Buch, Englisch, 262 Seiten, Format (B × H): 138 mm x 216 mm
Reihe: Q&As for ECTs
Developing Essential Safeguarding Skills as an Early Career Teacher
Buch, Englisch, 262 Seiten, Format (B × H): 138 mm x 216 mm
Reihe: Q&As for ECTs
ISBN: 978-1-041-09769-3
Verlag: Taylor & Francis Ltd
What is my role in safeguarding and why does it matter? What should I do if a child makes a disclosure? How should school staff maintain professional boundaries?
Effective safeguarding is a non-negotiable in school and something every teacher must get right. In this accessible, dip-in-and-out guide, a panel of safeguarding experts offer insights to help Early Career Teachers (ECTs) navigate complex situations and ensure children are protected from all forms of harm.
Each chapter is framed around key questions on safeguarding practice, from responding to issues of neglect, harmful sexual behaviour and online safety to understanding safer recruitment and staff codes of conduct. Drawing on extensive first-hand experience, panellists consider challenges that may occur in school settings and share guidance to help ECTs identify when children are at risk and approach difficult conversations with confidence. Top tips and reflective moments are included, to emphasise the importance of listening, being curious and asking questions when something doesn’t feel right.
As an ECT, your role in safeguarding is vital, but it shouldn’t feel intimidating: it is part of your daily care for the children in your setting, ensuring they feel safe and have the best possible outcomes. This book is essential reading for Early Career Teachers and a useful staffroom resource for all settings.
Zielgruppe
Professional Practice & Development
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
Acknowledgements
Introduction
What do we mean by safeguarding?
How to use this book
Points about language
Our contributors
1 Safeguarding and child protection
What are the common signs of abuse, neglect and exploitation?
What is physical abuse and its common signs?
What is emotional abuse and its common signs?
What is neglect and its common signs?
What is sexual abuse and its common signs?
Where are children at risk from abuse, neglect and exploitation and who from?
What is child-on-child abuse?
What is extra-familial abuse?
2 Safeguarding in school
What are the main safeguarding documents in schools?
What is a DSL and what is their role?
What is my role in safeguarding and why does it matter?
What should I do if a child makes a disclosure?
What can I ask a child if I am worried about them and their safety?
What do I do if I report a concern and nothing happens?
What happens after a concern is reported?
Why don’t children disclose?
Why is working in partnership with parents important and how can I do this effectively?
3 Children potentially at greater risk of harm
What are the additional safeguarding vulnerabilities of children with SEND?
How are mental health and safeguarding concerns linked?
When children display harmful or abusive behaviours, how do we ensure that they continue to have the rights and protection of a child?
How do we safeguard Looked After or Previously Looked After Children?
How do we support young carers in safeguarding?
What are the experiences of Black and ethnic minority children in safeguarding?
How do we ensure the safeguarding of children who identify as LGBTQ+?
How should we view the link between neglect and poverty?
4 Specific issues in safeguarding
What is honour or faith-based abuse and what are my responsibilities, if I am worried a child is at risk?
What is forced marriage and who is at risk?
What is the impact of domestic abuse on safeguarding?
What are county lines, CCE, and CSE, and how are they linked?
What is the connection between attendance and safeguarding?
What is Fabricated and Induced Illness (FII) and how do you identify it?
What is mandatory reporting and when does it apply?
5 Online safety
What is the context for digital knowledge, awareness, and considerations?
What are the risks associated with particular programmes or platforms?
What are the online safeguarding risks for children?
What is meant by filtering and monitoring and what are my responsibilities?
How do we support children to stay safe online?
What do I do if a child has been sending, receiving, or sharing nudes or semi-nudes?
How should we respond to concerns about cyberbullying?
6 Prevent and radicalisation
Why is Prevent part of safeguarding?
What is the difference between extremism, radicalisation, and terrorism?
What makes some children more susceptible to grooming and radicalisation?
What are the signs a child might be being radicalised?
What should I do if I am worried a child is being radicalised?
What is the Channel Programme?
7 Safer recruitment
What is safer recruitment and why does it matter?
What are the pre-employment checks required for working in a school?
Why and how do schools carry out online searches before employment?
What happens if I have lived or worked abroad?
What safeguarding questions might I be asked at interview?
8 Concerns about adults in schools
What is the ‘harm threshold’ and what is meant by a low level concern?
What is whistleblowing and why is it important?
What should I do if I am concerned about an adult’s behaviour in school?
What should I do if I am concerned about the behaviour of a volunteer or visitor to the school?
What happens if a safeguarding concern is raised about me?
How should school staff maintain professional boundaries?
Conclusion
The school safeguarding culture
Self-care
Final word
Index
