01282 683050 SBM@rose.lancs.sch.uk

Safeguarding at The Rose School

Safeguarding- to protect people’s health, wellbeing and human rights, and enabling them to live free from harm, abuse and neglect

 

Designated Safeguarding Leads (DSL’s)

 

  • Amy Hartley- Designated Safeguarding Lead (DSL)
  • Peter Swarbrick- Deputy Headteacher (DHT)
  • Helen Dunbavin- Executive Headteacher (EHT)
  • Daniel Wilson- Assistant Headteacher (AHT)

Our approach to safeguarding has helped to develop a climate where pupils feel safe, enjoy learning, engage in activities, can access the curriculum and fullfil their potential. Schools have a statutory duty to safeguard and promote the welfare of the children at their school. Staff and pupils at The Rose School recognise and embed their responsibility to personal and social safeguarding. Any reports of abuse involving children with SEND will therefore require close liaison with the Designated Safeguarding Lead (or deputy).

In accordance with government guidelines on sexual violence and sexual harassment, The Rose School ascertains that sexual violence and sexual harassment is not acceptable, will never be tolerated and is not an inevitable part of growing up. The Rose School recognises that attitudes can be driven by wider societal factors beyond the school and college, such as everyday sexist stereotypes and everyday sexist language. We challenge such attitudes through our school ethos and delivering a curriculum that supports British values personal freedoms.

Sexual harassment creates an atmosphere that, if not challenged, can normalise inappropriate behaviours and provide an environment that may lead to sexual violence. We ensure that our pupils are taught that consent is about having the freedom and capacity to choose (Equality Act 2010).

Safeguarding incidents and/or behaviours can be associated with factors outside the school or college and/or can occur between children outside the school or college. All staff, but especially the designated safeguarding lead (or deputy) considers the context within which such incidents and/or behaviours occur.

At The Rose School children are taught about personal safeguarding; peer on peer abuse; how to stay safe online; healthy and respectful relationships; what respectful behaviour looks like; consent; gender roles; stereotyping; equality; body confidence and self-esteem; prejudiced behaviour; that sexual violence and sexual harassment is always wrong; and addressing cultures of sexual harassment.

When concerns are raised by staff or pupils, the school’s “Child protection and Safeguarding Policy” details clear and explicit roles and responsibilities to ensure accountability when safeguarding children; including recording and reporting procedures via CPOMs, DSL, Early Help and Children’s Social Care. The DSL will work in collaboration with school staff and individual families when considering multi-agency assessments.

 

Operation Encompass

The Rose School works in partnership with Encompass, The MASH team and Lancashire Constabulary to support Families who are victims of domestic violence or abuse.

Operation Encompass is a unique Police and Education early intervention safeguarding partnership which ensures that a child’s school is informed, prior to the start of the next school day, that there has been an incident of Domestic Abuse to which the child or young person has been exposed, and which might then have an impact on them in school the following day.

A nominated member of staff is able to use information that has been shared with them, in confidence, to ensure that the school makes provision for possible difficulties experienced by children or their families.

This information remains confidential, and it will only be shared on a need to know basis, for instance, to teaching staff for the child or young person. It will not be shared with other school students.

This valuable initiative enables the school to support the needs of vulnerable pupils immediately after an incident, providing high levels of care, nurture and professional support to the pupil and family.

Click here to visit the Encompass website for more information https://www.operationencompass.org/

 

The Rose School Early Help Offer

Early Help is support given to a family/child when a problem first emerges. It can be provided at any stage in a child or young person’s life.

We are very lucky to have our own Family Support Worker (FSW) in school. Amy Hartley is here to help with any concerns or questions you may have about your child/family.

Our FSW can offer you and your family support on many issues including:

  • School Attendance
  • Assistance in completing paperwork and forms
  • Referrals to further Early Help
  • The signposting of other available services
  • Benefits support/Housing support/Debt support
  • Parenting support
  • Appointment planning
  • Transition support
  • Attendance at school and other agency meetings
  • Access to training courses

All support and advice is confidential although concerns relating to the safeguarding of children will always be dealt with in accordance with the schools Safeguarding and Child Protection Policy.

 

We also offer number of in school initiatives to protect from harm and neglect-

 

  • Uniform Bank- we provide school uniforms, free of charge, to those most in need.
  • Breakfast Club- we provide a range of breakfast options in school for all students.
  • Weekly telephone communications with parents/carers- we keep our lines of communication open in order to discuss issues and talk about any concerns.
  • Home visits- home visits are an opportunity for a key adult from school to visit a child in their residential setting. Offering home visits results in less anxiety and more confidence around school. 
  • Mental Health Support- we offer Mental Health Support as a way of helping children learn effectively, cope with day-to-day challenges, and develop into resilient young adults.
  • Wellbeing lessons- provide life-long advantages in health, work, relationships, and creativity. Wellbeing lessons help to improve students’ academic performance, behaviour, social integration, and satisfaction.
  • Pupils and Parents report