Protecting and Safeguarding Children in Schools

Höfundar: Mary Baginsky; Jenny Driscoll; Carl Purcell; Jill Manthorpe; Ben Hickman (Útgáfa: 1)
Protecting and Safeguarding Children in Schools

Kaup valmöguleikar

Skólar gegna mikilvægu hlutverki við að tryggja öryggi barna og ungmenna. Þrátt fyrir það hafa takmarkaðar rannsóknir verið gerðar á því hvernig skólar bera kennsl á og bregðast við áhyggjum af velferð barna og hvernig samstarfi þeirra við barnaverndarþjónustu sveitarfélaga er háttað. Í bókinni er fjallað um niðurstöður umfangsmikillar rannsóknar, sem styrkt var af ESRC, á barnaverndarhlutverki skóla, ákvarðanatöku þeirra og þátttöku í þverfaglegu samstarfi stofnana.

Nánar um bókina

Útgefandi
Bristol University Press
ISBN
9781447358299
Print ISBN
9781447358268
Format
Page Fidelity (PDF)
Útgáfa
1
Höfundar
Mary Baginsky; Jenny Driscoll; Carl Purcell; Jill Manthorpe; Ben Hickman
Tungumál
English
Útgefið
2022-07-27
Prent takmörkun á líftíma
100

Kaflar

  • Protecting and Safeguarding Children in Schools: A Multi- Agency Approach
  • Copyright information
  • Table of contents
  • List of figures, tables and boxes
  • Acknowledgments
  • Foreword
  • Introduction
  • 1 Making sense of schools’ engagement in multi-agency working in the changed educational landscape
  • Introduction
  • Academisation
  • Multi-agency work with children and families
  • Examining the contemporary role of schools in multi-agency work
  • Multi-agency safeguarding arrangements
  • Austerity and child welfare inequalities
  • The research design and process
  • Literature review and scoping interviews
  • National surveys
  • The case studies
  • The chapters that follow
  • Part I The national picture
  • 2 A historical perspective: the evolving role of schools in child protection and safeguarding
  • Introduction
  • The long history of schools and child welfare
  • Drawing schools into a multi-agency approach to child protection
  • Education welfare services
  • Schools not at the table
  • The Beckford Inquiry
  • Preparing teachers for a role in protecting children
  • The Children Act 1989
  • Training and support for teachers
  • The Labour government’s (1997–2010) reforms
  • The Education Act 2002 and the Every Child Matters reforms
  • Welfare professionals based in schools
  • Reflections on the development of the role of schools in child protection and safeguarding
  • 3 Contemporary challenges: views from local authorities and ‘the field’
  • Introduction
  • Academisation, austerity and the role of local authorities
  • Multi-agency safeguarding arrangements
  • Safeguarding support for schools
  • The extended scope of safeguarding
  • Online safety
  • Child sexual exploitation and child criminal exploitation
  • Preventing radicalisation
  • School referrals to children’s social care
  • Schools and early help provision
  • Reflections on the multi-agency working revealed in the study
  • Part II Schools’ perspectives
  • 4 How schools are responding to safeguarding and the challenges they face
  • Introduction
  • Designated Safeguarding Leads
  • The experience of the DSLs
  • Deputy DSLs and safeguarding teams
  • Dedicated time for the DSL role
  • Training and support for DSLs
  • Training for all school staff
  • Governors
  • Schools’ experiences of multi-agency working
  • Social workers and children’s social care services
  • Schools’ awareness of Local Safeguarding Children’s Boards
  • The impact of academisation
  • Schools’ views on the changing nature of the task
  • The Prevent duty
  • Child exploitation
  • Online safety
  • Mental health
  • Schools’ response to increased responsibilities
  • Concluding comments
  • 5 Meeting the threshold: referral to children’s social care services
  • Introduction
  • Collecting and sharing information within school
  • Support for schools considering making a referral
  • Multi-Agency Safeguarding Hubs
  • Education safeguarding teams
  • The referral process
  • Submitting a referral
  • Threshold documents
  • Getting a response
  • Rising thresholds
  • Threshold levels
  • Demand pressure
  • What happens next?
  • Concluding comments
  • 6 Beneath the threshold: ‘early help’ and schools’ support for children and families
  • Introduction
  • Early help arrangements
  • Taking the lead
  • ‘It seems to always fall on schools’
  • Early help can work
  • Schools as the providers and commissioners of welfare services
  • Family support
  • Mental health
  • Pressure on budgets
  • Concluding comments
  • Reflections on the case studies reported in Chapters 4–6
  • Part III Concluding thoughts
  • 7 Schools and safeguarding: aligning expectations with reality
  • Introduction
  • Reviewing the research
  • Multi-agency arrangements and schools
  • Engagement and decision making in schools
  • Final thoughts
  • Postscript
  • The impact of school closures on safeguarding practice
  • School places for ‘vulnerable’ children
  • ‘Keeping in touch’ with children not attending school
  • Schools’ future involvement in multi-agency working
  • Appendix 1: Congruence analysis of the national surveys of education, children’s social care and L
  • Appendix 2: The case study schools
  • Appendix 3: Qualitative Comparative Analysis of the case study interview data
  • Appendix 4: Working environment in schools
  • Appendix 5: Timeline of schools and children’s welfare since 1870
  • Question scoring
  • Education/social care weighting
  • Don’t know scores
  • Clustering approaches
  • Socio-economic context of schools
  • Notes
  • References
  • Index
  • Back Cover