Safeguarding

Concerned about a child?

If you are worried or have concerns about a child’s welfare, please contact the following numbers 

Children’s Services

One Call 

01670 536 400

 

Elizabeth Broderick

Emily Davison School 

0191 2980838

 

Please find further information from the links below 

 

https://www.actionforchildren.org.uk/how-we-can-help/worried-about-a-child/

https://www.nspcc.org.uk/keeping-children-safe/reporting-abuse/report/

https://www.gov.uk/government/publications/keeping-children-safe-in-education–2

  • Transport 

Every day, thousands of children and young people travel by bus, coach or taxi, with an adult or other children, and sometimes on their own. As a driver or  escort, you may see or hear things that others may not see and are well placed to spot any signs of possible abuse or safeguarding concerns. 

Emily Davison School has developed guidance and resources to give to drivers and escorts to develop their knowledge and confidence to recognise the signs of abuse and report their concerns. 

 

Taxi Numbers 

Boderline Travel 01912501476

Pheonix Taxi 01670541592

Darras Hall Private Hire 01661610184

Diamond Private Hire 01670353535

S&A Travel 01670851320

Taxi & Courier Safeguarding Pack 

 

Alternative Provision 

Every child deserves an excellent education and opportunity to fulfil their potential. For some children, their health needs or circumstances mean that they are unable to attend school and are educated in an alternative provision. 

Emily Davison School wants to create opportunities for all students and works closely with a number of Alternative Provisions in Northumberland, all which provide a supportive learning environment to meet the needs of their students. 

Alternative Provision : education outside of school Government Policy

Prevent

The Emily Davison School is fully committed to safeguarding and promoting the safety and welfare of all children and young people. As a school we recognise that safeguarding children, adults and communities against radicalisation is of prime importance.

Radicalisation is defined as the act or process of making a person more radical or favouring extreme or fundamental changes in political, economic or social conditions, institutions or habits of the mind.

Indicators that may suggest pupils could be vulnerable to radicalisation
This document is not an exhaustive / definitive list and at all times staff must use professional judgement and where concerns are identified, seek advice from a DSL.

Vulnerability
• Identity Crisis – Distance from cultural/ religious heritage and uncomfortable with their place in the society around them
• Personal Crisis – Family tensions; sense of isolation; adolescence; low self esteem; disassociating from existing friendship group and becoming involved with a new and different group of friends; searching for answers to questions about identity, faith and belonging
• Personal Circumstances – Migration; local community tensions; events affecting country or region of origin; alienation from UK values; having a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy
• Unmet Aspirations – Perceptions of injustice; feeling of failure; rejection of civic life
• Criminality – Experiences of imprisonment; poor resettlement/ reintegration, previous involvement with criminal groups
Access to extremism / extremist influences
• Is there reason to believe that the child/young person associates with those known to be involved in extremism – either because they associate directly with known individuals or because they frequent key locations where these individuals are known to operate? (e.g. the child/young person is the partner, spouse, friend or family member of someone believed to be linked with extremist activity)
• Does the child/young person frequent, or is there evidence to suggest that they are accessing the internet for the purpose of extremist activity? (e.g. Use of closed network groups, access to or distribution of extremist material, contact associates covertly via Skype/email etc)
• Is there reason to believe that the child/young person has been or is likely to be involved with extremist/ military training camps/ locations?
• Is the child/young person known to have possessed or is actively seeking to possess and/ or distribute extremist literature/ other media material likely to incite racial/ religious hatred or acts of violence?
• Does the child/young person sympathise with, or support illegal/illicit groups e.g. propaganda distribution, fundraising and attendance at meetings?
• Does the child/young person support groups with links to extremist activity but not illegal/illicit e.g. propaganda distribution, fundraising and attendance at meetings?
Experiences, Behaviours and Influences
• Has the child/ young person encountered peer, social, family or faith group rejection?
• Is there evidence of extremist ideological, political or religious influence on the child/ young person from within or outside UK?
• Have international events in areas of conflict and civil unrest had a personal impact on the child/ young person resulting in a noticeable change in behaviour? It is important to recognise that many people may be emotionally affected by the plight of what is happening in areas of conflict (i.e. images of children dying) it is important to differentiate them from those that sympathise with or support extremist activity
• Has there been a significant shift in the child/ young person’s behaviour or outward appearance that suggests a new social/political or religious influence?
• Has the child/ young person come into conflict with family over religious beliefs/lifestyle/ dress choices?
• Does the child/ young person vocally support terrorist attacks; either verbally or in their written work?
• Has the child/ young person witnessed or been the perpetrator/ victim of racial or religious hate crime or sectarianism?
Travel
• Is there a pattern of regular or extended travel within the UK, with other evidence to suggest this is for purposes of extremist training or activity?
• Has the child/ young person travelled for extended periods of time to international locations known to be associated with extremism?
• Has the child/ young person employed any methods to disguise their true identity? Has the child/ young person used documents or cover to support this?
Social Factors
• Does the child/ young person have experience of poverty, disadvantage, discrimination or social exclusion?
• Does the child/ young person experience a lack of meaningful employment appropriate to their skills?
• Does the child/ young person display a lack of affinity or understanding for others, or social isolation from peer groups?
• Does the child/ young person demonstrate identity conflict and confusion normally associated with youth development?
• Does the child/ young person have any learning difficulties/ mental health support needs?
• Does the child/ young person demonstrate a simplistic or flawed understanding of religion or politics?
• Does the child/ young person have a history of crime, including episodes in prison?
• Is the child/young person a foreign national, refugee or awaiting a decision on their immigration/ national status?
• Does the child/ young person have insecure, conflicted or absent family relationships?
• Has the child/ young person experienced any trauma in their lives, particularly any trauma associated with war or sectarian conflict?
• Is there evidence that a significant adult or other in the child/young person’s life has extremist view or sympathies?
More critical risk factors could include:-
• Being in contact with extremist recruiters
• Articulating support for extremist causes or leaders
• Accessing extremist websites, especially those with a social networking element
• Possessing extremist literature
• Using extremist narratives and a global ideology to explain personal disadvantage
• Justifying the use of violence to solve societal issues
• Joining extremist organisations
• Significant changes to appearance and/or behaviour

If you have any concerns discuss them with Elizabeth Broderick the Designated Safeguarding Lead at the Emily Davison School.
https://www.gov.uk/government/publications/prevent-duty-guidance/revised-prevent-duty-guidance-for-england-and-wales