Our Mission:
Valley Forge Academy Qatar is committed to ensuring the safety and well-being of all its students. This Safeguarding Policy outlines our school’s commitment to safeguarding children and young people from harm and promoting their well–being within a secure and nurturing environment.
Our Vision:
We endorse the Qatar National Vision’s commitment to establishing a robust social safety net accessible to all residents of Qatar. This system upholds their civil rights, acknowledges their role in advancing society, and guarantees sufficient income to sustain a wholesome and respectable lifestyle. This policy articulates our comprehensive approach to maintaining vigilance, detecting issues promptly, and extending assistance to safeguard and nurture our students.
This policy applies to all staff, volunteers, and individuals associated with Valley Forge Academy Qatar. It complies with all relevant legislation and guidance, including but not limited to the Children Act 1989, the Children Act 2004, the Education Act 2002, and Working Together to Safeguard Children (2021).
1. Safeguarding involves the proactive steps we take to enhance the well-being of children and shield them from harm. Ensuring children’s safety and shielding them from abuse and mistreatment is a collective responsibility within our school community.
2. Policy Objectives:
a. To create a safe, secure, and respectful environment for all students.
b. To raise awareness and promote a culture of safeguarding among all staff, students, and parents/guardians.
c. To provide training and support to staff and volunteers to recognize signs of abuse or neglect and respond appropriately.
d. To work in partnership with parents/guardians and external agencies to support the well-being of students and staff.
e. To have clear procedures in place for reporting and responding to safeguarding concerns.
3. Roles and Responsibilities
3.1 Designated Safeguarding Lead (DSL) and Deputy Designated Safeguarding Lead (DDSL)
a. The DSL at Valley Forge Academy Qatar is responsible for coordinating safeguarding activities, maintaining accurate records, and liaising with external agencies.
b. The DSL will receive appropriate training to fulfill their role effectively.
3.2 Principals and VPs:
a. Assist in overseeing the implementation of the school’s safeguarding policies and procedures.
b. Take lead in handling disciplinary matters, case management and may be involved in investigations related to safeguarding concerns.
c. Collaborates with school authorities, stakeholders, and DSL to ensure that staff and students are aware of and follow safeguarding protocols.
d. Will appoint a DSL and DDSLs as necessary.
3.3 Director of Operations:
a. Oversees the physical safety and security of the school premises.
b. Ensures that the school’s infrastructure, including buildings and grounds, is maintained in a way that promotes safety.
c. May coordinate emergency response plans and drills, including fire drills and lockdown procedures, as part of safeguarding efforts.
3.4 Nurse:
a. Monitors and addresses the health and well-being of students.
b. May identify signs of abuse, neglect, or health-related issues and report them to the DSL.
c. Collaborates with other professionals to provide medical support/resources to students who have experienced abuse or trauma.
3.5 Counselor:
a. Offers emotional and psychological support/resources to students who may have experienced abuse, trauma, or mental health issues.
b. May identify signs of abuse through counseling sessions and report concerns to the DSL.
c. Provides guidance on how to address emotional and psychological challenges related to safeguarding issues.
3.6 Values and Discipline Officer:
a. Enforces the school’s code of conduct, which includes safeguarding policies and expectations.
b. Investigates and addresses incidents of bullying, harassment, or other behaviors that may threaten student safety.
c. Collaborates with the DSL and other staff to ensure that discipline procedures align with safeguarding principles.
3.7 Ministry Liaison:
a. Acts as a bridge between the school and the Ministry of Education (MoE).
b. Ensures that religious or faith-based teachings or practices are consistent with safeguarding policies.
c. Collaborates with the DSL to address any concerns that may arise in the context of religious or faith-based practices.
d. Will ensure that the school has effective policies and procedures in place for safeguarding.
3.8 Human Resources:
a. Provides training on safeguarding, signs of abuse and how to report on an annual basis.
b. Carry out background checks on all staff and volunteers.
c. Ensuring that employment contracts state the organization’s commitment to safeguarding as well as the requirement to adhere to the code of conduct.
3.9 All Other Staff and Volunteers:
a. All staff and volunteers have an obligation to report any concerns or suspicions of abuse or neglect to the DSL or a deputy DSL.
b. Staff and volunteers must adhere to the school’s code of conduct and behavior policies.
c. Staff and volunteers will receive training on safeguarding procedures and updates as necessary.
4. Procedures:
4.1 Reporting Concerns:
a. Any staff member or volunteer who has a concern about a student’s welfare must report it to the DSL or a deputy DSL immediately.
b. Concerns should be recorded in writing, dated, and signed.
c. The DSL will assess the concern and take the appropriate action, which may include contacting external agencies.
4.2 Confidentiality:
a. All safeguarding concerns will be handled confidentially, with information shared on a need-to-know basis.
b. Information will only be shared with relevant agencies or individuals where it is in the best interests of the child.
c. Staff members should never promise confidentiality to a student, nor should they consent to keeping any information a “secret”. In cases involving child protection concerns, such matters must be promptly reported.
4.3 Support and Referral
a. Valley Forge Academy Qatar will provide support to children and families who are subject to safeguarding concerns, taking their views and wishes into account.
b. Sidra Child Advocacy Program (S-CAP)
Sidra Medicine Child helpline (4003 4000) has been established for the public’s convenience. You can reach out during regular working hours or leave a message after hours if you have information or concerns about a child who may be experiencing abuse.
S-CAP operates clinics located at OPC and offers 24/7 on-call services for guidance and referrals from various healthcare providers and educational institutions at (4003 7227). This program is staffed by qualified physicians, nurse practitioners, and social workers. S-CAP offers a secure and confidential environment for conducting interviews, medical assessments, and generating medico-legal reports. Additionally, S-CAP assists children and their families by facilitating essential referrals and coordinating their care.
5. Awareness and Definitions:
Child Abuse: Child abuse involves any action or inaction that causes significant harm or risk of harm to a child. There are four main types of child abuse:
Physical Abuse: Inflicting physical harm or injury on a child, such as hitting, slapping, or shaking.
Emotional Abuse: Repeatedly subjecting a child to emotional harm, including verbal abuse, humiliation, or long-term isolation.
Sexual Abuse: Involves any form of sexual activity with or exploitation of a child, such as sexual assault, grooming, or exposure to explicit material.
Neglect: Failing to provide the necessary care, supervision, or support for a child’s basic needs, such as food, clothing, shelter, or medical attention.
Bullying: Bullying refers to intentional and repeated aggressive behavior, whether physical, verbal, or relational, that is aimed at causing distress, harm, or intimidation to another student. It can occur in various forms, such as cyberbullying, verbal harassment, or physical aggression.
Online Safety Concerns: These concerns involve risks related to the use of digital technology, social media, or the internet. They include issues like online grooming, cyberbullying, exposure to inappropriate content, or contact with strangers online.
Peer-on-Peer Abuse: This type of abuse occurs when one student engages in harmful behavior toward another student. It can include physical violence, sexual harassment, or coercive behavior.
Mental Health and Well-being: Concerns related to a student’s mental health and well-being may involve signs of emotional distress, self-harm, eating disorders, depression, anxiety, or suicidal ideation.
Home Environment: Concerns about a student’s home environment may involve issues such as domestic violence, substance abuse by parents or guardians, parental neglect, or homelessness.
Radicalization: Concerns about the potential radicalization of students involve signs that a student may be influenced or involved in extremist ideologies or activities.
Attendance and Safeguarding: Consistent non-attendance, unexplained absences, or frequent lateness can be indicators of safeguarding concerns, as they may suggest a child is at risk or not receiving proper care and supervision.
Special Educational Needs and Disabilities (SEND): Safeguarding concerns related to SEND students may involve issues such as inadequate support, neglect of specific needs, or discriminatory treatment based on disabilities.
Discrimination and Hate Crimes: Concerns related to discrimination involve incidents where a student is targeted or harassed due to their race, nationality, religion, gender, sexual orientation, or disability. Hate crimes involve criminal acts motivated by bias or prejudice.
Health and Safety: This encompasses concerns about the safety of the physical environment, including health hazards, unsafe practices, or inadequate security measures within the school premises.
Unwanted Physical contact: Refers to any physical contact that occurs without clear permission or violates personal boundaries. It includes actions like pushing, hitting, or any contact that is unwelcome, uncomfortable, or distressing for the individual involved.
5.1 All staff and volunteers will receive appropriate training on safeguarding procedures, signs of abuse, and how to respond to concerns annually.
5.2 Regular awareness-raising activities and information sharing will promote a culture of safeguarding within the school.
6. Purpose of Suspension as a Safeguarding Measure:
Suspension is employed as a safeguarding measure when a student’s behavior poses a significant threat to their own safety, the safety of others, or the overall well-being of the school community. It is not intended as a punitive action but as a means to:
Ensure Immediate Safety: To protect the immediate safety and well-being of the student or others in situations where alternative interventions have been ineffective or are insufficient to address the risk.
Provide a Structured Intervention: To create a structured intervention period during which the student can receive appropriate support, counseling, and supervision to address the underlying issues contributing to their behavior.
Protect the School Community: To maintain a safe and conducive learning environment for all students and staff, where the rights of others to learn and work without fear or disruption are upheld.
6.1 Decision-Making Process:
The decision to suspend a student is made only after a careful and thorough assessment of the situation by the school administration, in accordance with VFAQ‘s Guide-On and Discipline Policy. This assessment includes consideration of the severity and nature of the behavior, the student’s individual needs, and any available alternatives to suspension.
6.2 Reintegration and Support:
Following a suspension, a reintegration plan is developed to facilitate the student’s return to school. This plan may include counseling, support services, or other measures designed to address the underlying issues and promote positive and safe behaviors.
6.3 Review and Evaluation:
The use of suspension as a safeguarding measure is subject to ongoing review and evaluation. We are committed to continuously improving our practices to ensure that they align with the best interests of our students and the safety of our school community.
7. Review:
7.1 This Safeguarding Policy will be reviewed annually by VFAQ’s governing body to ensure it remains effective and compliant with relevant legislation and guidance.
7.2 Any necessary updates or amendments will be made in consultation with the administration.
8. Ratification:
8.1 This Safeguarding Policy is ratified by the governing body of Valley Forge Academy Qatar and is effective from August 22, 2023. It will be accessible to all staff, students, and parents/guardians.
It is crucial for school staff and administrators to be vigilant, recognize these safeguarding concerns, and take appropriate action to protect the well-being of students. Reporting mechanisms, clear policies, and communication channels should be in place to address and respond to these concerns promptly and effectively.
Valley Forge Academy Qatar
Rasheeda St, Doha
+974 7789 5548
+974 7444 8327 (vfaq)
info@vfaqatar.com
Date of Last Review:
Next Review Date: May 31, 2024
Signed:
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