Safeguarding in Karate

Sentenashi Karate Association

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SAFEGUARDING GUIDELINES

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Child Protection Policy

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Last reviewed and agreed: November 2021

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Next Review: November 2024

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This policy has been developed in accordance with the principles established by the Children Act 2004; and in line with government publications:

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• "Working Together to Safeguard Children" 2018.

 

• "Framework for the Assessment of Children in Need and their Families" 2000.

 

• "What to do if You are Worried a Child is Being Abused" 2015.

 

• "Safeguarding Children: Child Protection: Guidance about Child Protection Arrangements for the Education Service" 2008.

 

• Local Area Child Protection Committee Procedures.

 

Sentenashi Karate Association recognise that all adults, including temporary instructors, staff, volunteers and parents, have a full and active part to play in protecting our students from harm, and that the child’s welfare is our paramount concern.

 

Sentenashi Karate Association is committed to provide a caring, positive safe and stimulating environment that promotes the social, physical and moral development of children and young people to train & practice the sport of Karate.

 

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   The aims of this policy are:

 

• To support the child’s development in ways that will foster security, confidence and independence.

 

• To provide an open environment in which children and young people feel safe and secure.

 

• To raise the awareness of all instructors and staff of the need to safeguard children and of their responsibilities in identifying and reporting possible cases of abuse.

 

• To ensure that all its instructors are carefully selected and passed rigorous DBS checks and accept responsibility for children in their care.

 

• To develop a structured procedure which will be followed by all instructors in the club to respond swiftly to any suspicions or allegations in cases of suspected abuse.

 

• To develop and promote effective working relationships with other agencies, especially the police and social services and the Child Protection Officer of the National Governing Body of Karate.

 

• To make Karate fun, enjoyable and promote fair play and always put the welfare of each young person first, before winning or achieving goals.

 

 

Good Practice Guidelines

 

All SKA members should be encouraged to demonstrate exemplary behaviour in order to safeguard children. These guidelines for good practice are provided to protect children and ensure that Instructors are protected from accusations of child abuse, also to assure parents that the highest standards of teaching are being followed within the association.

 

 

Good practice means:

 

• Always working in an open environment (e.g. avoiding private or unobserved situations and encouraging open communication)

• Treating all young people/disabled adults equally, and with respect and dignity

• Placing the welfare and safety of the child or young person first above the development of performance or competition

• Maintaining a safe and appropriate distance with students (e.g. it is not appropriate to have an intimate relationship with a child or to share a room with them)

• Building balanced relationships based on mutual trust, which empowers children to share in the decision-making process

• Making Karate fun, enjoyable and promoting fair play

• Where any form of manual or physical support is required, it should be provided openly and in accordance with the SKA Club Guidelines

• Keeping up to date with the technical skills, qualifications and insurance within Karate

• Involve parents/carers wherever possible (e.g. for the responsibility of their children in the changing rooms)

• Ensuring when mixed teams are taken away, they should always be accompanied by male and female member of staff (NB however, same gender abuse can also occur)

• Being an excellent role model – this includes not smoking or drinking alcohol in the company of young people

• Recognising the developmental needs and capacity of young people and disabled adults – avoiding excessive training or competition and not pushing them against their will

 

Securing parental consent in writing to act in loco parentis, if the need arises to give permission for the administration of emergency first aid.

 

Keeping a written record of any injury that occurs, along with the details of any treatment given.  Requesting written parental consent if club officials are required to transport young people in their cars. 

 

Instructors need to understand the added responsibilities of teaching children and also basic principles of growth and development through childhood to adolescence. Exercises should be appropriate to age and build. Instructors should not simply treat children as small adults, with small adult bodies.

 

Physical contact is seen as a necessary and positive part of teaching Karate and is acceptable practice as long as it is appropriate and done in a safe and open manner.

 

There is no minimum age for a child beginning Karate, as the build and maturity of individuals varies so much. However, the nature of the class must be tailored to consider these factors.

 

Children should not do assisted stretching - they generally don’t need to, and there is a real risk of damage with an inconsiderate or over-enthusiastic partner. 

 

Children should be carefully matched for size and weight for sparring practice. 

 

Great care must be taken, especially where children train in the proximity of adults, to avoid collision injury. 

 

Children should not do certain conditioning exercises; especially those, which are heavy, load bearing, for example weight training or knuckle push-ups.

 

Children should not do any heavy or impact work but should concentrate on the development of speed, mobility, skill and general fitness. 

 

A child taking part in a class should not be allowed to leave the dojo without the permission of the Instructor. Where practicable, supervision should be provided.

 

Parents or guardians should be advised when to deliver and collect children, and not to leave children at the Dojo unless the Instructor or a responsible person is present.

 

Practices to be avoided

 

The following should be avoided except in emergencies. If a case arises where these situations are unavoidable (e.g. the child sustains an injury and needs to go to hospital, or a parent fails to arrive to pick a child up at the end of a session), it should be with the full knowledge and consent of someone in charge in the club or the child’s parents.

 

Otherwise, avoid:

Spending excessive amounts of time alone with children away from others.

Taking or dropping off a child to an event. 

 

Practices never to be sanctioned

 

The following should never be sanctioned.

 

You should never:

Engage in rough, physical or sexually provocative games, including horseplay.

Share a room with a child.

Allow or engage in any form of inappropriate touching.

Allow children to use inappropriate language unchallenged.

Make sexually suggestive comments to a child, even in fun.

Reduce a child to tears with intent, as a form of control.

Allow allegations made by a child to go unchallenged, unrecorded or not acted upon.

Do things of a personal nature for children or disabled adults that they can do for themselves.

Invite or allow children to stay with you at your home unsupervised 

 

NB. It may sometimes be necessary for staff or volunteers to do things of a personal nature for children, e.g. if they are young or are disabled. These tasks should only be carried out with the full understanding and consent of parents and the student. If a person is fully dependent on you, talk with him/her about what you are doing and give choices where possible. This is particularly so if you are involved in any dressing or undressing of outer clothing, or where there is physical contact, lifting/assisting to carry out particular activities.

 

Avoid taking on the responsibility for tasks for which you are not appropriately trained. 

 

Incidents that must be reported / recorded:  If any of the following occur you should report this immediately to another colleague and record the incident. You should also ensure the parents of the child are told if:

 

You accidentally hurt a child or young person.

He/she seems distressed in any manner.

A student appears to be sexually aroused by your actions.

A child or young person misunderstands or misinterprets something you have done.

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Defining Child Abuse

 

Child abuse is when an adult harms a child or young person.

There are four main type of abuse:

 

Physical abuse: 

This includes being hit, kicked, shaken or punched, or given harmful drugs or alcohol. 

 

Emotional abuse: 

This includes being called names all the time, being threatened or being shouted at or made to feel small.

 

Sexual abuse: 

This includes being touched in a way you don't like by an adult or young person, being forced to have sex, or being made to look at sexual pictures or videos. For some disabled children, it includes if a person helping them to use the toilet touched them more than was needed.

 

Neglect:

Is when a child is not looked after properly, including having no place to stay, or not enough food to eat, or clothes to keep them warm. It also includes if the child is not given medical care when they need it, including medication. For some disabled children, it could include if their carer took away the things they needed for everyday life - like their wheelchair or communication board. Or not helping a disabled child who needed help using the toilet.

 

Bullying: 

Is also a form of abuse. Bullying includes hitting or threatening a child with violence, taking their things, calling them names or insulting them, making them do things they won't want to do, and deliberately humiliating or ignoring them. 

 

  

Common Signs of Abuse

 

Every child is unique, so behavioural signs of abuse will vary from child to child.

In addition, the impact of abuse is likely to be influenced by the child's age, the nature and extent of the abuse, and the help and support the child receives.

However, there are some behaviours that are commonly seen in children and young people who have been abused:

 

The child appears distrustful of a particular adult, or a parent or a coach with whom you would expect there to be a close relationship.

 

He or she has unexplained injuries such as bruising, bites or burns - particularly if these are on a part of the body where you would not expect them.

 

If he or she has an injury which is not explained satisfactorily or properly treated.

Deterioration in his or her physical appearance or a rapid weight gain or loss.

 

Pains, itching, bruising, or bleeding in or near the genital area.

 

A change in the child's general behaviour. For example, they may become unusually quiet and withdrawn, or unexpectedly aggressive. Such changes can be sudden or gradual.

 

If he or she refuses to remove clothing for normal activities or wants to keep covered up in warm weather.

 

If he or she shows inappropriate sexual awareness or behaviour for their age.

 

Some disabled children may not be able to communicate verbally about abuse that they may be experiencing or have witnessed. It is therefore important to observe these children for signs other than 'telling'. 

 

These signs should be seen as possible indicators, not confirmation of abuse. Changes in a child’s behaviour can be the result of a wide range of factors. Visible signs such as bruising or other injuries cannot be taken as proof of abuse. For example, some disabled children may show extreme changes in behaviour, or be more accident prone, as a result of their impairment. A child or young person may also try to tell a person directly about abuse. It is very important to listen carefully and respond sensitively.

 

However, if an Instructor notices any of these signs regularly or more than one sign, they should record and report their concerns to the SKA CP Officer. If the Instructor is unsure of what they have seen, they should talk to someone who may be able to help them. The NSPCC Helpline is available 24 hours a day to provide advice and information to adults who have a concern about a child –

 

NSPCC Helpline

0800 800 5000

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Procedures

 

Sentenashi Karate Association’s procedures for safeguarding children will be in line with Local Authority policies and the National Governing Body of Karate protection policies. This club will ensure that:

• All members of the Sentenashi Karate Association understand and fulfil their responsibilities

• We have a designated instructor who acts as our Child Protection Liaison Officer, (CPLO)

• We have an instructor who will act in the designated instructor's absence, Deputy Child Protection Liaison Officer, (DCPLO)

• All instructors are provided with opportunities to develop their understanding of the signs and indicators of abuse

• All instructors are aware of how to respond to a student who discloses abuse

• Instructors organising activities for children are aware of this club’s Child Protection Guidelines and procedures

• Our instructors are checked for their suitability and have been cleared by the Disclosure and Baring Service

• Our procedures will be regularly reviewed and up-dated

  

Responsibilities

 

The CPLO is responsible for:

 

• Referring a child if there are concerns about possible abuse, to the Local Authorities

• Keeping written records of concerns about a child even if there is no need to make an immediate referral

• Ensuring that all such records are kept confidentially and securely and are separate from student’s records

• Liaising with other agencies and professionals

• Organising child protection training for all instructors

• Liaising and working together with all other support services and those agencies involved in the safeguarding of children

• Notifying the authorities as soon as there is a significant concern

 

Allegations against Instructors

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• All instructors should take care not to place themselves in a vulnerable position with a child

• All instruction should be conducted in view of others

 

 Reporting Procedures

 

What to do if you suspect abuse:

 

Although it is a sensitive and difficult issue child abuse can and does occur within institutions and within other settings other than the home. It is crucial that Instructors are aware of this possibility and that all allegations are taken seriously, and appropriate action pursued. This would include anyone working with children in a paid or voluntary capacity and there are established procedures to follow should any concerns arise.

 

If you suspect a child is being abused by an Instructor, student, parent or carer, you will have to report your concerns in order that the abuse is investigated and stopped.

 

If you are worried, remember it is not your responsibility to decide if abuse is taking place, but it is your responsibility to act on your concerns and do something about it.

 

If a child tells you about someone's behavior (e.g. an adult or another child) which he/she finds disturbing, always:

 

• Stay calm and reassure the child - ensure he/she is safe, feels safe and does not feel to blame for what has happened

• Listen carefully, show and tell the child that you are taking seriously what is being said. Be honest, explain you will have to tell someone else to help stop the behavior that is distressing

• Make a note of what was said as soon as possible after the event

• Maintain confidentiality - only share the information on a need to know basis and if it will help the student

• Gain medical attention immediately if required and if appropriate contact police or social services

 

It is your responsibility to act if you are concerned about the behavior of an adult towards a child or if you feel a young person/disabled adult is being bullied:

 

• Always follow SKA's child protection guidelines.

• Report your concerns with full details to the Child Protection.

• If these persons are not available, the concerns are about them, or you do not feel appropriate action has been taken, you must contact the social services or the police.

• Both organizations have specialist units trained to deal with these situations and their numbers are in the phone book.

 

If you were abused in the past, you can still seek help to deal with how you feel. There are many confidential helplines and organisations in the phone book. Please find the courage to call - especially if the perpetrator is still involved in instructing and has access to other children.

 

SKA always endeavors to provide up to date information through literature and courses for its existing and its new Instructors.

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Flow chart of action to take if there are concerns about a child’s safety or welfare.

The following action should be taken if there are concerns:

 

 

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Flow chart of action to take if there are concerns about staff, a coach or carers conduct.

The following action should be taken if there are concerns:

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Information passed to the social services or the police must be as helpful as possible, hence the necessity for making a detailed record at the time of the disclosure/concern.

 

Information should include the following:

• Name of child

• Age of child and date of birth

• Race and Ethnic origin of the child

• Any relevant disability or special needs

• Home address and telephone number

• Is the person making the report expressing their own concerns or those of someone else?

• If it is not the child making the report has the child concerned been spoken to? If so, what has been said? 

• What is the nature of the allegation? Include dates, times, any special factors and other                  relevant information

• Make a clear distinction between what is fact, opinion or hearsay

• Describe any visible bruising or other injuries. Behavioural and indirect signs

• Record the details of witnesses to the incident/s

• The child’s account, if it can be given, of what has happened and how any bruising or other            injuries occurred

• Have the parents been contacted? If so, what has been said? 

• Has anyone else been consulted? If so, record details

 

False allegations of abuse do occur, but they are rare. You should always take immediate action if a child says or indicates that he or she is being abused, or you have reason to suspect that this is the case.

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This may involve dealing with the child, his parent or carer, colleagues at your club / organisation, teachers, external agencies or the media. 

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Following the guidelines included in the SKA Child Protection Policy.  

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Children who are being abused will only tell people they trust and with whom they feel safe.  As a coach you will often share a close relationship with students and may therefore be the sort of person in whom a child might place their trust.

 

Children want the abuse to stop. By listening and taking what a child is telling you seriously, you will already be helping to protect them. It is useful to think in advance about how you might respond to this situation in such a way as to avoid putting yourself at risk.

 

It is understandable that the child may want to see you alone, away from others.

 

The child may therefore approach you at the end of a session when everyone is going home or may arrive deliberately early at a time when they think you will not be busy.

 

However, a disclosure is not just a quick chat; it will take time and usually has further consequences. Bear in mind that you may also need to attend to other students / children, check equipment or set up an activity – you cannot simply leave a session unattended. Therefore, try to arrange to speak to the child at an appropriate time.

 

Location is very important. Although it is important to respect the child’s need for privacy, you also need to protect yourself against potential allegations. Do not listen to the child’s disclosure in a completely private place – try to ensure that other members of staff are present or at least nearby.

 

 All records should:

• Be written as soon as possible signed and dated

• Clearly distinguish between fact, observation, allegation and opinion

• Be held separately from main records

• Be exempt from open access 

 

Responding to the Child:

• Do not panic – react calmly so as not to frighten the child

• Acknowledge that what the child is doing is difficult, but that they are right to confide in you.

• Reassure the child that they are not to blame

• Make sure that, from the outset, you can understand what the child is saying

• Be honest straight away and tell the child you cannot make promises that you will not be able to   keep

• Do not promise that you keep the conversation secret. Explain that you will need to involve other   people and that you will need to write things down

• Listen to and believe the child; take them seriously

• Do not allow your shock or distaste to show

• Keep any questions to a minimum but do clarify any facts or words that you do not understand – do not speculate or make assumptions

• Avoid closed questions (i.e. questions which invite yes or no answers)

• Do not probe for more information than is offered

• Encourage the child, to use its own words

• Do not make negative comments about the alleged abuser

• End the disclosure and ensure that the child is either being collected or is capable of going home  alone

• Do not approach the alleged abuser

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Sentenashi CPO

•   Tel: 07751 88 02 03                   

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 Mike O'Brien                            Megan Weller                   Awarded 07-March-2023 (4th year)

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