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Adoption and Children (Coronavirus) (Amendment) Regulations 2020 The Adoption and Children (Coronavirus) (Amendment) Regulations 2020 came into force on 24 April 2020. http://www.legislation.gov.uk/uksi/2020/445/contents/made The Regulations make temporary amendments, for the duration of the Covid-19 pandemic, to various requirements and timescales. These amendments are shown in the table below highlighted in green.
The Regulations remain in force until 25 September 2020, which is the date by which the powers in the Coronavirus Act 2020 are subject to Parliamentary renewal. Accompanying guidance states that ‘the amendments will remain in place only for so long as needed’. Revised guidance Coronavirus (COVID-19): Guidance for Children’s Social Care Services (https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-for-childrens-social-care-services/coronavirus-covid-19-guidance-for-local-authorities-on-childrens-social-care ) provides that these amendments have been made to provide for extra flexibility in some circumstances, but this should only be used when absolutely necessary, with senior management oversight, and must be consistent with the overarching safeguarding and welfare duties that remain in place. Any use of the amendments should be time-limited and regularly reviewed.
The guidance states that the Government expect that the sorts of circumstances where local authorities, local safeguarding partners and providers may want to make use of the additional flexibility include:
where staff shortages, due to sickness or other reasons, make it difficult or impossible to meet the original requirements
where making use of flexibilities to take a different approach is the most sensible, risk-based response in light of other demands and pressures on services; this might involve focussing services on those most at risk
where there is a consequential reason to make use of flexibilities, for example due to limited capacity in other providers or partners making it difficult or impossible to comply with the original requirements
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The overarching approach to making use of these flexibilities should be approved at chief officer level in local authorities, and top tier management level in other services and providers. Where it becomes necessary to utilise any of these flexibilities, it is important that this is properly recorded, along with the reasons for doing so and communicated to the other safeguarding partners and providers. Each local authority and provider should set out the local circumstances that have given rise to the need to use the flexibilities and should keep their use under review.
Local authorities may make a decision in principle about the flexibilities that they intend to use, taking into account local circumstances. The use of any flexibilities in individual cases and the overall impact on an individual child must be considered as part of their overarching safeguarding and welfare duties towards that specific child. This is to ensure that the local authority is continuing to safeguard and promote the welfare of the child or to ensure that the child’s welfare remains paramount even when using the flexibilities.
Ofsted will take note of any use of these flexibilities, so providers should be ready to explain why their use was necessary, for what length of time and how any possible longer-term impacts were mitigated. This should be available to share with Ofsted, and others such as Independent Reviewing Officers, as appropriate. The records may be used for Ofsted’s annual engagement meetings as well as subsequent inspection activity. Ofsted will review the relevant records if they receive any complaints or concerns or whistleblowing.
The difficult and complex decisions that need to be taken during this period should be made in the spirit of the following principles:
child-centred – promoting children’s best interests: nothing is more important than children’s welfare; children who need help and protection deserve high quality and effective support as soon as help is identified
risk-based – prioritising support and resources for children at greatest risk
family focussed – harnessing the strengths in families and their communities
evidence informed – ensuring decisions are proportionate and justified
collaborative – working in partnership with parents and other professionals
transparent – providing clarity and maintaining professional curiosity about a child’s wellbeing
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Local authorities, as one of the statutory safeguarding partners, must continue to fulfil their responsibilities to work with other partners to ensure that vulnerable children are effectively safeguarded at this time. It is particularly important that all authorities have arrangements in place to ensure proper scrutiny of the safety and well-being of children.
There should be no blanket changes to social work practice, but COVID-19 brings additional risk and complexity to social work practice and may necessitate some different ways of working which should always be risk-based. As social contact begins to increase, and in line with government advice, local authorities, providers and local safeguarding partners should consider how to create the best working environments for their teams whilst prioritising face- to- face contact with children where possible. It is important for employers to consider how to create and maintain a safe working environment for all staff and those they support, in particular those who are at increased risk.
Note also the Principles of Good Administrative Practice During the Response to Covid 19 set out by the Local Government and Social Care Ombudsman, especially when departing from usual practice. https://www.lgo.org.uk/information-centre/reports/guidance-notes/principles-of-good-administrative-practice This sets out principles to be followed by local authorities and safeguarding partners, including:
There should be a clear audit trail of how and why key decision were made, summarising key reasons for departing from normal practice;
Where new or adapted policies and procedures are brought in, ensure staff are clear on these;
The basis on which decisions are made and resources allocated should be open and transparent. Any new criteria, thresholds and timescales should be clear to service users and staff;
Even where national rule changes allow raised thresholds for action, ensure you properly consider the individual circumstances of each case;
Consider a triage approach.
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It is important that practitioners check their local position before varying duties and practice standards in the way
permitted by the regulations.
TOPIC AMENDMENTS/INFORMATION
Department for Education Coronavirus Helpline
The Department for Education coronavirus helpline is available to answer questions about COVID-19 relating
to education and children’s social care. Staff, parents and young people can contact this helpline as follows:
Phone: 0800 046 8687
Opening hours: 8am to 6pm Monday to Friday and 10am to 4pm Saturday and Sunday
If you work in a school, please have your unique reference number (URN or UK PRN) available when calling the hotline.
Children’s Guide to Coronavirus (Children’s Commissioner)
https://www.childrenscommissioner.gov.uk/publication/childrens-guide-to-
coronavirus/#163961_20200428063510
Remote Working and Use of Technology
IMPORTANT NOTE:
Whilst many staff will be working remotely during the coronavirus outbreak, it is important to note that
personal data must at all times continue to be processed and stored in accordance with Data Protection
principles.
You should not use personal devices to communicate with service-users, store personal data on personal
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devices or download and use apps onto work or personal devices (phones/laptops/tablet computers) without
express authorisation from your manager.
For more information, see chapters on Use of Social Media Sites by Social Care and Safeguarding Staff and
Storage of Data on Mobile Devices.
These chapters will also be offered to customers at the next scheduled update of your procedures manual.
See also Home Working: Preparing Your Organisation and Staff - National Cyber Security Centre How to make sure your organisation is prepared for an increase in home working, and advice on spotting coronavirus (COVID-19) scam emails. https://www.ncsc.gov.uk/guidance/home-working
Data Protection and Information Sharing
Data Protection and Coronavirus: What You Need to Know (Information Commissioner’s Office)
https://ico.org.uk/for-organisations/data-protection-and-coronavirus/
Coronavirus (COVID-19): Guidance for Children’s Social Care Services https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-for-childrens-social-care-services/coronavirus-covid-19-guidance-for-local-authorities-on-childrens-social-care What barriers are there to sharing information where there are concerns about a child?
Practitioners will be aware of the importance of sharing information in a timely way, particularly in the
current circumstances. Any practitioner working with a child can share relevant sensitive personal
information lawfully, including without consent, if it is necessary for the exercise of functions imposed by
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legislation such as:
safeguarding or promoting welfare
in order to keep a child safe from harm
to protect their physical, mental and emotional well-being
The General Data Protection Regulation (GDPR) and the Data Protection Act 2018 do not prevent, or limit,
the sharing of information by those with safeguarding or welfare duties towards children for the purposes of
keeping children safe.
Practitioners are reminded that if they are concerned about a safeguarding data sharing matter, they are
advised to seek advice from legal representatives where appropriate, from other practitioners, or from the
information governance lead, in line with guidance on information sharing for practitioners providing
safeguarding services (https://www.gov.uk/government/publications/safeguarding-practitioners-
information-sharing-advice)
Ofsted Inspections Routine Ofsted Inspections suspended. Urgent inspections where specific concerns have been raised will still go ahead, to ensure that children’s safety is prioritised. These will take the format of a monitoring inspection focused on the issues raised and without an inspection judgement. Ofsted will also undertake regulatory work off-site wherever possible and may still take appropriate enforcement action. Further guidance is available in Ofsted’s rolling coronavirus update. https://www.gov.uk/guidance/ofsted-coronavirus-covid-19-rolling-update#regulatory-work
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Social Care Plans from September 2020:Guidance for Children's Social Care Providers about Ofsted’s Phased Return to Inspection
https://www.gov.uk/guidance/social-care-plans-from-september-2020
Timescale for publishing written statement of action following Ofsted inspection report extended
The Adoption and Children (Coronavirus) (Amendment) Regulations 2020 extend the timescale which a local authority has to publish its written statement of action following its Ofsted inspection report (under the Education and Inspections Act 2006 (Inspection of Local Authorities) Regulations 2007) and which a principal authority has to publish its written statement of action following its Ofsted inspection report (under the Children Act 2004 (Joint Area Reviews) Regulations 2015) is 70 working days OR AS SOON AS IS REASONABLY PRACTICABLE. (Amendment in force 24.04.20 – 25.09.20)
Local authority children’s services: coronavirus (COVID-19) What local authority children’s services need to do during the coronavirus (COVID-19) outbreak.
Link added to gov.uk on 17 June 2020, which provides a link to various pieces of existing guidance.
https://www.gov.uk/government/collections/local-authority-childrens-services-coronavirus-covid-19?utm_source=9741cb3b-6cc1-4355-b3f8-60c6f4f676bc&utm_medium=email&utm_campaign=govuk-notifications&utm_content=immediate
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Responding to Abuse and Neglect
SAFEGUARDING
Joint Communication from the Child Safeguarding Practice Review Panel and Department for Education (DfE)
Where the DfE receives correspondence from practitioners and members of the public stating that they believe a child may be at immediate risk of harm, the DfE will continue to notify the Director of Children’s Services (DCS) and to ask for assurance from the DCS that the child is safe. What support should local authorities be providing to children who have a social worker?
Safeguarding and promoting the welfare of children remains of paramount importance. For many parents, carers and children, access to support, including the services offered by other safeguarding partners, educational settings or the third sector, can be invaluable in helping to keep children safe and families sufficiently supported. Multi-agency support should continue, with appropriate flexibility in how this is delivered, for example, via telephone or online support rather than face-to-face meetings where necessary. Where face- to- face contact can be provided safely, this is preferable.
Local authorities should be conscious of reduced protective factors from abuse and neglect available to children and families and the increased stressors as a result of coronavirus (COVID-19) and work with local safeguarding partners to ensure continuity and consistency of support.
VISITS Coronavirus (COVID-19): Guidance for Children’s Social Care Services
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https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-for-childrens-social-care-services/coronavirus-covid-19-guidance-for-local-authorities-on-childrens-social-care
[The Government] expect local authorities and social workers to make judgements about visiting which prioritises children’s welfare as paramount, within the statutory framework, balancing:
risks to children
risks to families
risks to the workforce
There are many ways to keep in touch with a child, young person or family without physical face-to-face contact and it is expected that these will be utilised appropriately and proportionately in response to the risk assessment undertaken for the child on a case by case basis.
Where face-to-face work is deemed necessary, practitioners should take account of Public Health England (PHE) advice Guidance on Social Distancing and for Vulnerable People (https://www.gov.uk/government/publications/covid-19-guidance-on-social-distancing-and-for-vulnerable-people), minimising the spread of infection.
Use of personal protective equipment (PPE)
Guidance for infection prevention and control in children’s social care settings, including the specific circumstances where PPE should be used, can be found in the guidance on Safe Working in Education, Childcare and Children’s Social Care Settings https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-
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care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe Public Health England (PHE) guidance Coronavirus (COVID-19): Personal Protective Equipment (PPE) - https://www.gov.uk/government/publications/wuhan-novel-coronavirus-infection-prevention-and-control/covid-19-personal-protective-equipment-ppe
See also BASW Professional Practice Guidance for Home Visits During Covid-19 Pandemic https://www.basw.co.uk/professional-practice-guidance-home-visits-during-covid-19-pandemic Covid-19 Crisis: Considerations for Home Visits and Face-to-Face Interventions with Children and Families (Martin James Foundation) https://martinjames.foundation/wp-content/uploads/2020/05/COVID-MJF-Considersation.pdf
What will happen to vulnerable children who have to isolate for 14 days with their families?
For those children who are being supported by children’s social care, local authorities will be expected to prioritise support to the most vulnerable, including undertaking necessary visits whilst taking appropriate infection control measures.
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What if families refuse entry to social workers?
Where families feel anxious about infection risks and are reluctant to engage with social workers, social workers should make contact with families and explain why it is essential that they have access to the home, or to see and speak to the children, to ensure they are safe and well. This need not always be by means of a face-to-face visit, but should be sufficient to meet the intended purpose of the visit whether that is safeguarding or promotion of the child’s welfare.
It is also important to note that existing general duties on local authorities under section 17 of the Children Act 1989 in relation to safeguarding and promoting the welfare of children in need in their area remain unchanged. This is also the case for duties under section 47 of the same Act as regards investing cases where the local authority has cause to suspect that a child is or is likely to suffer significant harm.
Where families refuse access for other reasons and there is a risk to the life of the child or a likelihood of immediate serious harm, local authorities should follow the immediate protection procedures set out in Working Together to Safeguard Children. MENTAL HEALTH AND WELLBEING Guidance for Parents and Carers on Supporting Children and Young People’s Mental Health and Wellbeing During the Coronavirus (COVID-19) Outbreak (Public Health England) https://www.gov.uk/government/publications/covid-19-guidance-on-supporting-children-and-young-peoples-mental-health-and-wellbeing Regardless of their age, this may be a difficult time for children and young people. Some may react right
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away, while others may show signs of difficulty later on. How a child or young person reacts can vary according to their age, how they understand information and communicate, their previous experiences, and how they typically cope with stress. Negative reactions may include worrying thoughts about their health or that of family and friends, fear, avoidance, problems sleeping, or physical symptoms such as stomach ache. During this time, it’s important that you take care of your family’s mental health – there are lots of things you can do, and support is available if you need it.
Get Help with Technology
The Get Help with Technology scheme is providing a laptop or tablet to care leavers, and children and families with a social worker if they do not already have one.
This will help social workers to maintain virtual contact with children and families, during a period when social distancing has reduced the number of face-to-face visits.
It will help families and care leavers access the practical and emotional support and services they need online to maintain their wellbeing.
It will help care leavers keep in touch with their personal adviser online. It will also enable children and young people to access remote education. Wider support is also available, including access to 4G wireless routers, for some young people.
https://www.gov.uk/guidance/get-help-with-technology-for-remote-education-during-coronavirus-covid-19
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Early Help Covid-19 and early intervention: evidence, challenges and risks relating to virtual and digital delivery (Early
Intervention Foundation (EIF))
https://www.eif.org.uk/report/covid-19-and-early-intervention-evidence-challenges-and-risks-relating-to-virtual-and-digital-delivery#163961_20200423100957
Assessment
Government social distancing requirements apply. https://www.gov.uk/coronavirus
BASW Professional Practice Guidance for Home Visits During Covid-19 Pandemic https://www.basw.co.uk/professional-practice-guidance-home-visits-during-covid-19-pandemic
Referrals Coronavirus (COVID-19): Guidance for Children’s Social Care Services https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-for-childrens-social-care-services/coronavirus-covid-19-guidance-for-local-authorities-on-childrens-social-care Child protection conferences and multi-agency front door assessments of referrals are particularly critical to protect vulnerable children. [The Government] recognise that there may be instances where multi-agency working will need to be done differently during this period, within the framework set out in law, and [the Government] encourage local authorities and safeguarding partners (including the police and health service) to make use of alternative technological solutions in the circumstances to ensure they are able to make timely decisions in the best interests of the child. For the continuing role of educational establishments during the Covid-19 pandemic, see
Coronavirus (COVID-19): Guidance on Vulnerable Children and Young People
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https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-vulnerable-children-and-young-people
Joint Communication from the Child Safeguarding Practice Review Panel and Department for Education (DfE)
Where the DfE receives correspondence from practitioners and members of the public stating that they
believe a child may be at immediate risk of harm, the DfE will continue to notify the Director of Children’s
Services (DCS) and to ask for assurance from the DCS that the child is safe.
Child Protection Enquiries - Section 47 Children Act 1989
Government social distancing requirements apply. https://www.gov.uk/coronavirus
BASW Professional Practice Guidance for Home Visits During Covid-19 Pandemic https://www.basw.co.uk/professional-practice-guidance-home-visits-during-covid-19-pandemic
Child Protection Conferences/Child Protection Plans/Core Group Meetings
https://www.gov.uk/coronavirus Coronavirus (COVID-19): Guidance for Children’s Social Care Services https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-for-childrens-social-care-services/coronavirus-covid-19-guidance-for-local-authorities-on-childrens-social-care Multi-agency working is crucial to ensuring the protection of vulnerable children, and multi-agency child protection conferences should, therefore, go ahead, using video conferencing or conference calling solutions where appropriate. The Government welcome the commitment shown by local authorities and their partners in ensuring that
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vital information-sharing and joint risk assessments continue to benefit children. Child protection conferences and multi-agency front door assessments of referrals are particularly critical to protect vulnerable children. [The Government] recognise that there may be instances where multi-agency working will need to be done differently during this period, within the timeframe set out in law and statutory guidance, and [the Government] encourage local authorities and safeguarding partners (including the police and health service) to make use of alternative technological solutions in the circumstances to ensure they are able to make timely decisions in the best interests of the child.
Child Abduction COVID-19: Temporary Amendments to the Practice Guidance on Case Management and Mediation of International Child Abduction Proceedings https://www.judiciary.uk/wp-content/uploads/2020/03/COVID19-Draft-Temporary-Amendments-to-Child-Abduction-Practice-Guidance-Final-26.03.2020.pdf
Children and Young People Aged 0-25 with Special Educational Needs and Disabilities/Transitions/Young Carers
Amendments to Duties under Care Act 2014
The provisions of the Coronavirus Act 2020 suspend or downgrade duties in the Care Act 2014 (and corresponding legislation in Wales and Scotland), including suspending the duties on local authorities to assess the needs of disabled children in transition and their carers, and young carers who appear to have needs for care and support – or support in the case of carers – and to determine whether such needs were eligible.
Amendments to Duties in Relation to Education, Health and Care Needs Assessments and Plans.
Some aspects of the law on education, health and care (EHC) needs assessments and plans are changing
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temporarily. The duty on local authorities or health commissioning bodies to secure special educational provision and
health care provision in accordance with the EHC plan is temporarily modified to a duty to ‘USE REASONABLE
ENDEAVOURS’ to do so.
The Special Educational Needs and Disability (Coronavirus) (Amendment) Regulations 2020 temporarily amend timescales for various processes relating to EHC needs assessments and plans. Where it is not reasonably practicable or is impractical to meet that time limit for a reason relating to COVID-19, the specific time limit (such as to issue a plan to someone eligible for one within 20 weeks of the initial request) will not apply. Instead, the local authority or other body to whom that time limit applies will have to complete the process AS SOON AS REASONABLY PRACTICABLE. See: Education, Health and Care Needs Assessments and Plans: Guidance on Temporary Legislative Changes Relating to Coronavirus (COVID-19) https://www.gov.uk/government/publications/changes-to-the-law-on-education-health-and-care-needs-assessments-and-plans-due-to-coronavirus/education-health-and-care-needs-assessments-and-plans-guidance-on-temporary-legislative-changes-relating-to-coronavirus-covid-19 Annex A: details of the amendments to the existing Regulations https://www.gov.uk/government/publications/changes-to-the-law-on-education-health-and-care-needs-assessments-and-plans-due-to-coronavirus/annex-a-details-of-the-amendments-to-the-existing-regulations
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Attendance at Educational Establishments
See the section on Education, below.
£37 million to support children with complex needs https://www.gov.uk/government/news/37-million-to-support-children-with-complex-needs?utm_source=cd2ccf5f-e4da-48c3-9c73-a37a60f53cd8&utm_medium=email&utm_campaign=govuk-notifications&utm_content=immediate
Child Sexual Exploitation Child Sexual Abuse in the Context of Covid-19 (Centre of Expertise on Child Sexual Abuse)
https://www.csacentre.org.uk/coronavirus/
Online Safety Coronavirus (COVID-19): Support for Parents and Carers to Keep Children Safe Online time o
https://www.gov.uk/government/publications/coronavirus-covid-19-keeping-children-safe-online/coronavirus-covid-19-support-for-parents-and-carers-to-keep-children-safe-online
This guidance outlines resources to help keep children safe from different risks online and where to go to receive support and advice.
Thinkuknow by National Crime Agency-CEOP (Child Exploitation and Online Protection) provides resources for parents and carers and children of all ages to help keep children safe online - https://www.thinkuknow.co.uk/ https://www.thinkuknow.co.uk/parents/Support-tools/home-activity-worksheets/
Childnet has developed guidance for parents and carers (https://www.childnet.com/parents-and-carers/have-a-conversation) to begin a conversation about online safety, as well as guidance on keeping
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under-fives safe online (https://www.childnet.com/parents-and-carers/hot-topics/keeping-young-children-safe-online)
Parent Info is a collaboration between Parent Zone and NCA-CEOP, providing support and guidance for parents and carers related to the digital world from leading experts and organisations https://parentinfo.org/
NSPCC has guidance for parents and carers to help keep children safe online https://www.nspcc.org.uk/keeping-children-safe/online-safety
UK Safer Internet Centre provides tips and advice for parents and carers to keep children safe online https://www.saferinternet.org.uk/advice-centre/parents-and-carers - you can also report any harmful content found online through the UK Safer Internet Centre https://reportharmfulcontent.com/
Children's Commissioner for England Parents' digital safety and wellbeing kit (PDF) https://www.childrenscommissioner.gov.uk/wp-content/uploads/2020/04/cco-parents-digital-safety-wellbeing-kit.pdf Children's guide to staying safe online (PDF) https://www.childrenscommissioner.gov.uk/wp-content/uploads/2020/04/cco-childrens-digital-safety-wellbeing-kit.pdf
Education NOTE: There is extensive Government guidance in this area which changes frequently. See the Covid News Stream on the tri.x Resource Hub for a full list of relevant guidance. https://www.trixonline.co.uk/resource-hub/ RETURNING TO SCHOOL
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Critical workers who can access schools or educational settings https://www.gov.uk/government/publications/coronavirus-covid-19-maintaining-educational-provision?utm_source=1d1e4b82-014a-4db2-8ae8-172fa6fff72b&utm_medium=email&utm_campaign=govuk-notifications&utm_content=immediate Guidance: Actions for Education and Childcare Settings to Prepare for Wider Opening from 1 June 2020 https://www.gov.uk/government/publications/actions-for-educational-and-childcare-settings-to-prepare-for-wider-opening-from-1-june-2020/actions-for-education-and-childcare-settings-to-prepare-for-wider-opening-from-1-june-2020 Coronavirus (COVID-19): Implementing Protective Measure in Education and Childcare Settings https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings
Supporting children and young people with SEND as schools and colleges prepare for wider opening
https://www.gov.uk/government/publications/coronavirus-covid-19-send-risk-assessment-guidance?utm_source=e5558cd7-e624-40a5-be40-6520d3d95896&utm_medium=email&utm_campaign=govuk-notifications&utm_content=immediate
From the week commencing 1 June 2020, the Government are asking primary schools to welcome back children in nursery, Reception, year 1 and year 6, alongside priority groups. Primary schools that have capacity after making provision available for these groups can invite additional children to return, so long as they can accommodate more children while still following the approaches set out in the protective measures guidance and their own risk assessment.
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From 15 June, the Government are asking secondary schools, sixth form and further education colleges to offer some face-to-face support to supplement the remote education of year 10 and year 12 students and 16 to 19 learners in the first year of their course who are due to take key exams next year, alongside the full time provision they are offering to priority groups.
The Government are also asking nurseries and other early years providers, including childminders, to begin welcoming back children of all ages from 1 June. Alternative provision settings should mirror the approach being taken for mainstream schools and also offer some face-to-face support for year 10 and 11 students (as they have no year 12) from 15 June. Special schools, special post-16 institutions and hospital schools will work towards a phased return of more children and young people without a focus on specific year groups.
The Government are encouraging all eligible children to attend – it is no longer necessary for parents of eligible children to keep them at home if they can. In particular, as per the existing guidance on vulnerable children and young people, vulnerable children of all year groups continue to be expected and encouraged to attend educational provision where it is appropriate for them to do so. Coronavirus (COVID-19): Guidance on Vulnerable Children and Young People https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-vulnerable-children-and-young-people
The following principles will apply to this phase of wider opening by settings:
children and young people in eligible year groups are strongly encouraged to attend (where there are no shielding concerns for the child or their household), so that they can gain the educational and wellbeing benefits of attending
vulnerable children of all year groups continue to be expected and encouraged to attend educational
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provision where it is appropriate for them to do so (for children with education health and care (EHC) plans this will be informed by a risk assessment approach)
children, young people and staff who have been classed as clinically extremely vulnerable due to pre-existing medical conditions have been advised to shield. The Government do not expect people in this category to be attending school or college, and they should continue to be supported to learn or work at home as much as possible. Clinically vulnerable (but not clinically extremely vulnerable) people are those considered to be at a higher risk of severe illness from coronavirus (COVID-19). Few if any children will fall into this category, but parents should follow medical advice if their child is in this category. Staff in this category should work from home where possible, and refer to the detail in our protective measures guidance
a child/young person or a member of staff who lives with someone who is clinically vulnerable (but not clinically extremely vulnerable), including those who are pregnant, can attend their education or childcare setting
if a child/young person or staff member lives in a household with someone who is extremely clinically vulnerable, as set out in the guidance on shielding, it is advised they only attend an education or childcare setting if stringent social distancing can be adhered to and, in the case of children, if they are able to understand and follow those instructions. This may not be possible for very young children and older children without the capacity to adhere to the instructions on social distancing. If stringent social distancing cannot be adhered to, the Government do not expect those individuals to attend. They should be supported to learn or work at home
staff and children or young people should not attend if they have symptoms or are self-isolating due to symptoms in their household
protective measures will be put in place for staff and pupils, as far as is possible, to ensure that the risk of transmission is reduced
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Vulnerable children and young people
There is a continuing expectation that vulnerable children and young people of all year groups will attend educational or childcare provision, where it is safe and appropriate for them do so. As per the current guidance, where these children and young people are currently not attending but attendance is appropriate, the Government expect providers and local authorities to consider how to encourage their attendance.
Vulnerable children and young people in this context include those who:
are assessed as being in need under section 17 of the Children Act 1989, including children who have a child in need plan, a child protection plan or who are a looked-after child.
have an education, health and care (EHC) plan and it is determined, following a risk assessment, carried out with educational providers and parents, that their needs can be as safely or more safely met in the educational environment
have been identified as otherwise vulnerable by educational providers, local authorities (including children’s social care services) or other multi-agency partners (such as health care professionals, youth services and the police) and for whom attending early years, school or college would be protective and/or helpful at this time - this might include children and young people on the edge of receiving support from children’s social care services, adopted children, those at risk of becoming NEET (‘not in employment, education or training’), those living in temporary accommodation, those who are young carers, those who would benefit from attendance because of a mental health need and others at the provider and local authority’s discretion.
Attendance Expectations
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for vulnerable children and young people who have a social worker, attendance is expected unless the
child/household is shielding or clinically vulnerable (see the advice for households with possible coronavirus (COVID-19) infection, and shielding and protecting people defined on medical grounds as clinically extremely vulnerable) https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance
for vulnerable children and young people who have an education health and care (EHC) plan, attendance is expected where it is determined, following a risk assessment, that their needs can be as safely or more safely met in the educational environment (see Coronavirus (COVID-19): Supporting Children and Young People with a SEND as Schools and Colleges Prepare for Wider Opening https://www.gov.uk/government/publications/coronavirus-covid-19-send-risk-assessment-guidance/coronavirus-covid-19-send-risk-assessment-guidance)
for vulnerable children and young people who are deemed otherwise vulnerable, at local-level discretion, attendance is expected unless the child/household is shielding or clinically vulnerable (see the advice for households with possible coronavirus (COVID-19) infection, and shielding and protecting people defined on medical grounds as clinically extremely vulnerable) https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance
For all these groups, the Government encourage educational providers (generally led by their designated
safeguarding lead or deputy), local authorities and social workers (where applicable) to work together closely
to consider factors, such as the balance of risk, including clinical vulnerabilities, family circumstances, risks
outside the home, and the child or young person’s assessed special educational needs, where relevant.
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Education providers, social workers, local authorities and other professionals will want to work together to
ensure adequate and appropriate arrangements are in place to keep in touch with vulnerable children and
young people (whether they are attending provision, or not attending for an agreed or non-agreed reason),
such as by phone, visit or letter.
For information on temporary amendments in relation to Education, Health and Care needs assessments and plans, see the section (above) on Children and Young People Aged 0-25 with Special Educational Needs and Disabilities/Transitions/Young Carers.
SAFEGUARDING
Coronavirus (COVID-19): Safeguarding in Schools, Colleges and Other Providers
https://www.gov.uk/government/publications/covid-19-safeguarding-in-schools-colleges-and-other-providers/coronavirus-covid-19-safeguarding-in-schools-colleges-and-other-providers
Child protection policy
Schools and colleges will have an effective child protection policy in place reflecting business as usual. This
should already have been updated to reflect the response to coronavirus. The planned return of more
children is an appropriate time to consider a further review (led by a DSL or deputy, wherever possible). In
some cases, a coronavirus annex/addendum that summaries any key coronavirus related changes might be
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more effective than re-writing and re-issuing the whole policy. The revised child protection policy should
reflect the return of more children from 1 June and this might include, but should not be limited to:
reflecting that staff and volunteers may identify new safeguarding concerns about individual children as they see them in person following partial school closures
what staff and volunteers should do if they have any concerns about a child, including new concerns where children are returning
the continued importance of all staff and volunteers acting and acting immediately on any safeguarding concerns, including new concerns where children are returning
reflecting (where resources allow) that DSLs (and deputies) will have more time to support staff and children regarding new concerns (and referrals as appropriate) as more children return
reflecting the importance of ensuring relevant safeguarding and welfare information held on all children (including returning children) remains accurate. Schools and colleges (led by the DSL or deputy) should be doing all they reasonably can to ask parents and carers to advise them of any changes regarding welfare, health and wellbeing that they should be aware of before a child returns
DSL (and deputy) arrangements
peer on peer abuse - given the different circumstances schools and colleges are operating in, a revised process may be required for managing any report of such abuse and supporting victims (the principles as set out in part 5 of KCSIE should continue to inform any revised approach)
what staff and volunteers should do if they have concerns about a staff member or volunteer who may pose a safeguarding risk to children (the principles in part 4 of KCSIE will continue to support how a school or college responds to any such concerns)
the approach to protecting vulnerable children
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what arrangements are in place to keep children not physically attending the school or college safe, especially online and how concerns about these children should be progressed
any updated advice received from the local safeguarding partners. DSLs (or deputies) should be leading the school or college’s input into the local arrangements
any updated advice received from local authorities regarding children with education, health and care (EHC) plans, the local authority designated officer and children’s social care, reporting mechanisms, referral thresholds and children in need
the continued importance for school and college staff to work with and support children’s social workers, the local authority virtual school head for looked-after and previously looked-after children and any other relevant safeguarding and welfare partners
It is important that all staff and volunteers are aware of the new policy and are kept up to date as it is
revised. The revised policy should continue to be made available publicly.
Designated safeguarding leads (DSLs)
As more children return, it is expected that schools and colleges will have a trained DSL (or deputy) available
on site. However, it is recognised that in exceptional circumstances this may not always be possible, and
where this is the case there are two options to consider:
a trained DSL (or deputy) from the school or college can be available to be contacted via phone or online video - for example working from home
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sharing trained DSLs (or deputies) with other schools or colleges (who should be available to be contacted via phone or online video)
Where a trained DSL (or deputy) is not on site, in addition to one of the above options, a senior leader should
take responsibility for co-ordinating safeguarding on site. This might include updating and managing access to
child protection files, liaising with the offsite DSL (or deputy) and as required liaising with children’s social
workers where they require access to children in need and/or to carry out statutory assessments at the
school or college.
Whatever the scenario, it is important that all school and college staff and volunteers have access to a
trained DSL (or deputy) and know on any given day who that person is and how to speak to them.
The DSL (or deputy) should provide support to teachers and pastoral staff to ensure that contact is
maintained with children (and their families) who are not yet returning to school or college. Where possible
staff should try and speak directly to children to help identify any concerns. Staff should be encouraged
(where possible) to make calls from the school or college site via school or college phones and devices.
Where staff use personal phones to make calls, they should withhold their personal number.
It is acknowledged that DSL training is unlikely to take place during this period (although the option of online
training can be explored). For the period coronavirus measures are in place, a DSL (or deputy) who has been
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trained will continue to be classed as a trained DSL (or deputy) even if they miss their refresher training.
DSLs (and deputies) should continue to do what they reasonably can to keep up to date with safeguarding
developments, such as via safeguarding partners, newsletters and professional advice groups.
Every school and college will face unique challenges at this time, including as they welcome back more
children. Where reasonably possible and where relevant, the DSL (or deputy) should consider these
challenges in a child protection context and reflect them in the child protection policy as appropriate.
Staff training and safeguarding induction
All existing school and college staff will already have had safeguarding training and have read part 1 of KCSIE.
The important thing for these staff will be awareness of any new local arrangements, especially if these are
being reviewed/changed as a result of more children returning, so they know what to do if they are worried
about a child.
Where new staff are recruited, or new volunteers enter the school or college, they should continue to be
provided with a safeguarding induction. An up to date child protection policy (described above) will support
this process as will part 1 of KCSIE.
The existing school and college workforce may continue to move between schools and colleges on a
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temporary basis in response to coronavirus. The receiving school or college should judge, on a case-by-case basis, the level of safeguarding induction required. In most cases, the existing workforce will already have received appropriate safeguarding training and all they will require is a copy of the receiving setting’s child protection policy, confirmation of local processes and confirmation of DSL arrangements.RESIDENTIAL EDUCATIONAL SETTINGS
Coronavirus (COVID-19): Guidance on Isolation for Residential Educational Settings https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-isolation-for-residential-educational-settings/coronavirus-covid-19-guidance-on-isolation-for-residential-educational-settings applies to: children’s homes
residential special schools and colleges
other further education (FE) providers with residential accommodation
mainstream boarding schools
university halls of residence.
The guidance provides advice on managing isolation for individuals or groups, in the event that a child, young person or staff member either shows symptoms of coronavirus (COVID-19), or is confirmed as having the disease. Residential children’s homes, special schools and colleges, other residential FE provision, and mainstream boarding schools, are usually considered households for the purposes of the household self-isolation policy. Meaning, the setting should self-isolate if a resident shows symptoms.
Children from Abroad, including Support for Modern Slavery Victims Affected by Coronavirus
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Victims of Modern Slavery, Trafficking and Exploitation
https://www.gov.uk/government/news/support-for-modern-slavery-victims-affected-by-coronavirus?utm_source=17df47c9-8a57-41b6-a464-b9104fbdd67d&utm_medium=email&utm_campaign=govuk-notifications&utm_content=immediate Temporary change to the policy on the ‘move-on period’ https://www.gov.uk/government/publications/modern-slavery-how-to-identify-and-support-victims/victims-
of-modern-slavery-temporary-change-to-the-policy-on-move-on-period
Individuals supported through the modern slavery victim care contract will be allowed to stay in government-funded safe accommodation for the next three months.
Through the National Referral Mechanism (NRM) individuals are able to access support including accommodation for at least 45 days if found to be potential victims.
Where they would ordinarily be assisted to move on from their accommodation, this temporary change will ensure that these individuals remain safely in accommodation.
Parents with Mental Health Problems The Coronavirus Act 2020 (http://www.legislation.gov.uk/ukpga/2020/7/pdfs/ukpga_20200007_en.pdf) contains provisions to make temporary amendments to the Mental Health Act 1983 to: enable existing mental health legislation powers to detain and treat patients who need urgent
treatment for a mental health disorder and are a risk to themselves or others, to be implemented using just 1 doctor’s opinion (rather than the current 2). This will ensure that those who are a risk to themselves
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or others still get the treatment they need, when fewer doctors are available to undertake this function temporarily allow extension or removal of time limits in mental health legislation to allow for greater
flexibility where services are less able to respond. These temporary changes will only be brought into force if staff numbers are severely adversely affected during the pandemic period, and provide some flexibility to help support the continued safe running of services under the Mental Health Act. See Coronavirus Act 2020: Status Table https://www.gov.uk/government/publications/coronavirus-act-2020-status/coronavirus-act-2020-status-table Section 14 Coronavirus Act 2020 allows NHS providers to delay undertaking the assessment process for NHS continuing healthcare for individuals being discharged from hospital until after the emergency period has ended. (into force 24.04.20) http://www.legislation.gov.uk/ukpga/2020/7/section/14/enacted COVID-19: Guidance for the Public on Mental Health and Wellbeing (Public Health England) – provides advice on how to look after your mental health and wellbeing during the coronavirus outbreak. https://www.gov.uk/government/publications/covid-19-guidance-for-the-public-on-mental-health-and-wellbeing
Parents with Learning Disabilities COVID-19: Supporting Autistic People and People with Learning Disabilities
Guides for families and professionals supporting autistic adults and adults with learning disabilities during the coronavirus (COVID-19) crisis. (Social Care Institute for Excellence) https://www.scie.org.uk/care-providers/coronavirus-covid-19/learning-disabilities-autism?utm_campaign=11483184_SCIELine%2017%20April&utm_medium=email&utm_source=SOCIAL%20CARE%20INSTITUTE%20FOR%20EXCELLENCE%20&utm_sfid=003G000002MVHYVIA5&utm_role=Manager&dm
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_i=4O5,6U4HC,PCCCOF,REEKD,1
Parents Who Misuse Substances COVID-19: Guidance for Commissioners and Providers of Services for People Who Use Drugs or Alcohol
https://www.gov.uk/government/publications/covid-19-guidance-for-commissioners-and-providers-of-services-for-people-who-use-drugs-or-alcohol/covid-19-guidance-for-commissioners-and-providers-of-services-for-people-who-use-drugs-or-alcohol#children-and-families
Visits to Prisons by Children . Coronavirus (COVID-19) and Prisons https://www.gov.uk/guidance/coronavirus-covid-19-and-prisons
Visits to Psychiatric Wards and Facilities by Children
Government social distancing requirements apply. https://www.gov.uk/coronavirus
Domestic Violence and Abuse Coronavirus (COVID-19) and Domestic Abuse - advice and guidance for those who are experiencing or feel at risk of domestic abuse during the coronavirus (COVID-19) outbreak. https://www.gov.uk/government/publications/coronavirus-covid-19-and-domestic-abuse Coronavirus (COVID-19): Support for Victims of Domestic Abuse (Home Office) (Factsheet) https://www.gov.uk/government/publications/coronavirus-covid-19-and-domestic-abuse/coronavirus-covid-19-support-for-victims-of-domestic-abuse Domestic Abuse: How to Get Help - find out how to get help if you or someone you know is a victim of domestic abuse.
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https://www.gov.uk/guidance/domestic-abuse-how-to-get-help?utm_source=9edb434c-8bd7-4ca1-b369-97fee02097fe&utm_medium=email&utm_campaign=govuk-notifications&utm_content=immediate COVID-19: guidance on isolation for domestic abuse safe-accommodation settings https://www.gov.uk/government/publications/covid-19-guidance-for-domestic-abuse-safe-accommodation-provision Domestic abuse charities can apply for vital funds https://www.gov.uk/government/news/domestic-abuse-charities-can-apply-for-vital-funds?utm_source=4c025030-bda9-4ea4-a7a7-08c7116d5d11&utm_medium=email&utm_campaign=govuk-notifications&utm_content=immediate
Children, Domestic Abuse and Coronavirus (Children's Commissioner)
A policy briefing on domestic abuse and its effects on children particularly during the coronavirus pandemic.
https://www.childrenscommissioner.gov.uk/publication/children-domestic-abuse-and-coronavirus/ SafeLives is providing guidance and support to professionals and those working in the domestic abuse sector, as well as additional advice for those at risk. http://safelives.org.uk/news-views/domestic-abuse-and-covid-19
Agency Roles and Responsibilities
Royal College of Paediatrics and Child Health COVID-19 - Guidance for Paediatric Services: Safeguarding, Looked After Children and Vulnerable Children Processes
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https://www.rcpch.ac.uk/resources/covid-19-guidance-paediatric-services#safeguarding-looked-after-children-and-vulnerable-children-processes Professional Advice for Health Visiting (Institute of Health Visiting)
iHV have launched a series of COVID-19 advice documents to support the safe and effective delivery of health visiting practice during the global pandemic. These resources have been developed in partnership with Public Health England by the professional team at the Institute of Health Visiting. The new documents in iHV’s Delivering the Health Visitor Healthy Child Programme During the COVID-19 Pandemic – Professional Advice to Support Best Practice include:
The Antenatal Contact The New Birth Visit Virtual Contacts by Health Visitors Working with Vulnerable Families Family Perinatal Mental Health
https://ihv.org.uk/for-health-visitors/resources/resource-library-a-z/covid-19-coronavirus-guidance/
RIDDOR reporting of COVID-19 You must only make a report under RIDDOR (The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 2013) when:
an unintended incident at work has led to someone’s possible or actual exposure to
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coronavirus. This must be reported as a dangerous occurrence. a worker has been diagnosed as having COVID 19 and there is reasonable evidence that
it was caused by exposure at work. This must be reported as a case of disease. a worker dies as a result of occupational exposure to coronavirus.
https://www.hse.gov.uk/news/riddor-reporting-coronavirus.htm
Child Safeguarding Practice Reviews/Child Death Reviews
Joint Communication from the Child Safeguarding Practice Review Panel and Department for Education (DfE) and Coronavirus (COVID-19): Guidance for Children’s Social Care Services https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-for-childrens-social-care-services/coronavirus-covid-19-guidance-for-local-authorities-on-childrens-social-care Serious Incident Notifications (statutory requirement) – timescale of 5 working days remains Rapid Reviews (non-statutory requirement) – timescale of 15 working days relaxed – Government expectation is that LSPs should make decisions locally on how quickly they can undertake a rapid review in the circumstances. If the 15 day target for undertaking and reporting a rapid review is not achievable, for example because partners cannot be drawn together or other operational demands prevent this, Government expectation is that local safeguarding partnerships should make decisions locally on how quickly they can undertake a rapid review in the current circumstances, and inform the panel of any delays at: [email protected]. The Government ask that the rapid review is expedited where is a child death or serious in jury in the context of abuse or neglect and coronavirus (COVID-19) is a strongly related factor. Serious Case Reviews/Child Safeguarding Practice Reviews – initiation and pre-publication/publication timings relaxed – but the Government expectation remains that in-depth practice reviews should be completed within 6 months wherever possible. They ask safeguarding partners and/or local authorities to
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inform them of any decision about initiating and/or publishing a review at both the following email addresses: [email protected] [email protected]
Guidance for Safe Recruitment, Selection and Retention for Staff and Volunteers
Schools and colleges should use their judgement on whether recruitment is needed and how this can best be done given the circumstances. If schools and colleges are recruiting new staff, they should continue to follow the relevant safer recruitment processes for their setting, including, as appropriate, relevant sections in part 3 of KCSIE. Schools and colleges should use their judgement on whether recruitment is needed and how this can best be done given the circumstances. If schools and colleges are recruiting new staff, they should continue to follow the relevant safer recruitment processes for their setting, including, as appropriate, relevant sections in part 3 of KCSIE. Whilst acknowledging the challenge of the current environment, it is essential from a safeguarding perspective that any school or college is aware, on any given day, which staff/volunteers will be in the school or college, and that appropriate checks have been carried out, especially for anyone engaging in regulated activity. This will be more important than ever as more children and staff return. As such, schools and colleges must continue to keep the single central record (SCR) up to date as outlined in paragraphs 148 to 156 in KCSIE. The SCR can, if a school or college chooses, provide the means to log everyone that will be working or volunteering in a school or college on any given day, including any staff who may be on loan from other institutions. The SCR can also, if a school or college chooses, be used to log details of any risk assessments carried out on volunteers and staff on loan from elsewhere. COVID-19: Changes to DBS ID Checking Guidelines DBS CHECKS
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https://www.gov.uk/government/news/covid-19-changes-to-dbs-id-checking-guidelines
To ensure that the necessary DBS checks can still be carried out, the DBS ID checking guidance will be changed for a temporary period.
The change will enable:
ID documents to be viewed over video link
scanned images to be used in advance of the DBS check being submitted
Please note, the change should only be implemented for urgent cases where it is not possible to follow the normal identity checking guidelines. The applicant must present the original versions of these documents when they first attend their employment or volunteering role.
The Coronavirus Act 2020 allows for the emergency registration of social workers who have recently left the
profession to expedite their registration allowing them to return to practice.
http://www.legislation.gov.uk/ukpga/2020/7/pdfs/ukpga_20200007_en.pdf
Social workers, and others, brought in for coronavirus (COVID-19) purposes are eligible for free, fast-tracked DBS checks - COVID-19: Free-of-charge DBS Applications and Fast-track Barred List Check Service https://www.gov.uk/government/publications/covid-19-free-of-charge-dbs-applications-and-fast-track-barred-list-check-service Guidance for Schools about Temporarily Closing https://www.gov.uk/government/publications/covid-19-school-closures/guidance-for-schools-about-
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temporarily-closing
Do teachers and other school staff require new DBS checks to work in an alternative setting?
Where members of the school workforce are already engaging in regulated activity, and already have the
appropriate DBS check, there is no expectation that a new DBS check should be obtained for them to
temporarily move to another setting to support the care of children.
The type of setting on the DBS check for example, a specific category of school, is not a barrier. The receiving
setting should risk assess as they would for a volunteer. See paragraphs 167 to 172 of Keeping Children Safe
in Education (KCSIE).
Whilst the onus remains on schools to satisfy themselves that someone in their setting has had the required
checks including, as required, those set out in part 3 of KCSIE, in the above scenario this can be achieved, if
the receiving setting chooses to, via seeking assurance from the current employer rather than requiring new
checks.
DBS-checked volunteers may be used to support the work of the school, as would usually be the case. It is
important that they are properly supported and given appropriate roles.
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RIGHT TO WORK CHECKS
Coronavirus (COVID-19): Right to Work Checks
https://www.gov.uk/guidance/coronavirus-covid-19-right-to-work-checks
Employers must check that job applicants are allowed to do the type of work they’re applying for in the UK. Right to work checks have been temporarily adjusted due to coronavirus (COVID-19). This is to make it easier for employers to carry them out.
The following temporary changes have been made:
checks can now be carried out over video calls
job applicants and existing workers can send scanned documents or a photo of documents for checks using email or a mobile app, rather than sending originals
employers should use the Employer Checking Service if a prospective or existing employee cannot provide any of the accepted documents
How to make right to work checks: video https://www.gov.uk/government/publications/how-to-make-right-to-work-checks?utm_source=16e187c6-d366-48c8-b93f-f3acd004cb83&utm_medium=email&utm_campaign=govuk-notifications&utm_content=immediate