Leeds East Academy

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Safeguarding

Child Protection Team

Safeguarding is everyone's responsibility. We also have staff who are trained in handling safeguarding and ensuring our academy is a safe and secure environment.

Ms Carrie - Principal

 

 

Mrs Clark - Designated
Safeguarding Lead,
Vice Principal BAPD &
Student Experience

 

Ms Huggins -
Deputy Designated
Safeguarding Lead,
Child Protection Officer

Mr Rawson -
Assistant Principal BAPD

Mr Carey -
Pastoral Leader KS4

Mr Burton -
KS3 Behaviour and
Attendance Leader

Mr Campbell -
Maths Teacher

Ms Precious -
Behaviour Modification
Leader

Ms Henderson -
Assistant SENCO

Ms Page -
Administration
Manager

Ms Graham -
Attendance Officer

 

 

What is safeguarding? 

“The action we take to promote the welfare of children and protect them from harm – is everyone’s responsibility. Everyone who comes into contact with children and families has a role to play.”  Every child can be hurt, put at risk of harm or abused, regardless of their age, gender, religion or ethnicity.   Safeguarding legislation and government guidance says that safeguarding means: 

  • protecting children from maltreatment 
  • preventing impairment of children’s health or development 
  • ensuring that children are growing up in circumstances consistent with the provision of safe and effective care 
  • taking action to enable all children and young people to have the best outcome

Policies that support Safeguarding in our School:

 

How we safeguard our students:

Leeds East Academy takes its role in safeguarding extremely seriously and our staff will do everything they can to protect students and children from harm.

We acknowledge that safeguarding is everyone’s responsibility and all of our staff are trained to be vigilant and aware of the signs and indicators of abuse.

The viewpoints and voice of students is of paramount importance to our Academy and we will always listen to their wishes, thoughts and feelings, as well as identifying and supporting their needs. We will work alongside students to develop trusting, consistent and professional relationships. We advocate early help processes and, where possible, we will identify any difficulties or concerns early in order to act preventatively. We will always provide support and advice for families and parents/carers, whilst acting in the best interests of the student at all times. Safeguarding also includes ensuring we follow safe working practices and provide a secure learning environment for our students and staff. 

Leeds East Academy safeguards students by: 

  • Maintaining a secure site and ensuring that all visitors to the Academy are recorded and monitored. 
  • Ensuring that safer recruitment practices are followed to prevent those who pose a risk to children gaining access to our students. 
  • Ensuring that all students understand the importance of e-safety both at the Academy and at home. 
  • Filtering and monitoring all internet traffic into the Academy to ensure that students cannot be exposed to harmful material and communication. 
  • Ensuring that all staff employed by the Academy have received Disclosure and Barring Service (DBS) clearance which is recorded in the Single Central Record. 
  • Providing regular training and briefings for all staff in child protection and ensuring that all staff and visitors know who our designated safeguarding officers and designated senior lead are. 
  • Ensuring that admission and attendance procedures are robust to protect students, ensure that they are safe and prevent students from going missing from education. 
  • Empowering young people to identify risks both within the Academy and in their community; ensuring that they have the skills and confidence to protect themselves and others. 
  • Making sure that all students understand the importance of disclosing concerns about themselves and peers, and giving them the confidence to discuss sensitive issues. 
  • Providing pastoral and inclusion support to ensure that all students have access to guidance and advice, and when needed referrals for additional agency support to meet their needs. 
  • Sharing information with other agencies and services to ensure that students, children and their families have support to meet their needs and prevent children and students from harm. 
  • Taking immediate action and contacting the appropriate agencies when we believe that a student or child is in danger or is at risk of harm. 

Types of abuse

Abuse
A form of maltreatment of a child. 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 or in an institutional or community setting by those known to them or, more rarely, by others. Abuse can take place online, or technology may be used to facilitate offline abuse. Children may be abused by an adult or adults or by another child or children.

Physical abuse
A form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

Emotional abuse
The persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve telling a child that they are worthless or unloved, inadequate, or not valued. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate, and can include bullying.

Sexual abuse
Involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. Sexual abuse can take place online, and technology can be used to facilitate offline abuse. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.

Neglect
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. Neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment.

Child Criminal Exploitation (CCE)
CCE is where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child into any criminal activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial or other advantage of the perpetrator or facilitator and/or (c) through violence or the threat of violence. CCE can include children being forced to work in cannabis factories, being coerced into moving drugs or money across the country, forced to shoplift or pickpocket, or to threaten other young people.

Child Sexual Exploitation (CSE)
CSE occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. CSE does not always involve physical contact; it can also occur through the use of technology. CSE can affect any child or young person (male or female) under the age of 18 years, including 16 and 17 year olds who can legally consent to have sex.

County lines
County lines is a term used to describe gangs and organised criminal networks involved in exporting illegal drugs (primarily crack cocaine and heroin) into one or more importing areas [within the UK], using dedicated mobile phone lines or other form of “deal line”. Exploitation is an integral part of the county lines offending model with children and vulnerable adults exploited to move [and store] drugs and money. Offenders will often use coercion, intimidation, violence (including sexual violence) and weapons to ensure compliance of victims.

Domestic abuse
Domestic violence and abuse is: any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse between those aged 16 or over who are, or have been, intimate partners or family members regardless of gender or sexuality. The abuse can include, but is not limited to: psychological; physical; sexual; financial; and emotional.

So-called ‘honour-based’ abuse (including Female Genital Mutilation and Forced Marriage)
So-called ‘honour-based’ abuse (HBA) encompasses incidents or crimes which have been committed to protect or defend the honour of the family and/or the community, including female genital mutilation (FGM), forced marriage, and practices such as breast ironing. Abuse committed in the context of preserving “honour” often involves a wider network of family or community pressure and can include multiple perpetrators.

Female Genital Mutilation
FGM comprises all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs. It is illegal in the UK and a form of child abuse with long-lasting harmful consequences.

Preventing radicalisation
Children are vulnerable to extremist ideology and radicalisation.

  • Extremism is the vocal or active opposition to our fundamental values, including democracy, the rule of law, individual liberty and the mutual respect and tolerance of different faiths and beliefs.
  • Radicalisation refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups.
  • Terrorism is an action that endangers or causes serious violence to a person/people; causes serious damage to property; or seriously interferes or disrupts an electronic system. The use or threat must be designed to influence the government or to intimidate the public and is made for the purpose of advancing a political, religious or ideological cause.

Peer on peer/ child on child abuse
Children can abuse other children. This is generally referred to as peer on peer abuse and can take many forms. This can include (but is not limited to): abuse within intimate partner relationships; bullying (including cyberbullying); sexual violence and sexual harassment; physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm; sexting and initiation/hazing type violence and rituals.

Upskirting
The Voyeurism (Offences) Act, which is commonly known as the Upskirting Act, came into force on 12 April 2019. ‘Upskirting’ is where someone takes a picture under a persons clothing (not necessarily a skirt) without their permission and or knowledge, with the intention of viewing their genitals or buttocks (with or without underwear) to obtain sexual gratification, or cause the victim humiliation, distress or alarm. It is a criminal offence. Anyone of any gender, can be a victim.

Anti-Bullying/Hate Crime

At Leeds East Academy we work with students, parents/carers and the community to provide our students with a safe, secure and happy environment in which to learn.  We expect high standards of behaviour and always encourage our students to develop into responsible and valued members of the community.

Bullying includes:

  • Deliberately hurtful behaviour
  • Repeated often over a period of time
  • Difficult for those being bullied to defend themselves against

It usually takes one of four forms:

  • Physical e.g. hitting, fighting, taking belongings 
  • Verbal e.g. name-calling, insulting remarks – Any verbal bullying that is construed as racist, sexist or homophobic will result in a significant sanction. Leeds West Academy adopts a zero tolerance policy on this form of deeply offensive bullying 
  • Indirect e.g. rumour-mongering, excluding someone from social groups 
  • Cyber-bullying e.g. texting, use of websites etc

Raising awareness through the curriculum:

  • Bullying is addressed through our 'Re-set' days at the start of term, ensuring all students are clear about our expectations and also where/who to go to if they have any concerns.
  • Form Time  sessions in KS3 and KS4 address responsible friendships, peer pressure and peer on peer abuse so that students can identify unhealthy friendships.
  • Assemblies are periodically used as a vehicle for raising awareness, using relevant examples 
  • Students actively contribute to the anti-bullying policy
  • An Anti-bullying week will take place each year, to raise awareness of different types of bullying and explore ways to prevent it from happening 
  • All incidents are treated seriously by staff and referred to the Guardian/Year Manager or senior member of staff as soon as possible.
  • Written statements are taken from all students involved 
  • Both the ‘victim’ and the ‘bully’ are made aware that the academy views any instance of bullying very seriously 
  • It is imperative that the victim is supported and is given help 
  • Every effort must be made to resolve the situation immediately. Where appropriate, ‘victim’ and ‘bully’ should be brought together to discuss the incident within a supportive restorative meeting
  • There is accurate recording of all bullying or hate incidents. These are categorised to include bullying,  Homophobic Language or Behaviour, Racist Language or Behaviour, to allow analysis and targeted preventative education for identified students
  • The Hate Incident Reporting Scheme (HIRS) provided by Leeds City Council is used to evidence that Leeds East Academy challenges hate, supports understanding of hate, shares strategies for resolving hate incidents and to find support and resources for responding to hate incidents
  • Follow up procedures check that the bullying has not resumed and the views of both ‘victim’ and ‘bully’ are obtained. 
  • The senior lead member of staff will judge the seriousness of the incident. In the case of a minor ‘one off’ incidents, in which no physical harm is done, a reprimand may be sufficient. More serious or persistent cases will necessitate the involvement of senior leaders. In these cases, parents must be informed and invited into the academy 
  • Sanctions must be clear, consistent and appropriate to the seriousness of the incident 
  • Where other strategies do not resolve the problem, permanent exclusion may be justified in the most serious and persistent cases, particularly where violence is involved 
  • When investigating a fight, it is important to identify whether it has arisen through bullying. If a student has been severely provoked, this must be taken into account when dealing with the incident. If both parties have been provoked by third parties, it is important to identify the provocateur(s) and deal with them appropriately. N.B. We must never give the impression that we condone retaliation, although we should treat incidents of this nature sensitively.

Online Safety

At Leeds East Academy, we take E-Safety very seriously. We know how difficult it can be to keep track of all the latest sites and apps that students are interested in. This page provides advice, guidance and support for parent/carers to help keep their child safe online. You can find links to all relevant policies at the bottom of this page. If you have any concerns about your child’s online safety, please call the Academy and our Safeguarding Team will be happy to help.  

 

In Schools Support

 

At Leeds East Academy we pride ourselves on having high quality pastoral care. The team are highly trained in dealing with all student concerns.

Please see below a list of colleagues that can be contacted for support for your child.

Guardians

All students are placed within a form group that is led by a ‘Guardian’. Their role in school is to be the child’s advocate and ensure all their personal welfare and academic needs are met.  

Behaviour and Attendance Managers/Leaders

This team of professionals oversee the behaviour, welfare and academic needs of a year group. They ensure students receive adequate praise and reward in line with our Positive Behaviour Policy while also using a range of behaviour strategies to support students on an individual basis.

The Beck

We are fortunate to be part of the Seacroft/Manston Cluster who support twelve primary schools and two secondary schools. They have access to a counselling/therapeutic service who provide in house support at Leeds East Academy and are called The Beck. Students can access this support via a drop-in service, which involves completing a slip found outside of The Beck meeting room next to the Pastoral Office. Alternatively, students can be referred through the Pastoral Team.

The Cluster

Are a team of professionals who have expertise in supporting children, young people and families on making changes and improving outcomes. Their services are available to anyone who has a child or young person attending one of the 12 primary schools and 2 high schools in Seacroft Manston Cluster school, which includes Leeds East Academy. The team work closely with other agencies such as Children’s Social Care, Housing, Police and Children’s Centres, ensuring families receive holistic, coordinated support. The support services include family support, play therapy, counselling for children and adults, domestic violence, improving school attendance and supporting behavioural, emotional and developmental needs. A referral can be made to the Cluster through the Pastoral Team or directly on 0113 2737125, email Amanda.Bradley@leeds.gov.uk.

Safer Schools Officer

Leeds East Academy employs a Safer Schools Officer two days a week who supports on classroom-based inputs on topics relating to the personal safety of pupils and policing priorities which impact young people, mentoring/advice to young people and advising school staff on behaviour and discipline matter. If you would like to contact our Safer Schools Officer directly, her email address is karen.hobson@westyorkshire.pnn.police.uk

Youthpoint

We currently have working at Leeds East Academy, Westen who is a Youth and Community Worker for Youth Point from the Cardigan Centre. He is driven and passionate about working with young people in the local communities.

“My name is Westen I am youth & community worker at the Cardigan centre Leeds. I have been doing this for the last 11 years and counting! I'm a driven individual that is passionate about working with young people in the local communities. My aim is to always make positive changes in the local area. I’m the person to go to for help and support. I deliver youth sessions, and this is where I like to create that safe space for young people to feel relaxed, socialize with friends and be free. I now also do 1-2-1 support with young people focusing on friendships, Relationships, family issues, behaviour support and personal issues. This is a big part of my journey; being that positive role model and guidance for young people. I strive off that good feeling I get when I can be there for a young person when they are in need in any situation. 

Wellbeing and Safeguarding Button

If you are a student and you have a wellbeing or safeguarding concern, please click on the button below and a member of the Pastoral Team will be in touch to offer you support 

Wellbeing and Safeguarding contact

External Agency support

 

Please find below a range of physical and mental health concerns with signposting to organisations and resources for support.

 

Student Support 

Once the incident has been dealt with, it is important that there are no further problems. The victim must be able to alert the Guardian/Year Manager, senior member of staff of any repercussions and strategies should be put into place to allow this to happen. Similarly, the bully must be monitored so that no further incidents occur.

GSWP