Child Safeguarding Policy - Tokyo International Progressive School

Schools fill a special institutional role in society as protectors of children. Schools must ensure that all children in their care are afforded a safe and secure environment to grow and develop, both at school and away. Educators, having the opportunity to observe and interact with children over time, are uniquely positioned to identify children who need help and protection. As such, educators have a professional and ethical obligation to identify children who need help and protection and to take steps to ensure that the child and family avail themselves of the services necessary to remedy any situation that constitutes child abuse or neglect.

Tokyo International Progressive School specializes in learning support and learning differences. TIPS recognizes that those with intellectual or developmental disabilities are in the demographic group most prone to abuse, including sexual abuse.

Policy and Procedures at TIPS for Child Safeguarding

The TIPS Child Safeguarding Policy is our statement of intent that demonstrates a commitment to protecting students from harm (to self and from others) and makes clear to all what is required for the protection of students. It creates a safe and positive environment for children and demonstrates that the school is taking its duty and responsibility seriously.

Definition of Terms

Tokyo International Progressive School, in accordance with and support of the UN Declaration of the Rights of the Child (1990), the recommendations based on the International Task Force on Child Safeguarding (2015), and in conjunction with Japanese laws (Tokyo prefecture amendment) regarding child safeguarding, defines the term “child” as students under the age of 18.

Child Safeguarding is a broad term describing philosophies, policies, standards, guidelines, and procedures to protect children from intentional and unintentional harm. In this document, the term “child safeguarding” applies to the protection of children in international schools and at home. Please note that this definition also includes harm to self.

Child safeguarding concerns include suspected, alleged, self-disclosed, or witnessed abuse of a

child by anyone associated in or outside the school that must be investigated and followed by appropriate action.

Child Abuse Overview

According to the World Health Organization, child abuse constitutes “all forms of physical and/or emotional ill-treatment, sexual abuse, neglect or negligent treatment or

commercial or other exploitation, resulting in actual or potential harm to the child’s health, survival, development or dignity in the context of a relationship of responsibility, trust or power.”

A person may abuse a child by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family, an institution (e.g. school), or a community setting. Children may be abused by individuals known to them, or more rarely, by a stranger. Often children may experience multiple forms of abuse simultaneously, further complicating the problem.

Most child abuse is inflicted by someone the child knows, respects, or trusts. International school communities have unique characteristics of which school personnel must be aware in terms of the individuals who are around our children. School personnel should be knowledgeable of the potential reasons why children may not be able to talk about any victimization they might have experienced.

To increase the community's awareness, this handbook focuses on four main categories of abuse and provides basic information about the physical and behavioral signs associated with each type.

Physical Abuse

Physical abuse may involve hitting, punching, shaking, throwing, poisoning, biting, burning or scalding, drowning, suffocating, or otherwise causing intentional physical harm to a child. These symptoms could also indicate harm to self, such as cutting and suicide ideation.

Signs of physical abuse

• Bruises, burns, sprains, dislocations, bites, cuts

• Improbable excuses given to explain injuries

• Injuries which have not received medical attention

• Injuries that occur to the body in places that are not normally exposed to falls, rough games, etc.

• Repeated urinary infections or unexplained stomach pains

• Refusal to discuss injuries

• Withdrawal from physical contact

• Arms and legs kept covered in hot weather

• Fear of returning home or of parents being contacted

• Showing wariness or distrust of adults

• Self-destructive tendencies

• Being aggressive towards others

• Being very passive and compliant

• Chronic running away

Emotional Abuse

Emotional Abuse is the persistent emotional ill-treatment of a child causing severe and adverse effects on a child’s emotional development.

Emotional abuse may involve: conveying to children that they are worthless or unloved; that they are inadequate or valued only insofar as they meet the needs of another person; age or developmentally inappropriate expectations being imposed on children; causing children frequently to feel frightened; or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of ill-treatment of a child, though it may also occur alone.

Signs of emotional abuse

• Physical, mental, and emotional development is delayed

• Highly anxious

• Showing delayed speech or sudden speech disorder

• Fear of new situations

• Low self-esteem

• Inappropriate emotional responses to painful situations

• Extremes of passivity or aggression

• Drug or alcohol abuse

• Chronic running away

• Compulsive stealing

• Obsessions or phobias

• Sudden under-achievement or lack of concentration

• Attention-seeking behavior

• Persistent tiredness

• Lying

Sexual Abuse

Sexual abuse involves forcing or enticing a child to take part in sexual activities, whether or not the child is aware of what is happening.

The activities may involve physical contact, including penetrative (i.e. rape) or non-penetrative acts. They may include non-contact activities, such as involving children in the production or viewing of pornographic material or encouraging children to behave in sexually inappropriate ways. Children involved in commercial sex work are victims of sexual abuse, whether they perceive themselves as victims or not.

Signs of sexual abuse

• Pain or irritation to the genital area

• Vaginal or penile discharge

• Difficulty with urination

• Infection, bleeding

• STDs

• Fear of people or places

• Aggression

• Regressive behaviors, bedwetting or stranger anxiety

• Excessive masturbation

• Sexually provocative

• Stomach pains or discomfort walking or sitting

• Being unusually quiet and withdrawn or unusually aggressive

• Suffering from what seem physical ailments that can’t be explained medically

• Showing fear or distrust of a particular adult

• Mentioning receiving special attention from an adult or a new “secret” friendship with an adult or young person

• Refusal to continue with school or usual social activities

• Age-inappropriate sexualized behavior or language

Neglect

Neglect is the persistent failure to meet a child’s basic physical or physiological needs, likely resulting in serious impairment of the child’s health or development.

Some indicators of neglect

• Medical needs unattended

• Lack of supervision

• Consistent hunger

• Inappropriate dress

• Poor hygiene

• Inadequate nutrition

• Fatigue or listlessness

• Self-destructive

• Extreme loneliness

• Extreme need for affection

• Failure to grow

• Poor personal hygiene

• Frequent lateness or non-attendance at school

• Low self-esteem

• Poor social relationships

• Compulsive stealing

• Prolonged absence from school

Outsourced Personnel and Volunteers

Peer on Peer Abuse

Risk Management

International schools must engage in risk management analysis on all aspects of their operations. Likewise, international schools must engage in risk management analysis related to the issue of child safeguarding as part of the school program. A Risk Assessment Indicator Checklist is provided (Appendix ).

Code of Conduct

Tokyo International Progressive School is committed to the safety and protection of children. The TIPS Code of Conduct provides clear expectations to all employees and volunteers who represent the school and who interact with students (including externally hired coaches and outsourced para-educational personnel) in a direct and /or unsupervised capacity.

Consequences of failure to comply with the Code of Conduct may result in any or all of the

following, dependent on the seriousness of compliance failure:

1) Official Reprimand recorded and placed in the employee’s file

2) Suspension with pay until an official investigation has been conducted

3) Immediate dismissal

This Code of Conduct applies to all faculty, staff, employees, outsourced personnel, volunteers, visitors, and students who represent the school and who interact with children or young people in both a direct and/or unsupervised capacity.

The public and private conduct of faculty, staff, employees, students, and volunteers acting on

behalf of Tokyo International Progressive School can inspire and motivate those with whom they interact, or can cause great harm if inappropriate. We must, at all times, be aware of the responsibilities that accompany our work.

We should be aware of our own and other persons’ vulnerability, especially when working alone

with children and youth and be particularly aware that we are responsible for maintaining physical, emotional, and sexual boundaries in such interactions. We must avoid any covert or overt sexual behaviors with those for whom we have responsibility. This includes seductive speech or gestures as well as physical contact that exploits, abuses, or harasses.

We must show prudent discretion before touching another person, especially children and youth, and be aware of how physical touch will be perceived or received, and whether it would be an appropriate expression of greeting, care, concern, or celebration. Tokyo International Progressive School personnel and volunteers are prohibited from physically disciplining a child at any time.

Physical contact with children can be misconstrued both by the recipient and the observer. Physical contact should occur only when completely nonsexual and otherwise appropriate, and never in private. One-on-one meetings with a child or young person are best held in a public area, in a room where the interaction can be (or is being) observed, or in a room with the door left open, and another staff member or supervisor is notified about the meeting.

We must intervene when there is evidence of, or there is reasonable cause to suspect, that

children are being abused in any way. Suspected abuse or neglect must be reported to the

appropriate school and civil authorities as described in this school child safeguarding policy.

Faculty, staff, employees, and volunteers must refrain from the illegal possession or use of illegal substances at all times. Faculty, staff, employees, and volunteers must refrain from the use of tobacco products, alcohol, and/or drugs when working with children. Adults should never buy alcohol, drugs, cigarettes, videos, or reading material that is inappropriate and give it to young people. Staff members and volunteers should not accept gifts from, or give gifts to, children without the knowledge of their parents or guardians.

The key safety concept of transparency guides communication with children. The TIPS Code of Conduct outlines specifically best practices for school professionals and volunteers.

The TIPS Code of Conduct Statement of Acknowledgement is Appendix 1.

Hiring Policy

All applicants to work at TIPS will be subject to a background check. Any concerning issues uncovered in such a background check are sufficient reason to cancel the application and contract if necessary.

Child Safeguarding Training

Every year during budget planning, training for new staff and continued training/refresher courses for returning staff, will be factored into the professional learning budget.

At TIPS, teacher training in safeguarding is continuous. During teacher workweek in August, new teachers to TIPS take a 3-hour Child Safeguarding Course at ChildSafeguarding.com. This certification is valid for two years, and is renewed every other April.

New teachers also take a suicide prevention course at LivingWorks.com.

Returning teachers have a refresher session instead, reading as a group this Child Protection and Safeguarding Policies document with any addendums or updates that may have occurred.

Child Safeguarding Team Roles and Responsibilities

Faculty, staff, and administrators must report incidents of physical or psychological violence, aggression, harassment, and physical or sexual abuse immediately or within 24 hours to a member of the Child Safeguarding Team (which includes both school counselors, the principal, and the Student Support Coordinator who is the Lead Child Safeguarding Officer, and Deputy Child Safeguarding Officer.)

Students are encouraged to report incidents for which they or others may be the

victims. Reporting by students may be verbal or by using a form that is directed to the Child Safeguarding Lead teacher or the Deputy Child Safeguarding Officer.

The Child Safeguarding Lead will inform the relevant Child Safeguarding Team members. The Child Safeguarding Lead shall gather information and provide further written documentation to the team including the date, person or persons involved, and any additional relevant information.

If there is reasonable cause to believe child abuse has occurred as defined within this document, the Child Safeguarding Lead will report to the Principal, who shall follow the steps noted in these guidelines, documenting all aspects of the investigation and resulting actions. Communication with parents regarding the case will be conducted by the Principal.

In the case of child abuse, responding actions include, but are not limited to, one or more of the following:

● Conference with students involved

● Parent notification

● Meeting with parents

● Meeting with others pertinent to the case, including the alleged perpetrator(s)

● Mandatory counseling sessions

● Reporting to child safeguarding services

● Legal action and prosecution by the authorities

● Suspension or termination of employment (if a school employee)

First Responder

● Listen empathetically without judgment (do not promise to keep it confidential you have a

duty to report suspected abuse to the child safeguarding lead)

● Ask the basic, minimal, 1 or 2 questions to decide if there is something of concern

● Ask open-ended questions “Tell me all about it?” “What happened?” “What makes you say

that?”

● Do not ask leading questions “Did he …..?”

● Tell the child you have to report this

● Afterwards, immediately record verbatim (what you can) in writing and provide this and your

account to the Child Safeguarding Lead (the school counselor)

The information contained in this report is confidential. Details will be shared on an ‘as

needed’ basis.

Flowchart for Reporting and Allegations Action Plan

Where there is cause to suspect child abuse or neglect, or where there is cause to suspect inappropriate conduct of a staff member, it is the responsibility of any staff member to report their suspicions to a member of the Child Safeguarding Team (School Counselor, School Principal, and Student Support Coordinator). Other persons should not be consulted or spoken to about the matter. Any accusations towards a CST team member should be reported directly to only the Principal.

Members of the TIPS Child Safeguarding Team (CST)

School Counselors - Both counselors are a part of the TIPS Child Safeguarding Team and assist with the contacting of local authorities and outside professionals.

School Principal - Is called to all Child Safeguarding meetings, involving students to be part of collaborative decision-making.

Lead Child Safeguarding Officer - Manages all allegations by collecting or writing the incident report to be stored in the secure digital environment of the Child Safeguarding Team Google Drive. Organizes meetings to review incident reports and manage collaborative decision-making. Receives the initial incident report.

Deputy Child Safeguarding Officer - In the absence or leave of the Lead Child Safeguarding Officer, takes on the above-mentioned duties. Is a part of the Child Safeguarding Team. Is involved in the investigation in the case of Lead Child Safeguarding Officer being the accused party in breaching the Child Safeguarding policies, as well as receiving the initial incident report.

A TIPS School Board member is to be called to meetings involving allegations against current TIPS staff members to review contracts and advise about the legality of possible options for moving forward.

Record Keeping

An incident file which includes all relevant dates and times, days of the week, summaries of

conversations with external agencies and advisers, pictures, and an action log that sets out any actions taken, and the decision-making process is kept in the secure digital environment with access limited to the safeguarding team. At TIPS this is the Child Safeguarding Team Google Drive, accessible only to the Principal, Counselor, Lead Child Safeguarding Officer, and Deputy Child Safeguarding Officer.

When appropriate, the school principal may take pictures to be stored in the file and shared as needed with relevant authorities.

Safeguarding During School Trips

Rooms

Students should not be in a room or tent alone overnight. Student room doors must be locked at night, but teachers must have a key. Students should sleep separately from adults.

The exception is if a student has a contagious sickness that may be hazardous to others. In such a case, the parent will be notified with a request to pick up the student. If the parent cannot collect the student, the student is to sleep privately, with a teacher or chaperone immediately next door.

Onsen & Public Baths

On trips outside of the school, either overnight or day trips, TIPS students are not permitted to enter the public baths.

Use of Public Toilets

When students are using public toilets, a teacher must be situated close to the toilet building and if appropriate in the area outside the toilet cubicles. Students should not use public toilets on their own, they must enter in pairs or larger groups. Male teachers should not use urinals when TIPS students are present. Male teachers are encouraged to use toilet cubicles even when students are not in sight to avoid any potential inappropriate encounter or allegation regarding a student.

Mobile Phone

All teachers should carry a charged mobile phone with the school office and Administration Team telephone numbers in case of emergencies.

Child Safeguarding During Campus Closure and Online Learning

In the event of school closure and associated online learning, the child safeguarding practices

remain with the following modifications to the TIPS Code of Conduct.

Normal Operational Procedures During Campus Closure and Online Learning

1. Faculty, staff, and volunteers must only use school-approved platforms for communication during online learning and only do so for activities involving school business.

2. Avoid being alone or out of sight with a single student.

3. Maintain consistent and appropriate standards of conversation and interaction with and between students.

4. Meeting students beyond the usual school day is not permitted without prior consent from the Principal, except when the child’s parents are aware.

5. Avoid where possible video conferences with single students. If necessary (e.g. learning support) record the conference and tell the student you are recording. Store the video on the TIPS Google Drive.

6. Maintain consistent and appropriate standards of conversation and interaction with and between students.

7. During asynchronous online learning, meeting students online beyond the usual school day is not permitted without prior consent from the Principal.

Emergency Phone Numbers for Child Safeguarding Agencies

24 hours/365 days

● Police 110 (English okay)

● Seijo Police Station 03-3482-0110 (English okay)

● Kamata Police Box

4-2-1 Kamata, Setagaya City, Tokyo, (10 min. on foot from school)

● Tokyo Child Guidance Office (only Japanese speakers) 189

Day time / Night time (only in Japanese)

● Setagaya Children and Families Support Center 03-5432-2915

Mon-Fri, Sat: 9:00am – 5:00pm

Closed Saturdays, Sundays, Holidays, year-end and New Year’s day

● Setagaya Child Guidance Center 03-6379-0697

Mon-Fri: 8:30am – 5:00pm

● Tokyo Metropolitan Child Guidance Center 03-3346-4152 / 03-5937-2330

Mon-Fri: 9:00am – 9:00pm

Weekends, holidays: 9:00am – 5:00pm

● Child DV Protection Center 03-5300-2990

Mon-Fri: 10:00am – 5:00pm

Saturday: 10:00am – 3:00pm

● Tokyo Telephone Counseling Service 03-3366-4152

Mon-Fri: 9:00am – 9:00pm

Sat, Sun, Holidays: 9:00am – 5:00pm

● Foreign Residents’ Advisory Center

English: Mon-Fri: 9:30am-12:00pm, 1:00pm-5:00pm 03-5320-7744

Chinese: Tue / Fri 9:30am-12:00pm, 1:00pm-5:00pm 03-5320-7766

Korean: Wednesday 9:30am-12:00pm, 1:00pm-5:00pm 03-5320-7700

APPENDICES

Appendix 1: Statement of Acknowledgement of Code of Conduct for Signature

The following steps will reduce the risk of private or otherwise inappropriate interactions between Tokyo International Progressive School parents, leadership, teachers, staff, outsourced personnel, volunteers, and students. Staff members do sign this at the beginning of each school year.

I will:

Treat everyone with respect, patience, integrity, courtesy, dignity and consideration.
Use positive reinforcement rather than criticism, inappropriate competition, or comparison when working with students.
Maintain appropriate physical boundaries at all times and touch students - when necessary - only in ways that are appropriate, public and non-sexual.
Ensure that a student has given their permission before doing physical activities such as demonstrating in an instrumental lesson, physical support during physical education, or administering first aid. I will not proceed if the student appears to be apprehensive or reluctant.
Avoid positioning myself unnecessarily close to a student.
Only consume alcohol in moderation at school events such as parent socials and graduation.
Cooperate fully in any investigation of abuse of students.
Report to the principal should a student make inappropriate advances.
Understand that electronic communication using a school network or platform may be subject to periodic monitoring.
Consider these questions with all student interactions: Would I do this/say this/treat this
student this way if we were being observed? If challenged, can I justify my behavior for my professional duties? If unsure, I will refrain from such actions.
Ensure students are supervised at all times, except in changing rooms and bathrooms at school.
I will ensure that for private teaching sessions or other unavoidable private interactions, the student and I are positioned clearly and entirely visible to passersby. For example: open doors, remain in full view through windows, and position yourself where furniture and materials do not obstruct view. Where possible, inform a colleague of the time, place, and nature of the meeting. Where appropriate and possible, invite a colleague or an additional student to the meeting.
Ensure classroom and office windows facing hallways are sufficiently clear of display material so that they facilitate a passerby to have full and unrestricted view into the entire room.
Where practical, ask a student’s permission to take a photo or video recording. I will store images of students on school devices and school-administered electronic storage space. I will delete images and videos from personal devices as soon as is reasonably possible.
Ensure all electronic communication between students and staff is through school-approved accounts, e.g. TIPS email and TIPS Google Sites, not through personal accounts. During school trips, a school cell phone will be used for student contact.
Comply with the TIPS Social Media policy that prohibits staff from engaging with students or sharing student images on the internet except through school accounts such as TIPS email accounts, TIPS Google Sites, and QuickSchools.

I will not:

Touch or speak to a student in a sexual or other inappropriate manner.
Reveal personal information about my own sex life, or share personal problems or private matters with students.
Give gifts to individual students without prior approval from the school administration.
Single out students for special treatment, attention, or favoritism.
Allow students to visit my personal residence under any circumstances.
Counsel students beyond my professional capacity; I will refer students in emotional distress to the appropriate counselor or support staff.
Inflict any physical or emotional abuse of students such as striking, spanking, shaking, slapping, humiliation, ridiculing, threatening or degrading.
Accompany a student off-campus alone without parental consent or arrange to meet a student outside of school hours for recreation, without informing the principal ahead of time.
Be alone or out of sight with a single student.
Use profanity or other language that is contextually inappropriate, culturally insensitive or offensive in reference to race, religion, ethnicity, sexual orientation or cognitive or physical abilities.
Download or watch pornography on school equipment or on the school premises.
Store photographs of students on a personal device. Photographs for school purposes will be uploaded in a reasonable amount of time to a school platform and deleted from personal devices.
Communicate with students outside the role of the professional or volunteer relationship (teacher, coach, host, etc.).
Record a student positioned or dressed in a way that could be deemed of a sexual or inappropriate nature. I will delete any inappropriate images captured inadvertently without delay.
Joke or tease in ways that could be misunderstood, are suggestive, or that make a student feel uncomfortable.
Allow students to be left unsupervised with laptops during non-teaching & learning times

such as breaks, recesses, and lunch.

I will inform the school administration if I become aware that another adult has disregarded any one of the above points.

I have read and understand the TIPS Child Protection and Safeguarding Policy. I will abide by all points in that policy.

I have read and understand the TIPS Risk Management Plan in the TIPS staff handbook.

I understand that as a person working with and/or providing services to students at Tokyo International Progressive School, I am subject to a background check. My signature confirms that I have read this Code of Conduct and that as a person working with children and youth, I agree to follow these standards. I understand that any action inconsistent with this Code of Conduct or failure to take action mandated by this Code of Conduct may be grounds for immediate dismissal from Tokyo International Progressive School.

By following the above points, you are helping to protect yourself and the school from allegations of improper behavior. It is always the adult's responsibility to set and respect boundaries.

Name:____________________ Signature: __________________ Date: __________

Appendix 2: Social Media Policy

TIPS recognizes that teachers, staff, students, and parents engage with social media applications daily. Social media are websites and applications that enable users to create and share content or to participate in social networking. These applications include but are not limited to, Facebook, Snapchat, Instagram, X, TikTok, blogs and other online tools.

Staff members do not accept students as “friends” on their social network sites or interact with students on social networking sites. Staff members do not post photos on their social media personal accounts in which current students are recognizable. Online interaction between TIPS staff and students must occur only in an educational context. For example, teachers who are sponsoring an extracurricular activity will need to contact students by cell phone. Staff members are asked to NOT accept parents of current students as friends on personal social media sites. The lines between public and private, personal and professional are blurred in the online world. If staff members identify themselves online as affiliated with TIPS, they need to be aware that their posts represent the entire school community. Staff should ensure that the content associated with them is consistent with their work at the school and the school’s values.

TIPS acknowledges that technology changes rapidly. If any member of the TIPS staff has a concern or question about the use of social media, this should be directed to the principal.