Secondary Staff handbook

Aims and objectives This policy ensures that all teaching and non-teaching staff in our school are clear about the actions necessary with regard to a child protection issue.. School Pro

Staff Handbook

3 Teaching & Learning

Part 1

General Information

2

BVIS Mission Statement

The British Vietnamese International School seeks to provide an outstanding education through dual language instruction in English and Vietnamese All students will become independent learners by means of enquiry, reflection and perseverance At BVIS we act with integrity and treat one another with respect, learning together as responsible global and Vietnamese citizens

BVIS achieves its mission by:

Nurturing Vietnamese language proficiency in formative years

Ensuring the early acquisition of English

Protecting and celebrating Vietnamese cultural customs and traditions

Making secure a sense of Vietnamese place and history

Fostering universal values such as personal integrity, respect for others and care for community and global issues

Nurturing independent learners who are: enquirers, proactive, responsive, creative, collaborative, reflective, flexible, enterprising and able to persevere

Achieving true bilingual proficiency upon graduation

Aide memoire for display in all classrooms

geography

Huynh

Guidance

4

Key Stage Teams

Key Stage 3 Coordinator: Bruce Gunn

7B Jonathan O’Donnell 7V Georgina Hardiman 7I Nguyen Nguyen 7S Rob Duff,

Phuong Pham & Lien Nguyen 8B Andrew Waddingham 8V Lianne Hawxwell 8I Jonny Routledge

9B Annemieke Clements 9V Claire Donnelly 9I Gemma Riley/ Tung Huynh

Key Stage 4 Coordinator: Stuart Reid

10B James Webb 10V Bartholomew Dobson 10I Louise Murdoch 11B Karan Allan 11V Louise Ackroyd 11I Eliesha Penner

Key Stage 5 Coordinator: Radley Lowry

13B Will McConnell 13V Victoria Coates 13I Emily Lavender

5

Staff by Departments and Roles

Lianne Hawxwell Secondary Learning Support Leader

Louise Ackroyd Joint Head of Department

Bartholomew Dobson Science Teacher

6

6

Lesson Timings

Registers

Registers should be taken within the first five minutes of every lesson This is

particularly important at the start of the morning and afternoon sessions

The class register will give you access to individual student information including levels, SEN/EAL information, photograph and contact details

7

Introduction Information from the IT Department (For Teaching Staff)

This information is to help you get started using your computer If you have any questions, please contract IT support by emailing pcsupport@bvisvietnam.com

Computer Login Account

- Every BVIS employee has a private network account which can be used to log in to BVIS computers and gain access to the school’s applications (email, SIMS, room booking, Internet,

IT HelpDesk etc.)

- Your account details (username and password) will be created by the IT department

- For teaching staff, the username is both your first and last names without spaces and default

password is password(e.g John Smith will login with username: johnsmith and password: password )

- Your account must be activated before using by logging in the system using school desktop

or laptop and you will be required to change your password on first log on

- To access your email follow these steps:

Type http://mail.bvisvietnam.com in the Internet browser address bar

When prompted for username and password, enter your school account as follows:

Username: your username (e.g johnsmith) Password: your password

- Mailbox size - all teachers have a mailbox limit of 2GB If your mailbox nears it limit, an

alert message will be automatically sent to you

- It is important to regularly review and delete unnecessary emails to free up your mailbox for new mail

- Spam email should be automatically blocked by our spam filtering engine Sometimes however you may receive unwanted email in your mailbox Please forward any such email

to the IT department (pcsupport@bvisvietnam.com) so we can arrange to block them in future

8

It is highly recommended that you do not use your email account to register on internet forums or websites to avoid being spammed

- The size of attachments (both sending and receiving) is limited to 10MB It is recommended

however to keep attachments to below 5MB

- If you send a large email attachment to many recipients it may affect the network performance of the school Please discuss this with the IT department before sending as there may be an alternative solution

How to change your account password

- Account passwords should be kept private and changed regularly With the current system

settings your account password will expire after 90 days After this time you will be

prompted to change it to a new one

- There are two ways to change your password

On the school computer: press [Ctrl] + [Alt] + [Delete] and select Change a password

Outside the school: please log into the Outlook Web Access email system and select Options > Change Password

9

Passwords must be at least eight characters and are case-sensitive

- If you have forgotten your password, please visit the IT department in person or ask a colleague to send a request to IT to reset it

Storing your files

- Files and media for teaching and learning should be saved on the school’s network drives rather than on your computer’s hard disk Files stored on a computer’s local on machines are not backed up and you may lose your data if your PC is out of order

- Network drives at BVIS:

M: drive (7 GB) is for storing and sharing multimedia digital content such as photos,

videos and audio files

10

Z: drive (4 GB) is for storing and sharing standard documents (Microsoft Office files,

PDFs etc.) for teaching staff and students

G: drive is for storing and sharing documents for non-teaching (admin) staff

Roaming Documents

- In addition to network drives (which are mapped as the above lettered drives when you log

in to your computer) you can also safely save personal data in your Documents folder with maximum 3 GB This is a private folder only accessible by you It is located on the network

so can be accessed from any computer you log in to with your account

- All network drives are subject to individual size quota limits (per individual) This ensures they systems can remain operational for all staff and students

- As with your emails, it is important to carry out regular housekeeping on your files and delete anything which is no longer required

- Do not to save important data in places other than those listed above

Purchase and replacements of IT equipment

- Requests for new IT equipment are usually considered by the HOC on a yearly basis and need to be approved by the school management board prior to purchase

Reporting IT problems and making IT requests

- The IT department provides a wide range of IT services including troubleshooting and resolving hardware and software issues on your desktop or laptop computer, printer, scanner and other IT equipment

- There are different ways to contact the IT department The preferred methods are to:

Using the Spiceworks HelpDesk system at http://spiceworks/portal (you will need

to log in to this using your computer username and password) Send an email to pcsupport@bvisvietnam.com

- Requests made in these two ways will be automatically recorded and you will be kept informed of its progress and resolution

- If you are unable to make it in the above ways you can contact the IT office room 144 in secondary campus (Tel: 37085717 ext 108)

- When sending a request to the IT department please include the following information to ensure it is allocated to the correct person and dealt with as quickly as possible:

Your location: campus, room number

The type of IT equipment you have an issue with

A short description of your issue or request

- If you have any general comments or wish to make a complaint regarding IT services, please send an email to pcsupport@bvisvietnam.com

Part 2

Staff Policies

&

Expectations

CHILD PROTECTION AND SAFEGUARDING POLICY

Rationale

An effective whole-school child protection policy is one that provides clear direction about expected codes of behaviour in dealing with child protection issues An effective policy also makes explicit the school’s commitment to the development of good practice and sound internal school procedures This ensures that child protection concerns and referrals may be handled sensitively, professionally and in ways which support the needs of the child

Introduction

The health, safety and well-being of all our children are of paramount importance to all the adults who work in the school The Vietnamese Government is a signatory of the UN convention on the Rights of the Child and as such our children have the right to protection, regardless of age, gender, race, culture or disability They have a right to be safe in our school

In our school we respect our children The atmosphere within our school is one that encourages all children to

do their best We provide opportunities that enable our children to take and make decisions for themselves Our teaching of personal, social and health education and citizenship, (which follows the National Curriculum for England), helps to develop appropriate attitudes in our children and makes them aware of the impact of their decisions on others We also teach them how to recognise different risks in different situations, and how to behave in response to them We give opportunities for children to discuss problems or concerns with an adult

as part of our pastoral programme

Aims and objectives

This policy ensures that all teaching and non-teaching staff in our school are clear about the actions necessary with regard to a child protection issue Its aims are:

Decree No.71 Detailing and Guiding a number of Articles of the Law on Child Protection, Care and Education 2011 (Vietnam)

The Children Act 2004 (UK)

DfES guidance Safeguarding Children and Safer Recruitment in Education (2006)

HM Government 'Working Together to Safeguard Children’ (2006)

Roles and Responsibilities

All adults working with or on behalf of the children have a responsibility to safeguard and promote the welfare

of children There are however key people within the school who have specific responsibilities under child

protection procedures These are listed in Appendix 4

The Designated Senior Person (DSP) is responsible to the Head of Campus They:

Give advice and support to all members of staff

Ensure that all procedures are in place

Ensure that appropriate training is provided to all staff

Decide which members of staff need to be informed about children considered to be at risk

Ensure that the school effectively monitors children about whom there are concerns

Ensure that accurate records relating to individual children are kept separate from the academic file in a secure place

The development of appropriate procedures and the monitoring of good practice are the responsibilities of the Principal The Head of Primary/Secondary is responsible for ensuring this policy is effectively carried out

School Procedures - What to do if you suspect child abuse

If any member of staff is concerned about a child, he or she must inform the Designated Senior Person (or if they are unavailable, Head of Primary/Secondary)

Information regarding the concerns must be recorded and referred by the member of staff on the same day The recording must be a clear, factual account of the observations

A pro-forma is available as Appendix 1 to this policy

Where it is believed that a child is suffering from, or is at risk of significant harm, we will follow the procedures set out in Dealing with a Disclosure and Appendix 2 to this document

Staff are kept informed of the procedures and, where appropriate, any children involved in child

protection issues by the DSP or Head of Primary/Secondary

If it was felt that the child was in need of protection, we would discuss with parents but only if this did not increase the risk to the child or prejudice further enquiries

Procedures to follow when the DSP is notified of the concern about the welfare or Safety of a child When a case of concern is brought to the DSP, they will share all matters of concern with the Head of Primary/Secondary and Principal A decision of action will be taken together

If after investigation it is felt the student is at risk of significant harm then the Principal may take the decision to contact the Regional DOET Office or the Local Police if the student is Vietnamese If the student is a child of expatriate parents then the Principal may take the decision to contact the

appropriate Consulate/Embassy

When to be concerned

Staff should be concerned about a student if he or she:-

has any injury which is not typical of the bumps and scrapes normally associated with children’s injuries regularly has unexplained injuries

frequently has injuries (even when apparently reasonable explanations are given)

confused or conflicting explanations are given on how injuries were sustained

exhibits significant changes in behaviour, performance or attitude

indulges in sexual behaviour which is unusually explicit and/or inappropriate to his or her age

discloses an experience in which he or she may have been significantly harmed

Training and Support

Appropriate staff will have access to Child Protection training that is appropriate to their role This includes training in procedures to follow, signs to note and appropriate record keeping It is important that all staff teaching have access to appropriate training in order that they are able to react appropriately if an incident should occur

All staff are trained to recognise and respond to situations where a child may be considered to be at risk New staff will be trained as appropriate at the start of the academic year

The Designated Senior Person should be trained to UK multi agency level 2 or equivalent An on-line UK Safeguarding Children Level 1 training programme will be available for teaching staff All teachers and teaching assistants receive in-house training

Appropriate local support staff will also receive appropriate in-house training

Support is available for all staff who have concerns or queries about Child Protection from the Head of Campus and DSP

Dealing with a Disclosure

Receive

If a student discloses that he or she has been abused in some way, the member of staff should:-

listen to what is being said without displaying shock or disbelief

accept what is being said

allow the child to talk freely

reassure the child but not make promises which it might not be possible to keep

not promise confidentiality

reassure him or her that what has happened is not his or her fault

stress that it was the right thing to tell

listen, rather than ask direct questions

ask open questions rather than leading questions

not criticise the alleged perpetrator

explain what has to be done next and who has to be told

Record

When a student has made a disclosure the member of staff should:-

ensure any immediate medical needs are dealt with

make brief notes as soon as possible after the conversation

not destroy the original notes in case they are needed by another extermal agency

record the date time, and place and any noticeable non-verbal behaviour and the words used by the child (may decide to) draw a diagram to indicate the position of any bruising or other injury

record statements and observations rather than interpretations or assumptions

Refer

After receiving and recording, the member of staff should:-

inform the Designated Senior Person

pass on the records and information

not ask the child to repeat what they have already disclosed

Support

Dealing with a disclosure from a child, and a Child Protection case in general, is likely to be a stressful experience The member of staff should, therefore, consider seeking support for him/herself and discuss this with the Designated Senior Person or Head of Primary/Secondary

Professional Confidentiality

Confidentiality is an issue which needs to be discussed and fully understood by all those working with children, particularly in the context of Child Protection The only purpose of confidentiality in this respect is to benefit the child

Children’s desire, need and right to speak in confidence to others about things which concern them should be respected In order to deal with the matter honestly, and to avoid collusion, it is important to tell the child who you will need to pass information onto Listen to the child, be sympathetic and tell the child you are pleased they have told you, this should help the child feel safe

Information will then be shared with the DSP and the Head of Primary/Secondary Depending on the exact nature of the concern, they would then decide whether to contact the appropriate authorities

An exchange of relevant information between professionals is essential in order to safeguard children The safety of the child is always the paramount consideration

Records and Monitoring

Well kept records are essential to good Child Protection practice The school is clear about the need to record any concerns held about a child or children within our school, the status of such records and when these records should be passed over to other agencies

These records are stored in a secure location, separate from any Educational records and are not accessible to everyone in school

THE DSP should also keep a CP Diary as this will allow the school to chart timescales

If a child with Child Protection concerns leaves the school or transfers, then the Principal will discuss whether it

is appropriate to pass on our files and the method for doing this

Supporting Students at Risk

The school recognises that children who are abused or who witness violence may find it difficult to develop a sense of self-worth and to view the world in a positive way The school may be the only stable, secure and predictable element in the lives of children at risk Whilst at school, their behaviour may still be challenging and defiant and there may even be moves to consider suspension or exclusion from school

It is also recognised that some children who have experienced abuse may in turn abuse others This requires a considered, sensitive approach in order that the child can receive appropriate help and support

The school will endeavour to support students through:

the curriculum, to encourage self esteem and self motivation

the school ethos, which promotes a positive, supportive and secure environment and which gives all pupils and adults a sense of being respected and valued

the implementation of school behaviour policies

a consistent approach, which recognises and separates the cause of behaviour from that which the child displays This is vital to ensure that all children are supported within the school setting

a commitment to develop productive, supportive relationships with parents

the development and support of a responsive and knowledgeable staff group trained to respond

appropriately in child protection situations

offering the support of the Counsellor

Safe Recruitment

All staff must submit legalised copies of a criminal record check from their home country In addition they must also provide copies from recent countries they have worked in References, including the most recent employer, must state that there are no known reasons for the applicant not to work with children

Allegations Involving School Staff

Teachers and staff are placed in a responsible and vulnerable position and have a right to expect any allegations against them to be investigated professionally and impartially

In all cases where there is reason to suspect a member of staff may have abused a child or young person in his/her care, the details of the suspicions should be immediately reported to the designated person and the Principal who should then contact the Principal Following their discussion, a joint decision is then taken as to the next appropriate course of action

Where the Principal or DSP is the alleged abuser, the referrer should contact the Principal directly

September 2015

APPENDICES

Appendix 1 Confidential Record of Concern

Appendix 2 What to do if you Suspect Child Abuse

Appendix 3 Signs and Symptoms of Abuse

Appendix 4 Definitions

Appendix 5 Key Contacts

Appendix 6 Physical Intervention Guidelines

APPENDIX 1 - Confidential Record of Concern

Date:

Nature of Concern:

What prompted this record? (Please include dates, times, incidents, discussions, observations, behaviours)

Notes:

Information that could explain child’s behaviour/situation

Does the concern fall into one of the following categories?

APPENDIX 2

Procedures to follow if a member of staff is concerned about the welfare or safety of a child

Discuss only with parent if this does not increase risk to the child

or prejudice an investigation

Advice will be sought from the CEO/DGD where needed

Head of Campus may make

a formal referral to the appropriate authorities

If a referral is not made all notes are kept in the secure Child Protection file

Member of staff has concerns for a child

A student makes a disclosure

Share concern with DSP (complete Record of Concern form)

DSP and HOP/S evaluate assessment and decide on appropriateness course of action

APPENDIX 3

Signs and symptoms of abuse

1.1 The first indication that a child is being abused is not necessarily the presence of severe injury Concerns that a child is being abused may be aroused by the sight of bruises or marks on a child's body or by remarks made by a child, his/her parents or friends They may also be aroused by observation of a child's behaviour or reactions, from awareness that a family is under stress and may need help with caring for the children or from a number of other factors

While the situation may not seem initially to be serious it is worth remembering that prompt help to a family in trouble may prevent minor abuse escalating into something more serious Anyone who is worried that a child may be at risk should discuss their concern with the Designated Senior Person who may seek advice and/or refer the matter as soon as possible

The following is not a comprehensive or definitive list, but it does provide a guide to the more common non-accidental injuries and, taken in conjunction with the skin map, indicates situations in which more expert advice should be sought

1.2 Bruises

a Symmetrical bruised eyes are rarely accidental, although they may occur where there is a fracture

of the head or nose and blood seeps from the injury site to settle in the loose tissue around the eye

A single bruised eye may be the result of an accident or abuse

Careful consideration is required whenever there is an injury around the eye It should be noted whether the lids are swollen and tender and if there is damage to the eye itself

b Bruising around the mouth (especially in small babies)

c Grasp marks on arms - or chest of a small child

d Finger marks (e.g you may see 3-4 small bruises on one side of the face and one on the other)

e Symmetrical bruising (especially on the ears),

f Outline bruising (e.g belt marks, handprints)

g Linear bruising (especially on the buttocks or back)

h Bruising on soft tissue with no obvious explanation

i Different age bruising (especially in the same area, e.g buttocks)

N.B

i Most falls or accidents produce one bruise on a single surface - usually on a bony protuberance A child who falls downstairs generally has only one or two bruises Bruising in accidents is usually on the front of the body as children generally fall forwards In addition, there may be marks on their hands if they have tried to break their fall

ii Bruising may be difficult to see on the skin of a mixed-race or non-white skinned child Mongolian blue spots may be mistaken for bruising There are purplish-blue skin markings most commonly on the backs of children whose parents are non-white

iii The following are uncommon sites for accidental bruising:

a) back of legs, buttocks (except, occasionally along the bony protuberances of the spine)

b) mouth, cheeks, behind the ear

c) stomach, chest

d) under the arm

e) genital, rectal area

f) neck

1.3 Bites

These can leave clear impressions of the teeth Human bites are oval or crescent shaped If the distance

is more than 3cm across, they must have been caused by an adult or older child with permanent teeth

1.4 Burns / scalds

It can be very difficult to distinguish between accident and non-accidental burns However as a general rule of thumb, burns or scalds with clear outlines are suspicious, as are burns of uniform depth over a larger area and also splash marks above the main burn area (caused by hot liquid being thrown)

Remember also:

a a responsible adult checks the temperature of the bath before a child gets in,

b a child is unlikely to sit down voluntarily in too hot a bath and cannot accidentally scald its bottom without also scalding its feet,

c a child getting into too hot water of its own accord will struggle to get out again and there will be splash marks,

d small, round burns may be cigarette burns (but may be friction burns, and accident, if along the bony protuberances of the spine)

1.5 Scars

ay have scars, but notice should be taken of an exceptionally large number of differing age scars (especially if coupled with current bruising), unusual shaped scars (e.g round ones from possible cigarette burns), or of large scars that are from burns or lacerations that did not receive medical treatment

1.6 Fractures

These should be suspected if there is pain, swelling and discoloration over a bone or joint The most common non-accidental fractures are to the long bones, i.e arms, legs and ribs It is very rare for a child under one year to sustain a fracture accidentally Fractures also cause pain, and it is difficult for a parent to be unaware that a child has been hurt

Any school is entitled to expect a parent to tell them if there is anything wrong with a child If this is made clear from the start it can become an accepted part of routine and therefore be less difficult to comment on an injury that may look suspicious Parents will usually be asked for an explanation of any injury (as long as is does not put the child at additional risk) that is observed and consideration given to the feasibility of the explanation, whether it is appropriate to the child's age and whether it was dealt

with suitably If there is any doubt, the parents should be told the matter will have to be taken further

It is important, at this stage, not to accuse the parents (if it really was an accident, they will guilty enough anyway), but to involve them in any action taken (e.g medical examination)

1.9 Emotional abuse

Emotional abuse may take the form of failure to meet a child's need for affection, attention and stimulation (even though good physical care may be provided) or there may be constant verbal abuse, rejection, scape-goating, threats of violence or attempts to frighten the child

Conversely, some parents may be so over-protective and possessive that they prevent normal, social contact or normal physical activity Both states can be difficult to document or evaluate, but may have crippling long-term effects on a child's development Children suffering from emotional abuse may exhibit these behavioural symptoms:

a excessively clingy or attention seeking behaviour

b low self-esteem

c apathy

d be fearful or withdrawn

e constantly seek to please

f be over ready to relate to anyone, even strangers

Where emotional abuse is suspected, it is important to seek help for the child

1.10 Neglect and delay in growth (failure to thrive)

Neglect includes not only poor physical care and inattention to the child's basic needs, e.g for regular feeding, cleanliness and clothing, but also a failure to provide the necessary stimulation to sustain behavioural and emotional development Warning signs include:

a poor growth for which no medical cause is found, with a dramatic improvement on a normal diet away from home,

b unkempt, dirty appearance,

c medical needs of child unmet - failure to seek medical advice for illness, severe untreated nappy rash, missed immunisations,

d developmental delay,

e lack of social responsiveness,

f self-stimulating behaviours such as head banging or rocking,

g repeated failure to prevent (accidental) injury

1.11 Parental responses and history

There are certain parental responses which should cause concern (especially if the child has bruising or otherwise seems in need of medical attention) These include:

a an unexplained delay in seeking medical treatment which is obviously needed, or seeking it

at an inappropriate time, e.g late at night,

b denial, or lack of awareness of any injury to the child: unwillingness to take responsibility to protect a child from injury however caused,

c the explanation given is not compatible with the injury, or the child is said to have acted in a way that is inappropriate to its age or developmental level, or several differing explanations may be given (note that the child or other members of the family may support the explanations, however improbable),

d a third party, e.g another child, may be blamed for the injury,

e there is a reluctance to give information or failure to mention previous injuries known to have occurred,

f attention is sought for problems unrelated to the injury, or the injury is not even mentioned,

g consent for further medical investigation is refused,

h the parents cannot be found or the adult with the child is drunk or violent,

i in the past there may have been frequent attendance at clinics, surgeries, or accident and emergency departments with minor injuries or trivial complaints Such constant attendance may have represented a 'cry for help' which, if ignored, may be followed by more serious injury

If you are in any doubt or think a child might be at risk - consult your DSP for Child Protection

SEXUAL ABUSE

2.1 Child sexual abuse

2.1.1 In recent years there has been an increasing recognition that children are involved in sexual practices by

adults to a far greater extent than had previously been realised It has become apparent that these activities, which are usually kept very secret, are detrimental to children, both in the short and in the long term As adults use their authority over the child to gain his/her co-operation, the practice has been termed Child Sexual Abuse (or CSA for short)

2.1.2 Both boys and girls of all ages are abused and the abuse may carry on for several years before it comes

to light

2.2 Recognition

2.1.2 Sexual abuse often presents itself in a veiled way Although some child victims have obvious genital

injuries, a sexually transmitted disease or are pregnant, relatively few show such a florid picture 2.2.2 Recognition of sexual abuse generally follows either a direct statement from the child (or, very

occasionally, from the abuser), or more often, suspicion based on the child's circumstances, behaviour,

or physical symptoms or signs

2.2.3 The following lists of commonly observed indicators are not exhaustive and there may be situations

where none of them is present, even though a child is known to have been abused sexually Suspicion increases when several features are present together

2.3 Physical manifestations

a Vaginal bleeding in pre-pubescent girls

b Genital lacerations or bruising

c Sexually transmitted disease

d Abnormal dilation of vagina, anus or urethra

e Pregnancy (especially in younger girls or when identity of the father is uncertain)

f Itching, redness, soreness or unexplained bleeding from vagina or anus

g Pain on passing urine, recurrent urinary tract infections

h Faecal soiling or retention

i

2.4 Emotional and behavioural manifestations

a Behaviour with sexual overtones:

explicit or frequent sexual preoccupations in talk and play, sexually provocative relationships with adults, hinting at sexual activity through words, play or drawings, sexual activity between two young people may be a sign that one of them or both have been victims of abuse

b General:

withdrawn, fearful or aggressive behaviour to peers or adults, running away from home, suicide attempts and self-mutilation, child psychiatric problems, including behaviour problems, withdrawal, onset of wetting or soiling, severe sleep disturbances, inappropriate displays of affection between fathers/daughters, mothers/sons, e.g flirtatious or seductive behaviour, very possessive fathers who appear over involved with their daughters, learning problems or poor concentration (N.B for some sexually abused children school may be a haven: they arrive early, are reluctant to leave and perform well), marked reluctance to participate in physical activity or to change clothes for P.E., etc

2.5 Family factors

2.5.1 There are no typically sexually abusing families but there are some family circumstances that are more

likely to be associated with CSA These include families where the child has a poor relationship with parents, especially the mother; where parents, especially mothers, are unavailable - through absence or illness; and families where there is a stepfather

2.5.2 Most known abusers are men, although some women do sexually abuse children or may passively

condone it Most child victims are sexually abused by someone they know - either a member of their family or someone well known to them or their family The children are likely to have been put under considerable pressure not to reveal what has been happening, and many children feel guilty and

responsible about their involvement

Any suspicion that a child is being sexually abused must be taken seriously Doubts should be shared with the DSP

Child Protection - Skin Map

APPENDIX 4

DEFINITIONS

Abuse and Neglect

Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm Children may be abused in a family, an institutional setting or, more rarely, by a stranger

Physical Abuse

Physical abuse involves causing physical harm to a child

Physical harm may also be caused when a parent or carer feigns the symptoms of, or deliberately causes ill health to a child whom they are looking after This situation is commonly described using terms such as fabricated or induced illness, factitious illness by proxy or Munchausen syndrome by proxy There are three main ways of the carer of a child fabricating or inducing illness in a child:

fabrication of signs and symptoms This may include fabrication of past medical history:

fabrication of signs and symptoms, and falsification of hospital charts and records, and specimens of bodily fluids This may also include falsification of letters and documents:

induction of illness by a variety of means

Emotional Abuse

Emotional abuse is the persistent emotional ill-treatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person It may feature age or developmentally inappropriate expectations being imposed on children It may involve causing children frequently to feel frightened or in danger, or the exploitation or corruption of children Some level of emotional abuse is involved in all types of ill-treatment of a child, though it may occur alone

Sexual Abuse

Sexual abuse involved forcing or enticing a child or young person to take part in sexual activities, whether or not the child is aware of what is happening The activities may involve physical contact, including penetrative (e.g rape or buggery) or non-penetrative acts They may include non-contact activities, such as involving children in looking at, or in the production of, pornographic material or watching sexual activities, or encouraging children to behave in sexually inappropriate ways

Neglect

Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development It may involve a parent or carer failing to provide adequate food, shelter and clothing, failing to protect a child from physical harm or danger, or the failure to ensure access to appropriate medical care or treatment It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs

APPENDIX 5 Key Contacts

BVIS HCMC

Tu Xuong Primary Campus

Designated Senior Person for Child

An Phu Primary Campus

Designated Senior Person for Child

Protection (DSP) and Female Liaison Deirdre Grimshaw 0938 625 728

An Phu Secondary Campus

Designated Senior Person for Child

Counsellor (Female Liaison) Buick Hamblin 01264 634 419

BIS Whole school

Designated Senior Person for Child

Protection (DSP) - Primary Rosy Clark 0126 8650 070 Designated Senior Person for Child

Protection (DSP) – Secondary Jack Rudin 0902 946 112

Background

APPENDIX 6 Physical Intervention Guidelines

Staff need to be aware that their employment imposes upon them a duty of care in order to maintain an

acceptable level of safety Physical restraint is a form of control which BVIS teaching staff are permitted to employ when all other alternatives have failed and staff believe it is their duty of care to intervene and/or where the urgency of the situation does not allow for other methods to be employed

Since conduct can on occasions become dangerous, physical intervention may be required which inevitably is a high risk activity Written guidelines cannot anticipate every situation; the judgment of staff at all times remains critical

Staff should not therefore hesitate to act in an emergency, and will be supported by their Head of

Primary/Secondary and the Principal provided they follow these guidelines:

a) The purpose of the physical intervention was to avert an immediate danger of injury to any person, or an immediate danger to the property of any person

AND

b) no more force was used than was reasonably necessary in the circumstances

Physical Intervention Recommendations

The recommended approaches at BIS are as follows:

Talk and warn

Whenever and wherever possible, situations involving potential conflict or confrontations should be talked through Students obviously have to be in a receptive state for this approach to be successful

Holding for security and to reduce anxiety where there is a potential risk of injury to him/herself or others

There may be situations when holding defuses or pre-empts an escalation to a more violent confrontation

Intervention when a student presents an immediate risk of injury to him/herself or others

It will sometimes be necessary to intervene if a student is out of control and his/her behaviour poses a real risk

to him/herself or others In some circumstances this may involve the combined efforts of more than one member

of staff

Audience Control

It will generally be helpful to remove the audience or, if this is not possible, to remove the student in question from the audience Under no circumstances should this result in the student being taken into a closed room by a single member of staff

Risk Evaluation

In order that the restrain of a student should calm the situation, not lead to greater injury or an escalation of violence, the following factors need to be taken into account in evaluating the risks involved and in determining the techniques to be employed on any particular occasion:

The age and relative physiques and known medical conditions of both the adult restrainer and the

student

The relative genders of staff and student

The presence of a second teacher, available to assist, supervise and become involved in intervention Spectacles, jewellery and clothing being worn by the student or member of staff

The restrainer’s capacity to act calmly

The location of the incident and the potential for the restraint to be carried out safely

The presence of any weapons

Methods of Handling

Any method of handling employed must use the minimum force necessary for the minimum amount of time and must meet the following criteria:

Handling must not involve hitting the student

Handling must not involve deliberately inflicting pain on the student (eg cannot involve joint locks or finger holds)

Handling must not restrict the child or young person’s breathing (so, for example, must not involve throat or neck holds or pressing the student’s face into soft furnishings)

Staff must avoid touching the genital area, the buttocks or the breasts of the student

Handling must avoid the adult putting their full weight upon the student’s spine or abdominal area

During any incident of restraint teachers must seek as far as possible to:

Seek to lower the child or young person’s level of arousal during the restraint by continually offering verbal reassurance

Cause the minimum level of restriction of movement of limbs consistent with the danger of injury

Wherever a group of staff are involved, they should consider working together as a team, with one member taking the lead

Not to employ another student to assist in a restraint episode

Experience has shown that moving of students during an incident of restraint can prove problematic and

is generally to be avoided It is only justifiable when remaining in the original location would be more physically dangerous

FOLLOW-UP ACTION

Recording

Incidents of Physical Restraint must be logged with the Principal

An account must be made by the member of staff concerned who should sign and date it The report must include:

Details of when and where the incident took place (a sketch plan might be helpful)

Circumstances and significant factors which led to the incident

The duration and nature of any physical restraint used

The names of students and staff involved and of all witnesses

A description of any injury sustained by students or staff and subsequent medical attention

A description of any action taken after the incident

Updated 09.9.15

2 Purpose and Principles

This Code of Conduct is designed to give clear rules and guidance on the standards

of behaviour all school staff are expected to observe School staff are role models and are in a unique position of influence and must adhere to behaviour that sets a good example to all students within the school As a member of a school community, each employee has an individual responsibility to maintain their reputation and the reputation of the school, whether inside or outside working hours

3.2 Demonstrate high standards of conduct in order to encourage our

students to do the same

3.3 Avoid putting themselves at risk of allegations of abusive or

unprofessional conduct

3.4 Be aware of their own and other persons’ vulnerability, especially when

working alone with students 3.5 Be responsible for maintaining physical, emotional, and sexual

boundaries in all interactions Staff must avoid any covert or overt sexual behaviours with those for whom we have responsibility This includes speech or gestures as well as physical contact that exploits, abuses, or harasses

3.6 Not demean or make disparaging remarks which undermine children,

parents, or colleagues

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3.7 Not discriminate against, show preferential behaviour towards or

favour particular children to the exclusion of others 3.8 Refrain from the use of, or being under the influence of, tobacco

products, alcohol and/or unauthorised drugs when working with students Unauthorised drugs are defined in the Drugs Education and Abuse Policy BIS Group of Schools Code of Conduct 2

4 Safeguarding Children

The BIS Group of Schools is committed to the safety and protection of children All staff must take reasonable care of children under their supervision with the aim of ensuring their safety and welfare Specifically, all staff have a duty to safeguard children from:

All staff are expected to avoid inappropriate or potentially abusive behaviour towards children The following rules and guidelines must be followed:

4.1 Staff are prohibited at all times from acting in a way intended to shame,

humiliate, belittle or degrade children, or otherwise perpetrate any form of emotional abuse

4.2 Staff should at all times respect children’s rights and treat children in a

fair and honest way and with dignity and respect

4.3 Staff are prohibited at all times from physically disciplining a child 4.4 Staff must never have relations with a child that can in any way be

considered exploitation, maltreatment or abuse

4.5 Staff must not engage in sexual activity or have sexual relations with

any child at school irrespective of their age

4.6 Staff must show prudent discretion before touching a student, and be

aware of how physical touch may be perceived or received, and whether it would be appropriate

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4.7 Physical contact with students can be misconstrued both by the

recipient and by those who observe it, and should occur only when completely non-sexual and otherwise appropriate, and never in private 4.8 One-on-one meetings with a child must be held in a public area or in a

room where the interaction can be (or is being) observed One-on-one meetings with a child should never be in a room with the door closed 4.9 Staff should never behave in a sexually provocative manner towards

children 4.10 Staff should never use toilets identified for children’s use

4.11 Staff should never do things of a personal nature for children that they

are able to do for themselves 4.12 Staff should not sleep in the same room as a child when on school trips

unless it is a large dormitory situation with at least two members of staff and the advance permission of the Principal BIS Group of Schools Code of Conduct 3

4.13 Staff should not offer transport in a car to a child without express

permission from parents or the Principal except in the case of an emergency

4.14 Staff should never give drugs, cigarettes or inappropriate images or

reading material to children 4.15 Staff should not give money or gifts to children without permission

from the Principal

5 Honesty and Integrity

5.1 Staff must maintain high standards of honesty and integrity in their

work This includes the handling and claiming of money and the use of school property and facilities

5.2 Employees must not solicit or accept personal advantage from any

person or organisation in connection with the school’s business Personal advantage could be a gift, loan, fee, reward, commission, employment, contract, service or favour

6 Conduct Outside of Work

6.1 Staff must not engage in conduct, which could seriously damage the

reputation and standing of the school or the employee’s own reputation

or the reputation of other members of the school community

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6.2 Staff may not undertake work outside of school unless agreed by the

Principal as this may conflict with the interests of the school or may contravene the staff contract or affect an individual's work performance

6.3 Staff must comply with the BIS Group of Schools Digital

Communication Policy at all times

7 Confidentiality

7.1 Where staff have access to confidential information about children or

their parents, staff must not reveal such information except to those colleagues who have a professional role in relation to the child

7.2 The confidentiality of information received in the course of an

employee’s work must be respected and never used for personal gain

or the gain of others

8 Disciplinary Action

8.1 Failure to meet these standards of behaviour and conduct may result in

disciplinary action, including dismissal

9 Related Policies

Digital Communication Policy

Disciplinary Policy

Grievance Policy

Child Protection Policy

Drugs Education and Abuse Policy

Learning Technologies Policy

May 2015

Trong phạm vi chính sách này, “học sinh” được định nghĩa là học sinh của nhà trường hoặc học sinh chỉ đến tham quan, tham gia các hoạt động của trường và ở bất

cả trong và ngoài giờ làm việc

3 Nhân viên phải làm gương cho học sinh noi theo

Tất cả nhân viên làm việc trong trường đều phải làm gương về hành vi và đạo đức cho học sinh noi theo Do đó các nhân viên phải:

3.1 Luôn tránh sử dụng ngôn ngữ không phù hợp hoặc gây khó chịu, bao

gồm các ngôn từ có tính mỉa mai 3.2 Thể hiện các chuẩn mực về đạo đức để khuyến khích học sinh làm theo 3.3 Tránh đặt mình vào nguy cơ có thể bị cáo buộc về hành vi lạm dụng

hoặc ứng xử thiếu chuyên nghiệp

3.4 Nhận thức rõ về những điều khiến người khác và học sinh bị tổn

thương, đặc biệt là khi làm việc một mình với học sinh 3.5 Có trách nhiệm giữ gìn ranh giới về mặt thân thể, cảm xúc và tình dục

một cách rõ ràng mỗi khi giao tiếp Nhân viên không được có những hành vi tình dục dù kín đáo hay công khai với những người mà Nhà trường phải chịu trách nhiệm Điều này bao gồm cả những lời nói hoặc

cử chỉ, tiếp xúc thân thể, lạm dụng, hoặc quấy rối học sinh

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3.6 Không được hạ thấp hoặc đưa ra những nhận xét chê bai gây tổn

thương học sinh, phụ huynh hoặc đồng nghiệp 3.7 Không phân biệt đối xử, thể hiện các hành vi thiên vị hoặc quý mến

riêng một học sinh hơn những học sinh khác 3.8 Không được sử dụng, hoặc đang chịu ảnh hưởng, của các sản phẩm

như thuốc lá, rượu và/hoặc các loại thuốc gây nghiện khi làm việc với học sinh Danh sách các loại thuốc gây nghiện không được phép sử dụng được liệt kê rõ trong Chính sách Giáo dục trẻ tránh bị lạm dụng các chất gây nghiện

4 Bảo vệ trẻ em

Hệ thống trường Quốc tế BIS cam kết sự an toàn và bảo vệ trẻ em Tất cả mọi nhân viên đều phải quan tâm đến trẻ em một cách hợp lý bằng việc giám sát của mình nhằm đảm bảo an toàn và sức khỏe cho trẻ Cụ thể, mọi nhân viên có trách nhiệm bảo vệ trẻ em khỏi:

em của Hệ thống trường Quốc tế BIS

Tất cả nhân viên phải tránh mọi hành vi không phù hợp hoặc có khả năng bị coi là lạm dụng đối với trẻ Các nguyên tắc và hướng dẫn sau đây phải được tuân thủ:

4.1 Nhân viên bị cấm có những hành động cố ý gây xấu hổ, nhục mạ, coi

thường hoặc làm mất danh dự của trẻ, hoặc tất cả các hành vi sai trái khác dưới bất kỳ hình thức lạm dụng tình cảm nào

4.2 Nhân viên luôn phải tôn trọng quyền của trẻ em và đối xử với trẻ công

bằng, trung thực với sự nghiêm túc và tôn trọng

4.3 Nhân viên bị cấm sử dụng hình phạt liên quan đến thân thể trẻ em 4.4 Nhân viên không được có mối quan hệ với trẻ dưới bất kỳ hình thức nào được coi là khai thác, hành hạ hay lạm dụng trẻ

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4.5 Nhân viên không được tham gia các hoạt động tình dục hoặc có quan

hệ tình dục với bất cứ học sinh nào trong trường không phân biệt tuổi tác của chúng

4.6 Nhân viên phải thận trọng cân nhắc trước khi chạm vào học sinh, và

phải nhận thức được hành động tiếp xúc đó có thích hợp không

4.7 Những hành động chạm vào thân thể học sinh đều có thể bị hiểu sai từ

học sinh cũng như những người nhìn thấy sự việc này, do đó hành động tiếp xúc với thân thể học sinh chỉ dùng khi thực sự cần thiết và hoàn toàn không có xu hướng tình dục, và đặc biệt không ở nơi riêng

tư

4.8 Cuộc gặp riêng với học sinh phải diễn ra tại nơi công cộng hoặc trong

phòng mà mọi người đi qua đều có thể nhìn thấy Cuộc gặp riêng với trẻ em không bao giờ được diễn ra trong phòng đóng kín cửa

4.9 Nhân viên không được có hành vi khiêu khích tình dục đối với trẻ em 4.10 Nhân viên không được sử dụng nhà vệ sinh của học sinh

4.11 Nhân viên không nên làm giúp trẻ những việc cá nhân mà trẻ có thể tự

mình làm 4.12 Nhân viên không được ngủ cùng phòng với học sinh trong các chuyến

dã ngoại trừ khi đó là khu nhà ở dành cho nhiều người và khi đó phải

có ít nhất hai nhân viên và phải được sự đồng ý của Hiệu trưởng trước

đó

4.13 Nhân viên không được cho học sinh đi nhờ xe ô tô khi không có sự cho

phép từ cha mẹ học sinh hoặc sự đồng ý của Hiệu trưởng trừ khi đó là trường hợp khẩn cấp

4.14 Nhân viên không được cung cấp cho học sinh ma túy, thuốc gây

nghiện, thuốc lá, tranh ảnh và tài liệu không phù hợp đối với trẻ 4.15 Nhân viên không được cho tiền hay tặng quà học sinh mà không có sự

cho phép từ Hiệu trưởng

5 Trung thực và Liêm chính

5.1 Nhân viên phải duy trì các chuẩn mực về sự trung thực và liêm chính

trong công việc, bao gồm việc mua hàng hóa, dịch vụ và yêu cầu thanh toán, sử dụng tài sản và cơ sở vật chất của nhà trường

5.2 Nhân viên không được đòi hỏi hay nhận hối lộ (lợi ích cá nhân) từ bất

kỳ người hoặc tổ chức nào liên quan đến việc kinh doanh của nhà trường Lợi ích cá nhân có thể là một món quà, khoản tiền cho vay, một khoản phí, phần