Purpose

Arzana Private School is committed to ensuring the safety and well-being of all children under its care. The objective of this policy is to guide and inform our staff and employees on maintaining a secure environment for children in our school. Additionally, it aims to educate parents and guardians on our measures to safeguard their children during their time in our care.

Perspective

We understand that ensuring a sense of security for children is fundamental to their effective learning. Individuals, including parents and caregivers, have the responsibility to prevent harm to children by providing adequate care, supervision, and protection. Children can be exposed to various forms of abuse, such as neglect, emotional, bullying, physical, or sexual abuse, as well as exploitation. Every child has the right to protection from such mistreatment. While the school is committed to transparent collaboration with parents, it reserves the right to involve the Ministry of Interior-Child Protection Centre, prioritizing the child’s welfare, even without prior notification to parents.

Objectives

The objectives of these protocols encompass all school staff and employees. They aim to proactively prevent child abuse while prioritizing the welfare of our students through the following strategies:

• Educating and fostering awareness among staff and parents regarding child protection and their corresponding responsibilities.
• Developing, implementing, and regularly reviewing procedures that empower all staff and volunteers to recognize and report suspected cases of abuse.
• Providing support to abused pupils in line with a structured child protection plan.
• Catering to children with additional needs.
• Ensuring a secure recruitment process that thoroughly assesses and documents the suitability of staff and volunteers working with children.
• Cultivating a safe and conducive environment that promotes children’s learning and holistic development.
• Addressing and handling allegations or concerns against staff members in alignment with the policies stipulated by the UAE government.

Whole Staff Responsibilities

Arzana Private School acknowledges the pivotal role of school staff in maintaining regular contact with children, enabling them to identify potential signs of abuse. To fulfil this responsibility, the school will:

• Cultivate and sustain a safe environment that encourages children to express themselves and ensures their voices are heard.
• Familiarize children with accessible adults within the school whom they can approach with concerns or problems.
• Integrate educational components within the curriculum to equip children with the skills necessary to identify and protect themselves from abuse.
• Adhere to ADEK’s outlined procedures and adhere to guidance provided by the Ministry of Interior.
• Handle all disclosures with utmost confidentiality.
• Ensure parents comprehend the school’s and staff’s obligations regarding child protection by outlining these responsibilities in the annual school report, providing parents with a copy of this policy upon request.
• Promptly report any alleged or suspected cases of child abuse to ADEK and the Ministry of Interior Child Protection Centre.
• Communicate concerns to parents and provide opportunities for them to address the situation, prioritizing the child’s safety.
• Alert the Vice Principal in case of an unexplained absence exceeding two days.

Child Protection Coordinator responsibilities

In this school the CPC is the Social Worker: Ms. Hala Maher

 They will:

• Guaranteeing the comprehensive understanding of the school directors and staff regarding their responsibilities and obligations outlined in this policy.
• Confirming their completion of suitable training sessions.
• Ensuring that every staff member, governor, and volunteer is familiar with the designated Child Protection Coordinator (CPC), understanding their role and possessing their contact information.
• Reinforcing the understanding among all staff and volunteers about their duty to recognize signs of abuse and their responsibility to report any concerns to the designated CPC.
• Conducting annual whole-school training to equip all staff members and governors adequately in fulfilling their child protection duties in compliance with the stipulations set by ADEK and the Ministry of Interior.
• Maintaining securely stored written records of child protection concerns separately from the primary student files, utilizing these records to assess potential risks.
• Ensuring the appropriate transfer of child protection records or records of concern (separate from pupil files) upon a child’s departure from the school.
• Abiding by ADEK guidelines by transferring a pupil’s information to the new school upon their departure from the institution.

Responsibilities of adults within the school community:

• It is mandatory for all adults to be knowledgeable and vigilant regarding signs indicative of abuse.
• Should an adult suspect a child is in an abusive situation, they must document their concerns and promptly report them to the Child Protection Coordinator (CPC).
• In the event a child confides allegations of abuse to an adult, the established procedures outlined in this policy will be followed.
• If the disclosure involves an allegation against a staff member, the procedures for handling allegations as detailed in this policy will be pursued.

At Arzana Private School we will educate and encourage pupils to keep safe through:

• Curriculum content
• Cultivation of a school ethos that fosters a positive, encouraging, and safe environment, instilling a sense of value in students
• Implementation of a “Rights, Respect, and Responsibility” framework
• Establishment of a culture that encourages children to feel secure and comfortable discussing their concerns openly, with the belief that they will be heard and appreciated.

WHAT IS CHILD ABUSE? 

What is abuse and neglect?

Abuse and neglect encompass various ways of mistreating a child. This can involve causing harm deliberately or not taking action to prevent harm. Children might experience abuse within their family, community, or an institutional setting, inflicted by individuals they know, or, although less commonly, by strangers. Such mistreatment can come from adults, other children, or a combination thereof.

Physical abuse

Physical abuse can take various forms, such as hitting, shaking, throwing, poisoning, burning, scalding, drowning, suffocating, or intentionally causing physical injury to a child. Additionally, physical harm can occur when a parent or guardian fabricates symptoms of illness in a child or deliberately induces sickness.

Emotional abuse

Emotional abuse constitutes ongoing emotional mistreatment of a child, leading to significant and lasting negative effects on their emotional growth. This form of abuse can entail conveying messages to children that they are unworthy, unloved, inadequate, or valued only based on meeting someone else’s needs. It might include placing inappropriate expectations on children beyond their age or development level, restricting their exploration and learning, or preventing normal social interaction. Emotional abuse may also involve witnessing mistreatment of others, serious and repetitive bullying causing constant fear or danger, or exploiting and corrupting children. It’s important to note that some degree of emotional abuse is present in all forms of child mistreatment, even though it can occur independently.

Sexual abuse

Sexual abuse encompasses compelling or luring a child or adolescent to engage in sexual acts, including prostitution, regardless of whether the child understands the situation. These acts might involve physical contact, such as penetrative acts like rape, buggery, or oral sex, as well as non-penetrative actions. Non-contact activities, such as exposing children to or involving them in the creation of sexual images online, observing sexual activities, or encouraging inappropriate sexual behavior, also fall within the scope of sexual abuse.

Neglect

Neglect refers to the ongoing failure to fulfill a child’s fundamental physical and/or emotional requirements, potentially leading to severe harm to the child’s health or development. Neglect can start during pregnancy due to maternal substance abuse and continue after the child’s birth. It involves a parent or primary caregiver failing to:

• Provide sufficient food, clothing, and shelter (which could include eviction or abandonment)
• Safeguard the child from physical or emotional harm or peril
• Ensure proper supervision (which may involve inadequate caregivers)
• Guarantee access to suitable medical care or treatment

Neglect can also encompass disregarding or being unresponsive to a child’s fundamental emotional needs.

Bullying

Please refer to School Anti- Bullying Policy

Indicators of Abuse

 NEGLECT

The nature of neglect

Neglect essentially signifies a deficiency in parental care, often influenced by factors like poverty, insufficient information, or a lack of access to proper services. It involves parents or primary caregivers failing to:

• Provide sufficient food, clothing, and shelter
• Safeguard a child from physical and emotional harm or jeopardy
• Ensure adequate supervision or engagement
• Guarantee access to suitable medical care or treatment

Below are highlighted examples illustrating neglect of children:

• Frequently experiencing hunger
• Attending school regularly in soiled or dirty clothing
• Frequently having to fend for themselves due to parental absence or issues like drug or alcohol misuse
• Being abandoned or left alone
• Residing in unsafe or hazardous living conditions at home
• Not receiving necessary medical attention when ill
• Lack of access to dental care

Neglect can be challenging to identify and is sometimes viewed as less severe compared to other forms of abuse. However, its impact is significant: children subjected to neglect often exhibit slower development and may struggle to socialize and integrate with their peers.

Detecting neglect might occur at a stage where it doesn’t immediately endanger the child. Research indicates that early intervention or dialogue at this initial phase can address the issue, preventing prolonged suffering before it escalates to a point of serious harm.

Neglect is frequently interconnected with other forms of abuse, so any concerns school staff have should be, at the very least, discussed with the designated Child Protection Coordinator (CPC).

Indicators of neglect

Here’s a summary of signs that might indicate a child is experiencing abuse or is in danger. It’s crucial to understand that these signs alone cannot confirm abuse. Each child needs to be considered within the context of their family and community, and a thorough evaluation by the right individuals is necessary. What’s essential to remember is that if you feel uncertain or worried, take action. Don’t keep it to yourself.

Physical indicators of neglect

• Persistent hunger, resorting to stealing food
• Neglect of personal hygiene, appearing unkempt, dirty, or having a noticeable odor
• Being underweight
• Inappropriately dressed for the weather
• Poor condition of clothing
• Untreated illnesses or injuries
• Looking sad, false smiles

Behavioral indicators of neglect

• Persistent fatigue or constant tiredness
• Frequently missing school or being consistently late
• Absence from medical appointments
• Social isolation from peers
• Often left unsupervised
• Engaging in stealing or scavenging, particularly for food
• Displaying destructive behaviors

EMOTIONAL ABUSE

The nature of emotional abuse

• Most harm often arises from prolonged patterns of low affection and high criticism in homes rather than isolated incidents.
• Emotional abuse is intricate to define, detect, or substantiate.
• It’s chronic and accumulative, causing lasting effects.
• All forms of abuse and neglect have emotional repercussions, although emotional abuse can occur independently.
• Children can be affected by witnessing someone harm another person, such as in cases of domestic violence.
• Sometimes, emotionally abusive behavior from parents or caregivers towards children can be discerned through the way adults speak to or treat children. Addressing this behavior appropriately could initiate positive change and prevent more intensive interventions later on.

Indicators of Emotional Abuse

Developmental issues

• Poor school performance
• Speech disorders, particularly sudden disorders or
• Delays in physical, mental and emotional development

Behavior

• Acceptance of punishment that seems excessive
• Excessive reaction to mistakes
• Continuous self-criticism (expressing sentiments like “I’m stupid,” “I’m ugly,” “I’m worthless,” etc.)
• Displaying neurotic behaviors like rocking, hair-twisting, or thumb-sucking
• Self-harming behaviors
• Attempts at suicide
• Substance abuse (drugs or solvents)
• Running away from home
• Engaging in compulsive stealing or scavenging
• Behaving in a disruptive or rebellious manner
• Lack of trust in significant adults
• Regressive behaviors such as bedwetting
• Eating disorders
• Displaying destructive tendencies
• Arriving early at school and leaving late

Social issues

• Insecure and clingy behavior
• Avoidance of physical contact
• Withdrawal from social interactions
• Overly compliant behavior
• Struggling with forming or maintaining social relationships

SEXUAL ABUSE

The nature of sexual abuse

 Sexual abuse is frequently carried out by individuals known and trusted by the child, such as relatives, family friends, neighbors, babysitters, and individuals involved with the child in settings like school, faith-based environments, clubs, or activities.

Characteristics of child sexual abuse include:

• Sexual abuse is frequently deliberate and systematic; it’s not accidental, although it can sometimes be opportunistic.
• Abusers often engage in grooming, carefully selecting vulnerable children and investing time to make them reliant on the abuser.
• Abusers also groom the child’s surroundings, attempting to ensure that potential adult protectors, like parents or primary caregivers, don’t become suspicious of their intentions.

The majority of individuals who sexually abuse children are men, yet there are cases where women also perpetrate sexual abuse.

Indicators of sexual abuse Physical observations

• Damage to genitalia, anus or mouth
• Sexually transmitted diseases
• Unexpected pregnancy, especially in very young girls
• Soreness in genital area, anus or mouth and other medical problems such as chronic itching
• Unexplained recurrent urinary tract infections and discharges or abdominal pain

Behavioral observations

• Sexual knowledge inappropriate for age
• Sexualized behavior or affection inappropriate for age
• Sexually provocative behavior/promiscuity
• Hinting at sexual activity Inexplicable decline in school performance
• Depression or other sudden apparent changes in personality as becoming insecure or clinging
• Lack of concentration, restlessness, aimlessness
• Socially isolated or withdrawn
• Overly-compliant behavior
• Acting out, aggressive behavior
• Poor trust or fear concerning significant adults
• Regressive behavior, Onset of wetting, by day or night; nightmares
• Onset of insecure, clinging behavior
• Arriving early at school, leaving late, running away from home
• Suicide attempts, self-mutilation, self-disgust
• Suddenly drawing sexually explicit pictures
• Eating disorders or sudden loss of appetite or compulsive eating
• Regressing to younger behavior patterns such as thumb sucking or bringing out discarded cuddly toys
• Trying to be „ultra-good‟ or perfect; overreacting to

PHYSICAL ABUSE

The nature of physical abuse

It’s common for children to get cuts and bruises during their everyday activities, and most of these minor injuries don’t typically raise concern. Accidental injuries usually occur on bony areas like the shins. Injuries on softer parts of the body may suggest intentional harm and should prompt greater alertness to potential concerning factors.

Using a body map (see annex 3) can help in accurately documenting and reporting instances of physical abuse. However, it’s important to note that no staff member at the school should ask a child to remove clothing for this purpose.

Indicators of Physical Abuse / Factors that should increase concern:

• Multiple bruises or scratches, especially on the head and face.
• Clusters of bruises, like fingertip bruising caused by being grasped.
• Bruises around the neck and behind the ears, which are among the most common abusive injuries to the head.
• Bruises on the back, chest, buttocks, or inside of the thighs.
• Marks indicating injury by an object, such as linear bruising (from a stick) or parallel bruising (from a belt), or marks from a buckle.
• Bite marks.
• Evidence of deliberate burning, possibly indicated by the pattern of an instrument or object like an electric fire, cooker, or cigarettes.
• Scalds with upward splash marks or distinct tide marks.
• Untreated injuries.
• Repeated or recurrent injuries or burns.
• Areas with bald patches.

In the school’s social setting, it’s common to inquire about noticeable injuries, and typically, the response is casual and detailed. However, heightened concern is warranted when:

• The explanation provided doesn’t align with the injury.
• The explanation includes words or phrases not typical of the child’s vocabulary (more characteristic of adults).
• No explanation is offered.
• The child or the parent/primary caregivers are secretive or avoidant.
• The injury is accompanied by allegations of abuse or assault.

You should be concerned if the child or young person:

• Shows reluctance to have parents or primary caregivers contacted.
• Runs away or displays fear of going home.
• Acts aggressively towards themselves or others.
• Flinches or shows apprehension when approached or touched.
• Reluctance to undress for changing clothes, especially during sports.
• Wears long sleeves despite hot weather.
• Unusually compliant in the presence of parents or primary caregivers.
• Exhibits fear or aversion to medical help or attention.
• Admits to experiencing punishment that seems excessive.

CHILD PROTECTION PROCEDURES

 The utmost priority at all times should be the welfare and safety of the child. In situations where there’s a clash of interests between the child and the parent, the child’s best interests must take precedence.

If a member of staff suspects abuse e.g. through physical injury etc., they must:

1. Document their concerns.
2. Report the concerns to the Child Protection Coordinator (CPC).
3. Evaluate if immediate medical assistance is necessary; if so, call for help or dial emergency services (999).
4. Create a precise record, which might be used in potential court proceedings, promptly and within 24 hours of the incident, noting:

• Dates and times of observations.
• Dates and times of any discussions involved.
• Details of any injuries observed.
• Explanations provided by the child or adult involved.
• Actions taken in response.
• Ensure the records are signed and dated by the author.

Upon receiving a report of concerns from a staff member, the Child Protection Coordinator (CPC) must:

1. Determine if there are reasonable grounds to suspect child abuse; if so, make a referral to the Ministry of Interior (MOI) Child Protection Centre via telephone, providing:

– Clear statement of known facts.

– Any suspicions or allegations.

– Details regarding contact with the child’s family.

– If uncertain, seek advice from the Ministry of Interior (MOI) Child Protection Centre without necessarily constituting a formal referral.

2. If there’s no evident risk of harm, the CPC will either monitor the situation or seek guidance from the MOI Child Protection Centre.

3. Confirm referrals in writing to the MOI Child Protection Centre within 24 hours, outlining the actions taken, using the provided referral form.

4. In cases of immediate danger, call 999 and inform the police. Notify ADEK and the MOI Child Protection Centre, providing written reports detailing the incident. Seek guidance on informing the parents.

5. Ideally, the school should discuss concerns about a child’s welfare with the family, when feasible.

6. If there’s uncertainty about involving the child’s family, seek clarification from the MOI Child Protection Centre or local police regarding informing the parents, particularly in cases of potential criminal investigations.

7. If a pupil needs urgent medical attention with suspected abuse, notify the MOI Child Protection Centre before taking the child to the nearest hospital’s Accident and Emergency Unit. Seek advice on informing parents. For suspected sexual abuse, delay medical examination until liaising with ADEK/MOI Child Protection Centre and/or police, unless immediate medical attention is critical. If parents are not informed, ensure a responsible adult stays with the child, either from the school, ADEK/MOI Child Protection Centre, or the police.

When handling allegations against staff or governors:

– Promptly report any concerns regarding the behavior of any staff member or volunteer to the Administration within 24 hours.

– In case an allegation is made against anyone within the Administration, escalate the concerns to ADEK as soon as possible and within 24 hours.

Child Protection

Staff and volunteer Selection and clearances

At our school, we highly prioritize vigilance in child protection matters. It’s crucial that all staff undergo appropriate training and induction to comprehend their roles and responsibilities, ensuring confidence in fulfilling them. Staff, students, and parents should feel assured that any concerns about child safety or welfare can be raised, listened to, and taken seriously. This commitment is upheld through maintaining an environment that prioritizes child welfare and staff protection, backed by clear child protection policies, comprehensive training, discussions on pertinent issues, and continuous learning.

Thoroughly vetting applicants and prospective volunteers who will work with children is a pivotal aspect of child protection. In alignment with our safeguarding commitment, the school mandates that individuals with regular or unsupervised access to children must provide proof of having no history of offenses that would pose a risk to children. This proof should be issued by a recognized law enforcement agency, and contact details should be provided for verification purposes.

Date and Time	Details of concern	Action taken – To whom and organization (Has a MOI Child Protection Centre been informed)	Outcome of action	Further actions required by whom and when	Review  Date	Name and signature of person completing entry

 Arzana Private School

Recording Form

Child’s Name: DOB

Name/title of person raising concern:

Child Volunteering Information 

When a child discloses information about abuse to a staff member, it might not be explicit but rather indirect, such as through play or drawings. Children often confide their concerns to individuals they trust, which might not always be a senior staff member. The responsibility of the staff member hearing this disclosure is to listen attentively without delving into an investigation of potential abuse. That role is reserved for child protection agencies. Any implication that the child’s words have been influenced could significantly harm legal action against the perpetrator.

When a child confides in you, here’s what you should do:

• Provide the child with undivided attention.
• Display concern, support, and warmth while refraining from showing emotions, distress, or negative reactions. Offer reassurance by affirming the importance of seeking help. For instance, you can say, “That must have been hard for you. It’s important to tell someone when you need help.”
• Rather than directly questioning the child, listen attentively and offer support.
• It might be appropriate to verify if the child is indicating abuse or neglect.
• Check if the child is injured or in need of medical attention.
• Handle the allegation in a way that prevents the child from having to repeat the information to different individuals within the school.
• It’s crucial to ascertain when the incident occurred and who the child is accusing of hurting them.
• Create detailed records, noting the date, time, location, people present, and what was said, using the child’s language. Sign it and promptly hand over the record to the Child Protection Liaison Officer (CPLO).
• Keep a copy of your notes.
• Ensure to take care of yourself by seeking support if needed.

Things you should not do:

• Do not promise complete confidentiality to the child. Explain that you might need to share information with other professionals to ensure safety, theirs or other children’s.
• Refrain from maligning the character of the alleged perpetrator.
• Avoid jumping to conclusions.
• Do not ask leading questions.
• Avoid requesting excessive details about the alleged event(s).
• Refrain from speculating or accusing anyone yourself.
• Avoid making promises that cannot be kept.
• Pre-empt or prejudice an investigation by leading the child with closed

Questioning Skills

 

To avoid leading questions when clarifying what a child has said, it’s advisable to use open-ended questions rather than closed ones. Below are examples of both types.

Closed Questions	Open Questions
Do	Tell me
Can	Explain to me
Did	Describe to me
Would	Who
Could	What
Are etc.	When
Where
How

 

Safe Working Practice

It’s crucial for all staff, governors, and volunteers in schools to know how to raise concerns about fellow staff or volunteers. They should also be mindful of their behavior to minimize the likelihood of becoming the subject of any child protection procedures.

When addressing allegations or concerns involving an adult within the school, all staff, governors, and volunteers should:

• Report any concerns regarding the behavior of a staff member or volunteer to the principal promptly and within 24 hours.

• If an allegation is made against an individual in the Senior Leadership team, the concerns should be escalated to ADEK as soon as possible and within 24 hours.

• In either scenario, the Child Protection Coordinator (CPC) or Administration should notify ADEK and contact the MOI Child Protection Centre by telephone.

Safe Professional Conduct

 All Employees should;

• Operate in an open and transparent manner, refraining from actions that could raise doubts about their motives or intentions.
• Dress appropriately according to your role.
• Minimize unnecessary physical contact with children. If contact occurs:
• Be knowledgeable about and adhere to the rules regarding physical restraint.
• When essential for safety or educational purposes, seek the pupil’s permission for contact whenever possible.
• Record incidents involving removing a pupil from danger or preventing harm, using the proper form and reporting it to the Head teacher.
• Any inadvertent contact should be reported; secrecy is not acceptable.
• Understand your position of authority and refrain from any form of misuse, including but not limited to:
• Accepting regular gifts from children.
• Giving personal gifts to children.
• Acknowledge your influence and avoid activities outside of school that might compromise your position within the school:
• Avoid establishing or attempting to establish social contact with pupils outside of school, including:
• Communicating with pupils in inappropriate ways, such as through personal emails or mobile phones.
• Sharing personal details like home address, phone number, or email with pupils.
• Transporting pupils in your own vehicle without prior management approval.
• Contacting pupils through social networking sites.
• Refrain from offering to accommodate children overnight.

All staff and volunteers should;

• Utilize email communication with pupils solely through the school’s system.
• Exercise caution when capturing images of children, limiting it to approved educational activities with explicit parental consent.
• Respect children’s privacy and cultural considerations when they need to change clothes.
• Refrain from engaging in one-on-one situations or offering undue attention to a single child unless as per an agreed school plan or policy.
• Only arrange closed-room meetings with pupils after notifying and obtaining approval from senior staff.
• Avoid accessing inappropriate material on the internet.
• Ensure clear and safe boundaries, especially during informal settings like outings or extracurricular activities.
• Never resort to any form of physical punishment.
• Avoid attributing physical touch to teaching styles.

Informing the Child Protection Coordinator All staff, volunteers and governors should inform the CPC if;

• If there are any incidents or issues that could potentially raise concerns about your behavior toward a child.
• If there is any suggestion that a pupil may be showing infatuation toward you or displaying an unusual level of interest in you.

STUDENT’s DETAILS

MOI Child Protection Centre  REFERRAL FORM

Name:                                            Date of Birth:                        

Address:                                                                                                                                              

Parent/Guardian                                                                               

Telephone Contact Details: Home:                                                              

Mobile:                                                 Work:                                                              

Child’s 1^st Language:                                               

Nationality:                                                           ­

Does the child have a disability □ Yes □ No 

If yes, please describe:

SCHOOL DETAILS

Current School:                                                                           Grade:                          

Last School attended:                                                                                         

REASON FOR REFERRAL

Suspected/Disclosed Physical Abuse □ Suspected/Disclosed Sexual Abuse □ Suspected/Disclosed Emotional Abuse □ Suspected/Disclosed Neglect □  

Description/Additional Information

Please give the name of the member of staff responsible for liaison with MOI Child Protection Centre Name (please print):                              Position                                              Telephone No:                                                                                                                                                                   

Administration Signature:                                                                      Date:                                    

Intimate Care

Guidance on Toileting Needs in Schools and Early Years Settings

Introduction

Most children are adequately toilet trained and can independently manage their needs before they begin school. However, this policy will cater to pupils who, for any reason, need assistance with toilet training or specific arrangements for toileting in preschool, school, or other educational environments.

This guidance:

• Emphasizes the significance of collaborating with parents/caretakers.
• Outlines the principles of good practice.
• Offers practical guidance for preschools and schools.
• Clarifies the implications of the Special Educational Needs and Disability Discrimination Acts.
• Provides guidance for all children, including those with special educational needs and disabilities.
• Highlights the employer’s responsibility to safeguard the health and safety of pupils and staff.
• Offers Child Protection advice.
• Raises awareness of the importance of preserving the dignity of the child.

Partnership with Parents/Caretakers

Establishing open and supportive communication with parents (including caretakers) is crucial in effectively and sensitively addressing a child’s toileting needs. Many parents might feel concerned if their child is unable to use the toilet independently, possibly due to prior difficulties with toilet training or facing negative attitudes from others regarding this issue. Some children may have short-term toileting needs related to initial training, while others may require a long-term program. It’s important for parents to feel assured that the setting can adequately support their child’s toileting requirements in a positive manner. Encouraging parents to openly discuss any concerns in this area is essential.

Partnership with Children and Young People

It’s crucial for the child to actively participate in their toileting program to ensure they take ownership and comprehend their goals.

Principles of Good Practice

All children have an educational entitlement irrespective of their difficulties with toileting.

• Children or young individuals requiring assistance with toilet training or special toileting arrangements should be treated with respect, dignity, and sensitivity.
• Some children unable to achieve continence and independent toileting will need significant assistance.
• Educational institutions should collaborate with parents and caretakers to plan for effective toilet training and toileting needs, acknowledging that some children may not achieve continence or independent toileting.
• Consistent approaches should be adopted at home and school.
• The setting, along with parents/caretakers and involved professionals, should create and review care plans aimed at maximizing the child’s independence with toileting.
• The setting, supported by teachers, Learning Managers, and Senior Managers, should constructively address toileting issues through problem-solving approaches.
• Staff should have access to appropriate resources and facilities, supported by clear plans, policy guidelines, and training. All staff assisting pupils with toileting difficulties must receive necessary information and specific training.
• Head teachers and Managers should be aware of and ensure the implementation of appropriate health and safety procedures and risk assessments.
• If toileting concerns lead to school attendance difficulties, it’s important to notify the school nurse.

Definition of Disability

Children with physical, sensory, mental impairments, or medical conditions affecting their everyday activities require special protection. Discrimination against individuals with specific conditions impacting personal development is unacceptable. Admission refusal for children delayed in achieving continence is also unacceptable. Delayed continence isn’t always connected to learning difficulties. However, children with global developmental delay, often unidentified upon nursery or school entry, may experience delayed independence in toileting, and some may never attain it.

Attending preschool settings and starting school

Children facing toileting difficulties should be accepted into preschools, nurseries, and reception classes alongside their peers, just like any other child. It’s important not to assume that the inability to achieve toileting independence indicates special educational needs. However, some children joining preschool or reception might have special educational needs or medical conditions that necessitate specific toileting arrangements or training.

Educational institutions have a responsibility to support children with delayed personal development, similar to those with delayed language or other developmental delays. Exclusion from regular preschool or school activities based solely on incontinence is not acceptable. Any admission policy mandating continence or any developmental aspect for all children is discriminatory. These issues should be addressed individually, and accommodations should be made to meet each child’s needs.

Before a child begins attending, it’s crucial to:

• Obtain information from parents, the child, and any involved professionals.
• Establish a strong partnership with parents/caretakers, the child, and relevant professionals.
• Focus on health and safety considerations and assess if a risk evaluation is necessary.
• Decide, in consultation with parents/caretakers, whether additional advice from Health Services is required.
• Arrange for any necessary specialist advice, training, or resources to be ready before the child’s attendance.
• Develop a plan in agreement with parents/caretakers and the child, and document this agreement in writing.
• Ensure all staff members are informed and understand their responsibilities.

Regular monitoring and review of the plan are crucial to ensure it remains suitable and aligns with the evolving needs of the child. While discussing the level of toileting independence before a child’s school entry is reasonable, it’s unacceptable to restrict, postpone, or lessen pre-school or school attendance solely due to special toileting needs. Establishing a plan aimed at achieving maximum independence and facilitating the child’s presence in the educational setting is essential.

Good Practice Guidance

While each child and situation is unique, teachers may find the following guidance helpful in determining the “reasonable steps” necessary to support pupils requiring toilet training. It is expected that existing staff will volunteer to assist pupils with toilet training or special toileting needs in school and preschool. In cases where incontinence stems from an underlying impairment, it becomes a necessary reasonable adjustment for staff to provide personal care. When hiring new staff, it’s essential to outline duties concerning personal care in the employment contract (refer to Role Profiles for details). Managers should ensure that staff conducting such procedures receive adequate training and follow protocols to uphold the pupil’s dignity while safeguarding the staff. Schools have found that a variation of the following procedures usually addresses difficulties if a child or young person is unable to use the toilet independently upon entry.

• Collect as much information as possible from the parents/caretakers and the child. What methods have they tried for toilet training at home? What routines or patterns does the child follow at home that might help establish a routine at school? Are there any specific difficulties or fears that the school should know about? Can the parents/caretakers suggest a strategy or procedure for handling the issue?

• Discuss and agree upon an appropriate toileting program involving the child, parents/caretakers, and staff, with regular monitoring and review. Carefully decide which adults should be involved in toileting care. Provide a written copy of the program to the parents/caretakers.

• Ensure the child’s clothing is easy to manage, encouraging training with appropriate attire instead of relying on nappies or training pants.

• No child should be left wet or dirty for later changing by a parent/caretaker.

• Avoid expecting parents or caretakers to be on standby for emergency changes during the school day. Request a couple of appropriate changes of clothing from parents/caretakers in case of accidents.

• Parents/caretakers should handle wet/soiled clothing. Staff should coordinate and make necessary arrangements.

• Designate a staff member familiar with the child to assist them in fixed, suitable intervals for using the toilet. Observe the child and discuss to identify cues when they need to go.

• Maintain a consistent routine from the start and minimize accidents if possible. Adjust toilet visit intervals to help the child adapt to staying dry.

• Children may feel anxious due to toileting difficulties but usually respond to praise, encouragement, and confidence-building. Focus on boosting their self-esteem in other areas.

• Ensure easy access to drinking water for all children, encouraging consumption in small amounts frequently rather than large quantities at once.

• Use discreet reminders or signs to prompt children to use the toilet.

• Address accidents promptly, sympathetically, and calmly. Provide extra attention when children make independent toilet efforts.

• After a training period, gentle reminders for the child to use the toilet independently may suffice. Be positive, patient, and praise their effort.

• Consider anticipating toileting needs for these pupils before planning off-site activities. Avoid excluding children from off-site activities due to toileting needs.

• If difficulties persist, there might be more complex issues requiring further guidance and support from other professionals. Discuss ongoing concerns with parents/caretakers and seek their agreement before involving additional professional guidance and support.

 

Children with special educational needs and disabilities

In addition to the good practice guidance described above the following considerations may apply:

• In coordination with parents, health service staff will offer pertinent medical information, training, and advice.
• Consulting a specialist for guidance and risk assessments might be suitable for children with physical disabilities.
• Access to specialized equipment may be available through a specialist advisor.

Health and Safety considerations

Teachers are responsible for ensuring the health and safety of both pupils and staff. Educational institutions, including schools, already have health and safety policies encompassing hygiene and infection control. These policies are followed when addressing a child’s toileting needs. It’s crucial to account for any known allergies while devising and implementing individual toileting programs for each child.

Child Protection concerns

The standard procedure for changing a nappy or pad typically does not raise child protection concerns. There are no specific regulations mandating the presence of a second staff member to supervise the nappy-changing process to prevent potential abuse. Many settings may not have the staffing capacity to allocate two staff members for nappy changing purposes.

PERSONS INVOLVED IN TRANSPORTING CHILDREN FOR SCHOOL ACTIVITIES

At Arzana Private School it is important to ensure children are transported safely without risk of harm or abuse.

All drivers must:

• Possess a valid driving license suitable for the vehicle being operated
• Be physically fit for driving
• Have no medical conditions impacting their ability to drive
• Ensure the vehicle is roadworthy, covering aspects like brakes, lights, tires, bodywork, wipers, mirrors, etc.
• Adhere to designated speed limits
• Ensure that all seat belts are functional and worn by every occupant in the vehicle

Safety:

• Adhere to road regulations consistently while driving
• Drive safely, staying within the designated speed limits
• Refrain from consuming alcohol or drugs that may impair driving before operating a vehicle
• Ensure all passengers use seat belts as required
• Implement childproof locks on doors when necessary

Principal Approval: