concerns or developments by theappropriate members of staff. global communications with parents are in line with home school policies and give due regard to which adults have parental responsibility. In general, my school will discuss concerns with parents/carers onwards approaching other agencies, and will explore their consent to making a referral to another agency. Appropriate staff will approach parents/carers after character reference with the Designated Staff. However, there may be occasions when school will contact another agency before informing parents/carers, if the school decides that contacting them may increase the risk of significant harm to the child. My school works in partnership with other agencies in the best interests of the children.Therefore, school will, where necessary, liaise with the school nurse and doctor, and make referrals to favorabl e Care. Referrals should be made, by the Designated Staff, to the Central Local Authority call centre, using the Common Request for Service Form. Where a child already has a social worker, the referral should indicate the fact and the social worker should also be informed. The school will co-operate with Children and Young Peoples Social Care where they are conducting child protection enquiries.Furthermore, school will endeavour to attend appropriate inter-agency meetings such as sign and Review Child Protection Conferences, and Planning and Core Group meetings, as well as Family put forward Meetings. The school will provide reports as required for these meetings. If school is unable to attend, a written report will be sent. The report will, wherever possible, be shared with parents/carers at least 24 hours before the meeting.CYP Core 3.3 Understand how to safeguard the well-being of children and young people1.Understand the main legislation, guidelines, policies and procedures fo r safeguarding children and young people.1.1Outline current legislation, guidelines and policies and procedures within own UK Home Nation affecting the safeguarding of children and young people.The Children Act 1989, carried out for the most part on 14 October 1991,introduced comprehensive changes to legislation in England and Wales affecting the welfare of children. The Act Reinforces the function of families through definition of parental responsibility Legislates to protect children who may be suffering or are likely to suffer significant harm Provides support from local authorities, in particular for families whose children are in need The main aims of the Act areTo bring together private and public law in one frameworkTo encourage greater partnership between statutory authorities and parents To promote the use of voluntary arrangementsTo achieve a better balance between protecting children and enabling parents to challenge state intervention To restructure the framework of the courts to facilitate management of family proceedings The main principles and provisions embodied in this legislation are that The welfare of children must be the paramount consideration when the courts are making decisions about them Children have the ability to be parties, separate from their parents, in legal proceedings The concept of parental responsibility has replaced that of parental rights Delay in deciding questions concerning children is likely to prejudice their welfareCertain duties and powers are conferred upon local authorities to provide services for children and families Local authorities are charged with duties to identify children in need and to safeguard and promote their welfare A checklist of factors must be considered by the courts before reaching decisions Orders under this Act should not be made unless it can be shown that this is better for the child than not making the order The Children Act 2004 (Every Child Matters) set out the national framework for del ivering childrens services, and identified the Every Child Matters five outcomes for children and young people, which all professionals must work towards. The Governments aim is for every child, whatever their background or their circumstances, to have the support they need toStay safeHealthyEnjoy and achieveEconomic wellbeingPositive contributionIn addition to the Every Child Matters outcomes, The Children Act 2004 Establishes the duties to co-operate to improve well-being and to safeguard and promote welfare of children and young people for the statutory agencies Make local authorities responsible for publishing an integrated Childrens and Young Peoples Plan, which describes how they intend to deliver outcomes specified in the Every Child Matters Framework Gives local authorities the responsibility for setting up a Local Safeguarding Childrens Board (LSCB) Gives local authorities the responsibility for the arrangements to set up Childrens Trusts, local partnerships between the pub lic, private voluntary and community sectorsWorking Together to Safeguard Children 2010 is HM Government guidance that defines Safeguarding, Child Protection and Children in Need. Safeguarding as Protecting children from maltreatment, preventing impairment of childrens health or development, ensuring that children are growing up in circumstances consistent with the provision of safe and effective care and undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully.Child Protection asA part of safeguarding and promoting welfare. This refers to the activity that is undertaken to protect specific children who are suffering, or are at risk of suffering significant harm. Effective child protection is essential as part of wider work to safeguard and promote the welfare of children. However, all agencies and individuals should aim proactively to safeguard and promote the welfare of children so that the need for action to protect chi ldren from harm is reduced. Children in Need asThose whose vulnerability is such that they are unlikely to reach or maintain a satisfactory level of health or development, or their health or development will be significantly impaired, without the provision of services.The Protection of Children Act 1999 is to provide protection for children. The key components of the Child Protection Act 1999 areThe childs rightto protection is paramountFamilies have primary responsibility for the care and protection of their childrenThe child and family have the right to participate in decisionsParents and children have the right to informationAccountability is paramountCulturally appropriate services need to be providedVoluntary intervention is the preferred means of support Non-voluntary intervention needs to be limited to the degree necessary to protect the child The Act requires support workers working in the sector to consider and act in the best interests of the child or young person and to r eport abuse and follow up disclosures of abuse.The Common Assessment Framework (CAF) is a key part of the Every Child Matters Change for Children programme. The aim is to identify, at the earliest opportunity additional needs which are not being met by the universal services children are receiving, and provide timely and co-ordinated support to meet those needs. The CAF is voluntary and consent-based. It is underpinned by a partnership approach between families and practitioners, with emphasis on family-based decision-making.The CAF assesses the strengths and needs of the child and their family, and families play a big part when developing an action plan for meeting any identified additional needs. The CAF is designed to improve joint working and communication, and supports the sharing of information with consent. It is not a referral to other services, but can be used as an evidence base to support referral where appropriate. A CAF should be done when There is parental consent and young person consent if they are competent There are concerns about progress or unmet additional need Needs are unclearThe support of more than one agency is neededLeeds Safeguarding Childrens Board brings together representatives of each of the main agencies responsible for promoting childrens welfare, and helping to protect children from abuse and neglect. It is responsible for developing, monitoring and reviewing child protection policies, procedures and practice within Leeds, and for providing interagency training for staffacross the city who work with children and families. Safeguarding Children and Safer Recruitment in Education was introduced in January 2007 by the Secretary of State and Education and Skills.It is a new vetting and barring scheme for all those working with children and young people. Regulations have been tightened and new guidance introduced to clarify responsibilities for safer recruitment. It looks at the recruitment and selection processes, recruitment an d vetting checks, and duties for safeguarding and promoting the welfare of children in education. The publication also looks at dealing with allegations of abuse against teachers and other staff. The scheme includes Safeguarding children additional guidance and advice Safeguarding children in educationRecruitment and vetting checksDealing with allegations of abuse against teachers and other staffRecruitment and selectionThe Education Act 2002 was developed to broaden teachers responsibilities in relation to child protection. Teachers and other staff in the education service have day-to-day contact with individual children. They are, therefore, particularly well placed to observe outward signs of abuse, changes in behaviour or failure to develop.1.2 Explain child protection within the wider concept of safeguarding children and young people.All staff have a responsibility to safeguard children and young people. Today child protection is vastly becoming replaced with safeguarding. It has a much broader range and was produced to provide a framework to protecting children and young people. There are specific recruitment, selection, training and vetting procedures such as CRB (Criminal Records Bureau) checks and disclosures. It also highlights the need to ensure that inappropriate behaviour does not take place and outlines the preferred means by which any allegations or suspicions are reported and acted upon.Safeguarding a child or young person is also to ensure that they have the opportunity to achieve their true potential and have the right to be protected from abuse. Any organisation that deals with children or young people must have asafeguarding policy in place that it is reviewed and updated regularly. All staff must know the policy and procedures to follow in the event of any cause for concern. It also highlights the importance of shared responsibilities as there can be many different agencies involved in dealing with each case.1.3 Analyse how national and l ocal guidelines, policies and procedures for safeguarding affect day to day work with children and young peopleMy school, Pudsey Tyersal Primary School is committed to safeguarding and promoting the welfare of its pupils. We believe all staff and visitors have an important and unique role to play in child protection. My school believes that Schools can contribute to the prevention of abuseAll children have the right to be protected from harmChildren need support which matches their individual needs, including those who may have experienced abuseChildren need to be safe and feel safe in schoolOver all aimsTo contribute to the prevention of abusive experiences in the following waysClarifying standards of behaviour for staff and pupilsIntroducing appropriate work within the curriculumDeveloping staff awareness of the causes of abuseEncouraging pupils and parental participation in practice Addressing concerns at the earliest possible stageTo contribute to the protection of our pupils in the following waysIncluding appropriate work within the curriculumImplementing child protection policies and proceduresWorking in partnership with pupils, parents and agencies To contribute to supporting our pupils in the following ways Identifying individual needs where possibleDesigning plans to meet needsPudsey Tyersal Primary School will fulfil local and national responsibilities as laid out in the following documents Working Together to SafeguardChildren 2010 (please see 1.1 for information) The Children Act 1989 (please also see 1.1 for information) Leeds Safeguarding Children Board Procedures (2007)(please see 1.1 for information) Safeguarding Children and Safer Recruitment in Education (DfES 2007) (please see 1.1 for information) The Education Act 2002 (please see 1.1 for information)The previous listed guidelines, policies and procedures are conformed to daily by my school. It is my schools job to ensure that these measurements are adhered to. For example, if I was confron ted by a child who tells me that he/she is being abused, I must act in accordance to the following guidelines Remain calmDo not transmit shock, anger or embarrassmentReassure the child and tell the child that I am pleased that he/she is speaking to me Never enter into a pact of secrecy with the child. Assure him/her that I will try to help but let the child know that I will have to tell other people in order to do this. State who this is and why Tell him/her that I believe them. Children very rarely lie about abuse but he/she may have tried telling others and not been heard or believed Reassure the child that its not his/her faultEncourage the child to talk but do not ask leading questions or press for information Listen and rememberCheck that I have understood what the child is trying to tell me Praise the child for telling me. Tell the child that he/she has the right to be safe and protected Do not tell the child that what he/she has experienced is dirty, naughty or bad Remember t hat it is inappropriate to make any comments about the alleged offender Be aware that the child may retract what he/she has told me. It is essential to record all that I have heard At the end of the conversation, tell the child again who I am going to tell and why that person or those people need to knowAs soon as I can afterwards, make a detailed record of the conversation using the childs own language. Include any questions I have asked but dont add any opinions or interpretations I must not deal with this by myself. I need to inform the designated staff straight away, who, along with the Head teacher willcontact Social Services. Children making a disclosure may do so with difficulty, having chosen carefully to whom they will speak. Listening to and supporting a child/young person who has been abused can be traumatic for the adults involved. Support for me will be available from my designated staff or Head Teacher.1.4 Explain when and why inquiries and serious case reviews are req uired and how the sharing of the findings informs practice.Serious case reviews are undertaken when a child or young person dies (including death by suspected suicide) and abuse or neglect is known or suspected to be a factor in the death. Local Safeguarding Childrens Boards (LSCB) may decide to conduct a Serious Case Review whenever a child has been harmed in any of the following situations A child sustains a potentially life-threatening injury or serious and permanent impairment of physical and mental health and development through abuse or neglect A child has been seriously harmed as a result of being subjected to sexual abuse A parent has been murdered and a domestic homicide review is being initiated under the Domestic Violence Act 2004 A child has been seriously harmed following a violent assault The purpose behind a Serious Case Review is to learn valuable lessons regarding the case and how well (or not) the local professionals and services worked together to safeguard and pr omote the welfare of that child or young person.This then helps policies and procedures to be updated and improved to ensure that all agencies are effectively working together to promote child welfare and safeguarding and to act quickly and efficiently to prevent any form of child abuse. In all cases where abuse is suspected or a sustainable allegation is made, teachers and other members of staff should report the information to the designated teacher. The designated teacher should refer these cases to, or discuss them with the investigating agencies according to the procedures established by the local Area Child Protection Committee and the Local Education Authority.The overall aim of the new provisions is to place the education services responsibilities for making child protection arrangements on a legal footing and to provide further safeguards against child abuse. These will only provesuccessful if the Government, LEAs and schools ensure that teachers are aware of their new duti es and that they receive training in recognising the signs of child abuse. These new provisions also place a wider duty on schools, further education institutions and LEAs. These bodies now have a duty to safeguard and promote the welfare of children in relation to all functions relating to the conduct of a school.1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing.In my placement school Child Protection information is dealt with in a confidential manner. A written record is made of what information has been shared with who and when. Staff will be informed of relevant details only when the designated staff feels their having knowledge of a situation will improve their ability to deal with an individual child and/or family. Child Protection records are stored securely in a central place, separate from academic records. Individual files are kept for each child. The school does not keep family files. Files are kept for at least that period during which the child is attending the school, and beyond that, in line with current data legislation. Access to them by staff other than the designated staff is restricted and a written record is kept of who has access to them and when.Parents are made aware of what information is held on their children and are kept up to date regarding any concerns or developments by the appropriate members of staff. General communications with parents are in line with home school policies and give due regard to which adults have parental responsibility. In general, my school will discuss concerns with parents/carers before approaching other agencies, and will seek their consent to making a referral to another agency. Appropriate staff will approach parents/carers after consultation with the Designated Staff. However, there may be occasions when school will contact another agency before informing parents/carers, if the school decides that cont acting them may increase the risk of significant harm to the child.My school works in partnership with other agencies in the best interests of the children. Therefore, school will, where necessary, liaise with the school nurse anddoctor, and make referrals to Social Care. Referrals should be made, by the Designated Staff, to the Central Local Authority call centre, using the Common Request for Service Form. Where a child already has a social worker, the referral should indicate the fact and the social worker should also be informed.The school will co-operate with Children and Young Peoples Social Care where they are conducting child protection enquiries. Furthermore, school will endeavour to attend appropriate inter-agency meetings such as Initial and Review Child Protection Conferences, and Planning and Core Group meetings, as well as Family Support Meetings. The school will provide reports as required for these meetings. If school is unable to attend, a written report will be sent . The report will, wherever possible, be shared with parents/carers at least 24 hours before the meeting.