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Children with special educational needs and disabilities (SEND) require a different kind of support when it comes to their educational journey, and their safeguarding needs differ accordingly, too. Usually, the SEN coordinator or ‘SENCO’ in the school or nursery can help extend such support. Additionally, local councils or the Information, Advice and Support (IAS) Service can also offer advice about SEND.

By definition, the term special educational needs and disabilities (SEND) encompasses children who have disabilities or additional needs. These can be referred to as “additional learning needs” or “additional support for learning” in different contexts. Schools and educational institutions are required to make provisions for these needs to level the playing field for them. 

To add to the usual need for special provisions, recently, it’s come to notice that children with disabilities are at risk in the educational setting. As the Lead Panel Member from the investigation panel, Dr Susan Tranter, said, “Children with disabilities and complex health needs are some of the most vulnerable in our society but they are too often overlooked and forgotten.”

Understanding how children with disabilities are vulnerable

The first step to accommodate the needs of children with disabilities is to understand the ways in which they are vulnerable. Some children are vulnerable because of communication barriers: they may not be able to explain the series of events or express their feelings accurately. Such limitations require personalised attention and care for children. They may not have developed a vocabulary for discomfort or saying “no” yet. So they need to feel empowered enough to express that, as well as be equipped with the words to express the same. 

Secondly, and very often, children do not understand or fully grasp if they are being abused. They may misunderstand the signs of abuse. Not only that, all these threats get compounded because children with SEND may be dependent on adults for their care. Such dependency can range from intimate care that can be isolating to 

It is important that educators and other adults working with children with SEND are aware of these safety threats and are able to identify these threats, while also making additional provisions for the needs of the children.

Action Plan for safeguarding children with disabilities

In England, the Department for Education (DfE) and the Department of Health have issued the Special educational needs and disability code of practice for mainstream schools to cater to the needs of children and young people with SEND. It provides detailed responses and action plans for various situations in the form of statutory guidance on duties, policies and procedures relating to Part 3 of the Children and Families Act 2014. 

Particularly in the education and training settings, the guidance provides a recommended approach to identify students with SEN and introduces a coordinated assessment process and the 0-25 Education, Health and Care plan (EHC plan). One of the most remarkable highlights of this code is the emphasis it places on ensuring that children and their parents are able to participate in discussions and decisions about their individual support and about local provision.

Similarly, in Scotland, the Education (Additional Support for Learning) (Scotland) Act 2004 makes provision for children and young people who have additional support needs (ASN), which includes — but is not limited to — children who have learning disabilities or difficulties, are young carers, are on the child protection register, or have English as a second language. It truly attempts to encompass all children and young people who may be in need of additional support or guidance. Schools in Scotland should also follow the statutory guidance Supporting children’s learning Scottish Government, 2017). 

It is also highlighted that schools must designate a qualified teacher to be the special educational needs co-ordinator (SENCO). This person will be responsible for the coordination of provisions for students with SEND. The SENCO should also provide guidance to colleagues, liaise with parents and carers and act as a key point of contact for external agencies, including health and social care. The SENCO, in a way, is an advocate for children with disabilities. 

Role of the SENCO and other safeguarding leads

With the added vulnerabilities, naturally, children with SEND are prone to safeguarding issues. In case a safeguarding concern is raised, SENCOs and nominated child protection leads should work together. In a similar vein, the SENCO may be required to act as the lead practitioner for multi-agency early help assessments.

One of the most important ways of making the educational journey truly accessible for children with SEND is by personalising their journeys and experience. Children will often have highlighted individualised needs to be able to learn and study in the same way as their peers so additional support should be shared in accordance with their needs. 

Resources to help support children with disabilities

Contact is one of the charities in the UK working to support parents when children and young people need more support than others to achieve their full learning potential.

Angie Fenn, Contact’s helpline manager shares, “Some children and young people will need more support than others to get as much as they can from education. They might need extra help because they have difficulty reading, understanding or talking for example. Or they might also find it hard to manage their emotions or have physical disabilities. In early years settings, schools and colleges have legal duties to support children who have difficulty learning and to treat children fairly. However, some parents may not be familiar with the process or know what support can be put in place.” 

Contact is helping such families by empowering them with the right information at the right time, signposting them to tangible resources as well as training practitioners working with children with SEND. “We have lots of educational information and resources for families on our website. Our education experts on our freephone helpline can also help parents understand the special education systems in the UK and answer parent questions about education for their child including an introduction to special needs, Education, Health and Care plans and assessments, attendance and medical needs and discrimination. Parent carers may also like to take a look at our top tips for parent carers to help when their child changes schools which aim to help families navigate changes in school like moving from nursery to primary, or junior to secondary, or if they move and have to start school in another area.”

Another organisation that works on the safety and well-being of children with SEND is the Council for Disabled Children. They are an umbrella body for the disabled children's sector with a membership of over 300 voluntary and community organisations and an active network of practitioners that spans education, health and social care. One of the most unique resources made available by them is the Case Law Directory, a digest that provides essential updates on the latest judicial decisions affecting disabled children and young people and those with SEN. 

Protecting children with disabilities (SEND) in the educational setting

Anti-Bullying Week 2022 is coordinated by the Anti-Bullying Alliance and is held from November 14th- until the 18th. The theme this year is “Reach Out.”

In 2021, 80% of schools marked the week, reaching over 7.5 million children and young people. The campaign exists to remind everyone to “reach out and show each other the support we need.”

“Friendship Friday” will also take place on Friday 18th November to provide further opportunities to celebrate friendship and promote positive relationships. 

The Anti-Bullying Alliance definition states that “Bullying is the repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. It can happen face to face or online.”

Bullying can take many forms and can be detrimental in many ways to a child’s physical health, well-being, and mental health. Some examples of why a child may experience bullying can be because of their race, sexual orientation, gender, religion, shyness, disability, home life, family, values, clothing, or even because their bully is jealous of their success or appearance etc. We know that it can also have a lasting impact on some children into adulthood.

Bullying can happen anywhere such as in school, outside of school, and online. It is essential that professionals and parents/carers understand how to recognise and respond to bullying and of course ensure they always encourage children to raise their hand and tell someone if they are a victim.

Some examples of different types of bullying include:

Physical: hitting, pushing, slapping, punching, scratching someone.

Verbal: spreading rumours, name-calling, threats and gossiping about someone.

Non-verbal: such as using gestures, passing notes, or making hand signs.

Emotional: intimation, threats, constant criticism, and humiliation.

Control and manipulation: using verbal and non-verbal techniques to control or manipulate someone.

Baiting: goading someone to react or be angry.

Cyberbullying: any online system used to bully someone, such as gaming chat rooms, social media, text messages and instant messaging, online shaming, sending explicit messages, and pressuring others into sending sexual content.

Online challenges: encouraging others to self-harm.

Fake accounts: falsifying or creating fake accounts to steal someone’s identity or attempt to humiliate or embarrass them.

Groups: setting up groups to discuss or bully a child.

Exclusion: being excluded and ignored from peers or scenarios.

Hate crime: It is a hate crime if someone is bullied because of their race, disability, and sexuality.

When children experience bullying, it can have a significant impact on their self-esteem, confidence, well-being, and mental health. Bullying can cause a child to self-injure or harm themselves, and in some cases has driven children to experience suicidal ideation and even in the worst circumstances, to take their own life.

Children may also experience loneliness, feel left out of peer or friendship groups, and struggle with their education and attendance. They may also find it hard to trust others as a result of this which can impact personal relationships.

Signs and symptoms you should look out for:

A child may suddenly appear to be isolating themselves or you may have witnessed them being left out or playing/spending lunchtime alone.

Being told or overhearing rumours that are going around school about a particular student.

Repeated occasions where a student has lost belongings.

Witnessing or observing bruising or physical marks on a child.

Witnessing or being informed about behavioural changes, outbursts or introvert behaviours, changes in a student’s demeanour, well-being, or achievement/attendance levels.

Repeated occasions where a student has been accused of or known to be stealing things from others.

Building a culture of safety to prevent bullying

A whole-school approach is the most effective way to ensure that students are safe from bullying. This also includes adhering to robust anti-bullying, anti-harassment, equality diversity, and inclusion, code of conduct, student behaviour, and safeguarding and wellbeing policy and procedures. Schools should assess their approaches to bullying, violent conduct, harassment, the use of derogatory language, discriminatory behaviour, and most importantly what response and action are taken and when.

Provide a supportive environment whereby students and their parents/carers can reach out if they are experiencing bullying or abuse. 

Enrich the experiences of all students through the promotion of a zero-tolerance stance to bullying, promoting mutual respect, tolerance, and a supportive culture of wellbeing.

Create awareness through assemblies, events, policies, and procedures.

Ensure all employees at all levels throughout the school are working together and in support of the right culture that they are to foster within the school.

Ensure that there is a clear process for reporting issues or concerns or seeking support and that everyone is aware of it.

Increase awareness and understanding of bullying issues.

Be responsive to the early warning signs.

Provide education, guidance, and support to employees that are supporting students.

Be responsive to students and siblings that are identified to be affected directly and indirectly by bullying issues or incidents.

Provide support to parents and families of students that are or have experienced bullying.

If a child is being bullied, you may advise them to:

Block the bully on social media, email, and instant messaging accounts.

Report cyberbullies to their internet service provider, mobile phone provider (if bullying is via texts or calls) or social media site/app.

Do not reply or react, this can sometimes mean playing into the hands of the bully.

Talk to friends, family members or other trusted individuals about what is happening and how they may be feeling.

Report serious bullying such as threats of physical harm or abuse, to the school or police.

Other options include dedicated charities such as Kidscape, which are a leading Anti-Bullying charity in the UK that has some extremely useful resources that can support children, parents, carers, and professionals with bullying issues. Kidscape provides practical support to children and families that are impacted by bullying through interactive workshops, therapeutic support, and the parent advice line. They also deliver high-impact training programmes to schools, sports clubs, community groups and professionals. For further information and supporting documents please click on the links below:

https://www.kidscape.org.uk/media/134290/top-tips-for-children_final.pdf 

The Anti-Bullying Alliance: https://anti-bullyingalliance.org.uk/anti-bullying-week 

The National Bullying Helpline: 0300 323 0169 https://www.nationalbullyinghelpline.co.uk/contact.html

Report Hate Crime: Police-101 https://www.gov.uk/report-hate-crime

Think U Know (Online Sexual Abuse): https://www.thinkuknow.co.uk/ 

ChildLine (Online Abuse): https://www.childline.org.uk/info-advice/bullying-abuse-safety/online-mobile-safety/remove-nude-image-shared-online/ 

MIND Charity: 0300 123 3393    https://www.mind.org.uk/

Anxiety UK: 03444 775 774    https://www.anxietyuk.org.uk/

PAPYRUS: 0800 068 4141     https://www.papyrus-uk.org/

NSPCC: 0808 800 5000     https://www.nspcc.org.uk/ 

Dealing with bullying and how to create a culture of safety in schools

We have shared at length about safeguarding children on the internet in general. Considering the level of content consumption around us, a deeper and closer look at children’s and teens’ interaction with social media in particular is merited.

There’s no doubt that children are spending more time online than ever before. Younger and younger children are getting exposed to the social media world and the pandemic-driven shift to hybrid and online learning has only accelerated their exposure to the online world. 

Within the huge digital ecosystem, social media refers to any website or app that allows us to communicate and engage with other users, whether it is through text-based messages or visual communication through photographs or videos. Other users can then engage with this “content” through comments, likes, reactions, etc. 

It is impossible to keep children and teens away from social apps like Instagram, TikTok, BeReal, Facebook, Twitter, Snapchat and the like. These have become an intrinsic part of learning and socialising today. Dr Hana Patel, GP and Mental Health Coach, says, “Social media is becoming more and more prominent in children's lives, especially with the covid-19 pandemic making us change how we interact and work now. Social media is now part of people's daily life, meaning, for some people it is normal to socialise online rather than in person. It can be a concern when children and adults have more social contact online than with people physically around them and face to face. In people less than 25 years old, there is a correlation between self-esteem and social media, with  people worried about their weight and appearance.”

And this is just the tip of the iceberg. There are additional concerns: peer-to-peer bullying and abuse on social media or instant messaging platforms can go unnoticed by adults, and when left unchecked, these can provoke damaging consequences. There’s another tangent of privacy considerations: social apps often collect data for targeted marketing. In light of the recent incidents about TikTok’s handling of children’s data, it is good to have some pre-emptive, robust measures to protect underage users on such platforms and see if the platforms have any safeguards or guardrails built into the experience. 

In this article, we will explore these risks and vulnerabilities and safeguards that can help manage them.

Reality check: Social Media as part of children’s lives

Sevenoaks Kent-based Marie Brown, website designer and mother of two teens, shares, “I use social media a lot as part of my business so I consider myself rather social media savvy...However, I still have concerns. Notably about grooming/befriending by people they don't know (they may be friends of friends or acquaintances).  I know how easy it is to make friends with strangers online - you feel like you know them and they understand you. But it's what happens next that I worry about.”

Apart from the obvious concerns about prolonged screen times, there are much graver concerns about the “unknown” in the digital space. The content posted by children online can be accessed and misused by child predators. They can hold such material over the children, and force them to meet in person or exhort them. This is further complicated by the psychological impacts of social media in our lives. Children often befriend strangers because social media can impact their self-esteem and cause isolation. Dr Patel also points us to “Duck syndrome,” which explains how children can window-dress, i.e show their lives to be better than it is in reality, it is their effort to “appear superficially calm while suppressing any distress, depression, or anxieties of self-doubt.”

Social media platforms and tech giant apps are now thankfully devising ways children can be protected from some risks. 

Privacy features and parental controls have been introduced by the likes of Instagram, which include limiting the kind of posts that show up in the account feed, using the keyword moderation tool to restrict comments that contain specific words you consider offensive or inappropriate. Parents can set these features when children first start using these apps independently. 

One self-imposed safeguard is keeping your content and account private instead of posting for public consumption. This means exercising more control over who you allow access to your account, so filter the followers and only allow people you know personally to follow you. Refrain from posting your live location or photos of your neighbourhood as it can be easily located. Children should also be taught how to block someone, how to report a post, etc. 

Additional safeguards that can be implemented

It is important to have a discussion with your children not after something has happened, but before they start independently using such apps. Parents and teachers don’t need to order or instruct children, but just sharing information about the risks associated with talking to strangers online, or sharing too much personal information, etc can be a helpful reminder for children to think before they post. Also give them a plan of action and extend pre-emptive support if something goes wrong in the future. 

If any event online does generate panic or worry for children and teens, it can be helpful for them to have someone to talk to. If not their parents or teachers, they can also be signposted to safe spaces like counsellors or therapists at school, or helplines like Childline. Childline is free to contact on 0800 1111. Childline counsellors take calls 24 hours a day, 7 days a week from children and young people under 19. Childline counsellors are also available to speak online through 1-2-1 chat and via email.

Dr Patel shares that we can pre-empt unsafe situations and psychological distress “by trying to help children and loved ones understand that on social media people are sharing the good times and hiding the bad, cultivating and choosing what they post on social media, so that it is an edited version of their lives.” She adds, “ it is also important to teach them not to compare themselves to others or have unachievable standards, to unfollow content and users who seem to be making them feel bad about themselves, to take a break from social media, make a point of speaking to someone about how they feel.”

Sensitisation of children and teens at school

For schools, it is important to stay aware of all platforms that are popular among children, this will help devise safeguards in case of any issue. It is also recommended that school staff familiarises themselves with these apps and how they work so that they are better equipped to deal with any incidents and about the safety features available. 

Not everything has to be discussed as a lesson or a cautionary tale. Schools should have normal conversations about social media in a way that makes children feel empowered. Instead of telling them to stop doing certain things, tell them how to creatively use social media without risking their privacy and well-being. Discuss what their digital footprints can mean for their present and future. 

Children as well as staff should know who to come to in case they have any concerns about social media. This could be a member of the management team or the Designated Safeguarding Lead. Similarly, the tools and apps being used by the school should also incorporate important checks and filters. In addition to the Enhanced DBS checks, SCR Tracker has now included online checks into the app's features which consist of social media and internet searches in association with their partner Verifile.

South West Grid for Learning (SWGfL) has come up with SWGfL online safety templates for each of the social media apps and platforms. These checklists and guides can help school staff navigate their students’ social media ups & downs. Similarly, ProjectEVOLVE has an online digital toolkit that offers a vast library of content, including supporting resources and professional development materials.

It is important that children and young people have a positive experience on social media, so they should feel supported and encouraged towards a thoughtful usage of these apps rather than forced or restricted access to them. 

There’s no doubt that children are spending more time online than ever before. Younger and younger children are getting exposed to the social media world and the pandemic-driven shift to hybrid and online learning has only accelerated their exposure to the online world. Considering the level of content consumption around us, a deeper and closer look at children’s and teens’ interaction with social media in particular is merited.

Keeping Children Safe on Social Media

Children On Social Media: Making the Digital World Safer

A new school year brings new opportunities and aspirations for all. The world of safeguarding is no exception. We must ensure that a whole school culture of safety exists and continue to aspire for more.

During this webinar, Rachael Bishop from RLB Safeguarding Ltd. discusses the following topics:-

Rachael Bishop has over 18 years of experience, paired with an extensive training record within the safeguarding field. Rachael has worked in a variety of sectors, including Child Protection in the Social Care sector, Charity organisations, Schools, Apprenticeships and Employability, The NHS, Mental Health Inpatient and Community Services, The Police, Substance Misuse, and Youth Offending Teams. Her true passion in life is for promoting well-being and mental health and helping to keep children and adults safe so they can thrive in life.

To find out more about SCR Tracker, safeguarding development,  or our webinar host please click here.

Watch the recording of our latest webinar 'Building a Culture of Safety', from Wednesday 28th September 2022.

Safeguarding Development Webinar: Building a Culture of Safety

Safeguarding Development: Building a culture of safety

Building a culture of safety- September 2022 Webinar.pptx.pdf

Building a culture of safety webinar slides

Our childhood experiences can have a significant impact on how we are able to grow and develop physically, mentally, and socially. We all grow up to experience a variety of attachments within our various relationships, some positive and some negative.

“Children’s development and mental health are affected by various factors, including the environments they are raised in, the relationships they build and their experiences. Child development refers to the physical, cognitive, emotional and social growth that occurs throughout a child and young person’s life. Children’s mental health – their cognitive, behaviour and social well-being is affected by this development, as well as a range of factors, including trauma and abuse. All aspects of children’s health and development work together, form their overall well-being.” (NSPCC).

According to the Office for National Statistics - Child Abuse in England and Wales: March 2020

The Crime Survey for England and Wales (CSEW) estimated that one in five adults aged 18 to 74 years experienced at least one form of child abuse, whether emotional abuse, physical abuse, sexual abuse, or witnessing domestic violence or abuse, before the age of 16 years (8.5 million people).

In addition, an estimated 1 in 100 adults aged 18 to 74 years experienced physical neglect before the age of 16 years (481,000 people); this includes not being taken care of or not having enough food, shelter or clothing, but it does not cover all types of neglect. 

An estimated 3.1 million adults aged 18 to 74 years were victims of sexual abuse before the age of 16 years; this includes abuse by both adult and child perpetrators.

Adverse Childhood Experiences (ACEs) are “highly stressful, and potentially traumatic, events or situations that occur during childhood and/or adolescence. They can be a single event, or prolonged threats to, and breaches of, the young person’s safety, security, trust or bodily integrity.” (Young Minds, 2018).

Surveys conducted with adults inform us that at least 10% will have experienced some form of abuse during their childhood. They also tell us that 10% or more of the population will have experienced four or more ACEs before the age of 18, however, it is difficult to take these statistics into account as it is not fully representative of different groups.

Physical Neglect or growing up in poverty

Exposure to/witnessing regular domestic abuse

Living with/or having a close relationship with an individual who had mental health problems

Living with/or having a close relationship with an individual who abused alcohol/and or drugs

Living with/or having a close relationship with an individual who went into custody

Losing a parent/carer through divorce, death, or abandonment

When an individual experiences ACEs, this can significantly impact their future. When considering how an ACE can impact a person we must consider both their physical and mental health. For example, a child who grows up in a positive family environment may be much more confident to share how they are feeling, feel supported and loved by their family and friends, have a higher level of confidence in their own identity, and feel safe. Therefore, a child growing up within this environment may be better able to achieve positive outcomes in later life.

ACEs can create significant difficulties for children and adults when they are trying to form healthy relationships and attachments. It is however important to note that not all children who experience ACEs will be subject to the same impacts and can be less susceptible to issues in later life. Every person is an individual and one size won’t always fit all. One in three diagnosed mental health conditions in adulthood directly relate to ACEs.

Increased risk of health problems in adulthood, such as cancer and heart disease.

Increased risk of mental health difficulties, aggression, and becoming a victim of violence/abuse/exploitation.

An increase in the risk of mental health problems, such as anxiety, depression, and post-traumatic stress.

The length and frequency of ACEs can determine their impact on their development and health.

The ability to recognise and manage different emotions.

Being unable to manage and maintain healthy friendships and other relationships.

The ability to manage behaviour in educational settings.

Difficulties coping with emotions safely without causing harm to self or others.

Building a Culture of Safety to prevent ACEs

A whole school approach is required to ensure that all employees and learners are safe from abuse, neglect, and exploitation. This includes adhering to robust safeguarding and well-being policy and procedures. 

Provide a supportive environment whereby learners and their parents/carers can speak up if they are experiencing abuse, neglect, or exploitation. 

Work with the whole family to gain the full picture wherever possible or appropriate.

Ensure joint partnership working is effective and information sharing protocols are in place.

Enrich the experiences of all learners through the promotion of a supportive culture of well-being and emotional resilience.

Ensure that there is a clear process of reporting issues or concerns or seeking support.

Use an appropriate trauma-informed response when working with learners who have experienced or are experiencing ACEs.

Increase awareness and understanding of well-being and safeguarding issues.

Be responsive to the early warning signs of abuse, neglect, and exploitation.

Provide education, guidance, and support to employees working with those with well-being or mental health issues with learners.

Be responsive to learners that are identified to be affected directly and indirectly by parental issues.

Provide support to parents and families that may be experiencing well-being, social, physical, or mental ill health issues and conditions.

Further information and support services:

Contact your local Multi Agency Safeguarding Hub (MASH) to discuss Early Help Assessment or Child Protection.

MIND Charity:    0300 123 3393    https://www.mind.org.uk/

Anxiety UK:    03444 775 774    https://www.anxietyuk.org.uk/

PAPYRUS:    0800 068 4141     https://www.papyrus-uk.org/

NSPCC:     0808 800 5000     https://www.nspcc.org.uk/ 

Prisoners' Families Helpline:    0808 808 2003    www.prisonersfamilies.org

Cruse Bereavement:    0808 808 1677   www.cruse.org.uk/get-support/ 

Refuge Domestic abuse: 0808 2000 247     www.nationaldahelpline.org.uk 

Advice for the families of people who use drugs and alcohol: Advice for the families of people who use drugs – NHS - NHS (www.nhs.uk)

Dealing With Adverse Childhood Experiences (ACEs)

In association with our partner Verifile, we are now able to offer additional online checks to the Enhanced DBS Service, directly through the app.

The new "Online Checks" section for Schools/Trusts to use to record online and social media information as per the latest KCSiE guidelines. KCSiE 2022 recommends that educational settings should consider conducting online searches as part of their due diligence during the recruitment process.  

Below we have outlined what these additional services include and how much they cost.  If you would like more information you can email our support team at help@scrtacker.com. 

Verifile's search will check an individual's online reputation across various social media platforms, identifying both positive and negative aspects of their online activity.

The search looks for positive activities such as charitable and volunteering work, as well as inappropriate content such as illegal activities, discriminatory or hateful behaviour, violence, extreme views, potential addictions, or sexually explicit content.

The search is using artificial intelligence to translate content from most languages into English. All reports include a screen grab of the social media profile page and any ‘red flag’ material found. You can read more about their social media screening service by clicking here.

How long will it take and how much does it cost?

The social media search costs £42.50 and takes 2-4 working days.

Using their current name and keywords from their CV, we'll search for information on an individual in over 1000 search engines, including the 'invisible web'.

"1000 search engines in 120 specialised categories, some based on language or country, including the "Invisible Web", which is hidden to generic search engines."

The internet search costs £42.50 and takes 1-2 working days.

If you would like to trial this new feature or would like further information, please email our support team at  help@scrtacker.com

Introducing the New 'Online Checks' Feature