Mr Zeb – Designated Safeguarding Lead and Senior Vice Principal
Mrs Ilyas – Designated Lead Safeguarding Officer
Mr Wilcocks – Safer Recruitment Lead and Principal
Mr Hayton – Designated Safeguarding Officer for Nurture
Mrs Palmer - Designated Safeguarding Officer and Year Manager
Mrs Banks – Designated Safeguarding Officer and Year Manager
Mrs Reid - Designated Safeguarding Officer and Year Manager
Mrs Marsh - Designated Safeguarding Officer and Year Manager
Mr Zeb – Designated Safeguarding Lead and Senior Vice Principal
Jon Zeb qualified as a SENCO and Designated Safeguarding Lead in 2015 and has been privileged to be a DSL in three different educational settings. "I am exceptionally proud to have the opportunity to work with the students, staff and wider community at Leeds West Academy as Senior Vice Principal. I firmly believe it is our duty to develop a sense of pride amongst all stakeholders in their school. I believe in students and supporting adults cooperating to set challenging, yet achievable expectations, even if these are beyond what the student believes can be achieved. It is therefore our role to support the student’s efforts towards these expectations, encouraging the belief in achievement and progress, and giving them the best life chances possible."
Jon Zeb was born and raised in Bradford, and read History and Politics at The University of Huddersfield. After achieving his PGCE in History at Leeds Trinity University, he became Head of Subject at a secondary school in Keighley, followed by Head of Year at an 11-18 school in Leeds. He has been privileged to experience working on senior leadership teams in a number of settings. This includes as Associate Assistant Headteacher in York for Data, Intervention and PSHCE, during which time the school achieved the best results in their history, and was recognised by the DFE as one of the most improved schools nationally.
As Assistant Headteacher for Behaviour, Attendance and PSHCE at Todmorden High School, Jon assisted Executive Principal Andrew Whitaker and Principal Christian Wilcocks in transforming behaviour; taking the school from the bottom 5% of schools nationally, to the top 15% within a three-year period. As Assistant Headteacher for Behaviour, Attendance, Transition and PSHCEE at a school in Halifax, the school achieved an outstanding rating by OFSTED in every area of inspection. Jon was Vice Principal/SENDCo within The Gorse Academies Trust, assisting in the establishment of the country’s largest ‘Free School’, and worked for the Education Department of Jersey in the Channel Isles on a programme to develop student aspiration across KS2 to KS5. Most recently, Jon worked closely with the Principal, Mr Christian Wilcocks, as Vice Principal for Personal Development Behaviour and Welfare and Designated Safeguarding Lead at Colne Valley High School, Huddersfield. Mr Zeb is currently working towards the National Professional Qualification for Headship at Leeds Beckett University.
Mrs Ilyas – Designated Lead Safeguarding Officer
I qualified as a Social Worker in September 2012, whilst doing my degree I did various placements and work experience with adult service users; victims of domestic violence and children and young people. I felt that my skills and interest lied with working with children and young people.
Following my graduation, I started working for Swiis Foster care as a Social Work Support Officer, this involved recruiting, training and supporting foster carers as well as children and young people who were going through the fostering process.
In 2013 I joined the NSPCC in East London working as a Children’s Services Practitioner on a project called “Protect and Respect”. The Protect and Respect service is a young person led therapeutic service supporting young people who are at risk of/experiencing sexual exploitation, in addition the model uses one to one socio-educative work and group work with the aim to raise the young person’s knowledge and awareness on sexual exploitation with the view that this will pull them away therefore using a risk reduction approach.
I also did training for other professionals including the police, teachers and social workers on sexual exploitation.
I also did one to one therapeutic work with young people who had been internationally trafficked for sexual exploitation, this involved supporting them with their immigration status, criminal investigations, rebuilding their lives and engaging them in one to one therapeutic recovery sessions.
In 2015, I moved to Yorkshire and began working in Rotherham for Barnardo’s on a project called “Reachout”. ReachOut is a preventative Child Sexual Exploitation service. My role consisted of holding a caseload of 8-12 one-to-one cases, where I complete an assessment within the first four weeks of allocation which then formed an intervention plan aiming to reduce the risk of sexual exploitation. I also undertook work with parents around increasing their understanding of sexual exploitation and online safety so that they are in a better position to safeguard their child.
In addition to this I also delivered sexual exploitation training to other professionals, this varies from half a day training to 2 days training depending on the needs of the professionals. I have also done various types of work within schools. This includes delivering lessons to year 5 and year 8 pupils on sexual exploitation, healthy relationships, grooming, online safety and keeping safe. I have also created and delivered bespoke sessions for a group of identified students, this required me to take in account the concerns and needs of each individual member and produce a plan that addresses the identified risk.
In 2016 I completed my practice educator course at Sheffield Hallam University which allows me to supervise and assess trainee Social Workers. I have completed various training courses which have supported me to develop my knowledge in the following areas:
- Sexual Health Training
- Understanding children’s attachment and the impact of trauma and loss
- Solution-focused therapy
- Working with boys/young men at risk of/experience child sexual exploitation
- Working with trauma
- Effectively engaging South Asian and hard to reach communities
- Attachment theory
- Mental Health training
- Working with young people and self-harm
- Understanding Domestic violence
- Working with young people affected by domestic violence
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
Working Together to Safeguard Children - HM Government, 2015
Leeds West 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 West 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.
Families can visit www.thinkuknow.co.uk/parents to access advice and support on how to keep children safe from sexual abuse, both online and off. Articles provide guidance on topics as diverse as: challenging harmful sexual attitudes and promoting positive behaviours; helping a child with autism negotiate life online; supporting a child who has been sexually abused; and dealing with a range of online issues such as sending nude selfies and viewing pornography. Users will find films, downloadable guides and useful links to support organisations. Other helpful sources of information include:
Keeping Children Safe in Education – DFE 2016.
NHS Live Well
Anti-Bullying and Hate Incidents
At Leeds West Academy, we are determined to provide our students with a safe, secure and happy environment in which to learn. We expect high standards of behaviour and do our best to encourage our students to develop into responsible and valued members of the community.
- 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 a major element of the transition process, Citizenship lessons and Form Time programme in Year 7 so that students are immediately aware that bullying behaviour is unacceptable and will not be tolerated
- Citizenship lessons in Key Stage 3, and Form Time activities throughout KS3, KS4 and Post 16 continue to address the problem of bullying and peer pressure during the examination of other topics, such as drugs, and adolescence
- Leeds West Academy is proud to be working towards The Diana Award and developing the role of Anti-Bully Ambassadors
- Form tutors are encouraged to discuss bullying as and when appropriate
- English and Drama lessons may be used to explore bullying issues
- Assemblies are periodically used as a vehicle for raising awareness, using relevant examples
- Audits are taken, through questionnaires of students’ experiences of bullying which then inform the Citizenship and SPACE curriculum
- 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
- Procedures for dealing with incidents to include recording on BehaviourWatch as a ‘Bullying or Hate’ Incident
- All incidents are treated seriously by staff and referred to the Form Tutor/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
- Follow up procedures should check that the bullying has not resumed
- The lead member of staff will judge the seriousness of the incident. In the case of a minor ‘one off’ incident, 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
Once the incident has been dealt with, it is important that there are no further problems. The victim must be able to alert the Form Tutor/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.
|LWA's Anti-Bullying Policy|