Scottish Government

I

Identification of Callers, Access to Information and Access to Schools

All staff must be aware of the need to protect the confidentiality of pupils in their school and how their attention to those seeking access to children and to information, can help ensure children's safety and wellbeing:

• Individuals who contact schools by telephone or email may pose as professionals in order to gain information on the whereabouts of children, sometimes estranged parents or those barred from contact with a child
• Non-contact parents, grandparents or other relatives may demand information on a child or may try to collect the child at home time (see Collection of Children)
• Older pupils may themselves defy restrictions by agreeing to meet non-contact parents, grandparents or other relatives at school lunch times.

There are a number of procedures staff can follow which help reduce risk:

• administration staff should refer requests for information to a senior member of staff. Where the caller is not easily identified as a professional with whom the school has regular contact, staff should arrange to call back; and meantime verify the professional's identity with the main switchboard of the service employing them
• parents should be encouraged to keep schools updated on arrangements for named individuals to be authorised to contact the school or receive information by the school. Where one parent has no legal basis for refusing another parent access or information, the school must judge whether the reasons are based on concerns for the safety of the child. Grandparents have no rights in relation to children unless they have been named as a contact by the main parent
• pastoral care staff should discuss with older pupils their feelings about any events related to restriction of their access to parents or other relatives. This is often an area of conflicting feelings of guilt and loyalty. However, if the school is aware that any non-contact orders are being breached then they must inform the parent and any other professionals involved
• if there is a need to share information on pupils between professionals, it is good practice to ensure that the pupil and their parents are aware and agree that this is necessary to provide the services and support that is needed
• if information is mistakenly given to someone who is not involved with providing services to the child or is among the agreed contacts for the child, the school should immediately inform the parents. The Child Protection Co-ordinator should consider the risk to the child and family and act accordingly ( e.g. contact the police and, if there is social work involvement, the social worker).

Access to Schools

Many schools ensure that playgrounds for younger children are secure during break times and that access to the school is managed by a secure entry system or by ensuring that only one main entrance can be used, which is overseen by a staffed reception. There is clearly a balance to be struck between ensuring a safe and secure environment and maintaining an accessible, welcoming building for parents. Schools offering adult learning opportunities also need to maintain accessibility and manage additional 'traffic'.

All pupils, staff and parents should feel confident to challenge any individual without visible identification seen in the school outwith normal transition times ( e.g. when pupils are brought to the school and when they are collected at the end of the school day). Having visitor badges helps to raise confidence levels as any individual without a badge can be reported to a member of staff. Sticker badges may be more visible, as clip-on badges may get clipped to odd parts of garments or to bags. All regular staff should wear their identification as a requirement.

There are particular challenges for schools during refurbishment or new build programmes. The Scottish Executive has produced a guide to Managing Schools During Construction Projects ( SEED 2004) www.scotland.gov.uk/library5/education/msdcp-00.asp which provides some pointers on managing contractors.

Schools are communities in which children of many different abilities and needs for support are able to learn and achieve their potential. Some children will require personal care, and schools should take care to ensure that these pupils are able to participate in the wide ranging opportunities within schools including curricular and extra-curricular activities (see Residential Visits and School Trips). Support and care should be provided with the minimum of fuss and upheaval in relation to meeting pupils' needs for personal care. This requires planning, close consultation with the pupil and parents, and positive support staff prepared to be pro-active in resolving practical and other barriers.

The Scottish Executive produced Helping Hands - Guidelines for Staff who Provide Intimate Care for Children and Young People with Disabilities 18 August 1999 www.scotland.gov.uk/library2/doc02/hhgs-00.htm to help schools develop good practice in personal care.

Setting the Climate for Intimate Care

Treat every child as an individual and listen to his or her preferences and choices. Care should be given gently and with care for personal dignity:

• create a climate of dignity and respect in all relationships in the school
• allow the child, wherever possible, to express a preference regarding/to choose his/her carer and encourage them to say if they find a carer to be unacceptable
• allow support staff to get to know the child in other contexts, to gain an appreciation of his/her moods and verbal and non-verbal communication
• allow the child a choice in the sequence of care
• develop practiced routines for personal care so that staff, parents and the child know what to expect
• ensure privacy appropriate to the child's age and the situation, and plan for this when away from the school
• allow the child to care for him/herself as far as possible
• be aware of and responsive to the child's reactions
• ensure whenever possible that staff work with children of the same sex, unless an emergency demands immediate attention by a member of staff regardless of gender
• encourage staff to be aware of the trust and responsibility placed in them by the school, parents and the child.

Health and Safety

Staff should receive training in good working practices which comply with health and safety regulations such as the wearing of rubber gloves for certain procedures and methods for dealing with body fluid spillages and manual handling:

• there should be sufficient space, heating and ventilation to ensure the child's safety and comfort
• more than one member of staff should be available if a child is difficult to move or handle
• there should be appropriate equipment to support personal care activities
• there should be appropriate safe storage for personal care supplies and appropriate safe disposal units
• areas for personal care should be kept clean and hygienic.