Child Safety Policy
Updated January 2024
Guiding Principles
Whenever possible, all three guiding principles of visibility, accountability, and appropriate use and balance of power govern our behavior. When one principle is not possible to achieve because of circumstances outside the staff member’s control, the other two principles are of utmost importance.
The principles apply to relationships with students at any time, both on campus and off campus. Staff members are always bound by these principles.
Visibility
Scriptural basis
"But whoever lives by the truth comes into the light, so that it may be seen plainly that what they have done has been done in the sight of God." (John 3:21)
"Rather, we have renounced secret and shameful ways; we do not use deception, nor do we distort the word of God. On the contrary, by setting forth the truth plainly we commend ourselves to everyone’s conscience in the sight of God." (2 Cor 4:2)
Question: Is it possible for others to see me?
Possible examples
When meeting one to one with students, staff members should be situated in a way that visibility is possible and lighting is appropriate.
Staff members should choose appropriate areas of campus to meet with students where visibility is possible
Accountability
Scriptural basis
"And let us consider how we may spur one another on toward love and good deeds, not giving up meeting together, as some are in the habit of doing, but encouraging one another—and all the more as you see the Day approaching." (Heb 10:24-25)
"Instead, speaking the truth in love, we will grow to become in every respect the mature body of him who is the head, that is, Christ." (Eph. 4:15)
Question: Do others know what I am doing?
Possible examples
Meetings with students should be during school hours (7:30 - 4:30) unless the staff member has specifically arranged for accountability. Exceptions may be made for public places when others are around.
Staff members should not meet students off campus. If staff members have outside responsibilities that make this a possibility (e.g. church or mission responsibilities), staff members should disclose the outside meetings or relationships to a supervisor.
Appropriate Use and Balance of Power
Scriptural basis
"But in your hearts revere Christ as Lord. Always be prepared to give an answer to everyone who asks you to give the reason for the hope that you have. But do this with gentleness and respect" (1 Peter 3:15)
"...Do not exasperate your children; instead, bring them up in the training and instruction of the Lord." (Eph 6:4)
Question: Do students feel safe in my presence?
Possible examples
Staff members should take care to use appropriate language, posture, and tone of voice in order to ensure that students feel safe and comfortable in their presence.
The nature of the conversation may determine the balance of power. Subject matter that is sensitive may require a different balance, i.e. another adult or another student.
Two staff members or one staff member and an approved second adult are the minimum requirement for off-campus school related trips or off-hours events with students. At least one of the adults must be a ZOE staff member, though both should have signed the “Code of Conduct”, read all appropriate child safety materials and received any appropriate training regarding safety policies.
Secondary Principles
- Physical Contact
Touch will be in response to the need of the child, not the need of the adult. Acceptable physical contact should be:
open, not secretive.
age-appropriate.
initiated by the child rather than the adult.
with the child’s permission.
respectful of a child’s resistance.
Actions that are unacceptable and may be considered abuse include, but are not limited to, the following:
touching buttocks, chests, genital areas or thighs except to keep young children clean or healthy.
any form of affection that is resisted or unwanted by the child.
any behavior that could be interpreted as sexual in nature, including flirtatious or seductive looks.
assisting the child with anything of a personal nature that children are able to do themselves, including dressing and bathing.
- Discipline
Discipline should be used to teach and respectfully correct rather than punish. Actions that may be considered abuse include, but are not limited to:
Physical Abuse: hitting, spanking, shaking, slapping, any behavior that assaults a child; pushing or restraining a child outside the goals of protecting them or others from danger or providing medical care.
Verbal Abuse: degrading, ridiculing, yelling at a child or using other forms of hostile language.
Sexual Abuse: inappropriate touching, exposing oneself, sexually inappropriate conversations.
Psychological Abuse: shaming, humiliation, cruelty.
Neglect: inappropriate isolation or withholding food, water or shelter.
- Communication
All verbal, nonverbal, and digital communication with students, including e-mail, texts, and all forms of social media, will be guided by principles of professionalism and integrity and conducted with caution and discretion.
Appropriate behaviors include, but are not limited to, the following:
praise and/or positive reinforcement with a pedagogical purpose when used consistently and equally for all children.
e-mails using only the zoe.or.jp address.
Unacceptable behaviors include, but are not limited to, the following:
profanity, sexual innuendo, or risqué jokes.
private messaging via phone messaging, social media and/or online gaming communities, except in specific, approved situations, guided by our primary principles.
yelling, threatening, ridiculing, shaming, humiliating or degrading comments.
- Relationships
All relationships should be wholesome, above reproach and conducted in a way that honors God.
Adults should avoid favoring particular children to the exclusion of others, or excluding children in a derogatory or embarrassing way in the presence of others.
The following contact/relationships with a child/student are considered unacceptable:
intimate contact/relationships
romantic contact/relationships
sexual contact/relationships
inappropriate emotional contact/relationships
relationships that could be perceived as exploitive
Administrators periodically and randomly inspect classrooms, offices, and other areas to verify compliance with these safeguards.
- Exploitation
Using relationships with ZOE students or their families for personal profit or gain
Exploitation is an inappropriate use of power or status
Exploitation includes using children to make a profit
Exploitation includes using children for one’s own benefit
Responding to signs of child abuse
Each situation is different. In considering the most effective response that will ensure the child’s safety and wellbeing, you may need to gather information and facts. These could include:
If you have a reasonable belief that a child is being abused in any form, do not wait, contact Child Protection and/or the Police.
Make notes – record what you observe. Date and sign the entry.
Consult colleagues – get support and advice from your colleagues and supervisors. Compare notes and brainstorm possible strategies.
Develop action plans based on procedures – familiarise yourself with your employer’s procedures and processes about what to do.
Talk to other agencies about helping the family – collaborate with or engage family support services, community health services, local government services, Department of Families, Fairness & Housing and Child Protection contacts, and disability services. You may want to call a case conference for professionals to discuss their concerns.
Talk to the child – do this with respect for the child’s or young person’s need for privacy and confidentiality. Your role in speaking to the child is not to investigate but rather to provide support.
Talk to the parent or parents – only if you believe it will not jeopardise the safety of the child or young person or compromise a Child Protection or police investigation should this be required.
Responding to signs of child abuse
Each situation is different. In considering the most effective response that will ensure the child’s safety and wellbeing, you may need to gather information and facts. These could include:
-If you have a reasonable belief that a child is being abused in any form, do not wait, contact Child Protection and/or the Police.
-Make notes – record what you observe. Date and sign the entry.
-Consult colleagues – get support and advice from your colleagues and supervisors. Compare notes and brainstorm possible strategies.
-Develop action plans based on procedures
-Talk to the child – do this with respect for the child’s or young person’s need for privacy and confidentiality. Your role in speaking to the child is not to investigate but rather to provide support.
-Talk to the parent or parents – only if you believe it will not jeopardise the safety of the child or young person or compromise a Child Protection or police investigation should this be required.
Responsibilities of the Child Safety Officer
The child safety officer is required to make a reportChild Protection where they form a reasonable belief, that a child has been or is at risk of significant harm, as a result of physical or sexual abuse, and the parents/carers are unable or unwilling to protect the child from that abuse:
-They legally obliged to make a report to Child Protection if you believe on reasonable grounds that a child is in need of protection from physical or sexual abuse
-must make the report as soon as practicable after forming your belief
-must make a report each time you become aware of any further grounds for your belief.
are encouraged to make a report to Child Protection in relation to other reasons is in need of protection.
Keep in mind:
-You don’t have to prove that the abuse has occurred, Child Protection will make an assessment and investigate if required.
-If you have formed the belief that a child is in need of protection from physical or sexual abuse, you are obliged to make the report even if someone in a position of authority directs you not to make a report.
-You are responsible for reporting your belief – it is not the responsibility of your manager, supervisor, principal or anyone else – however, if you honestly and reasonably believe all of the grounds for your belief have already been reported to Child Protection by someone else, this is a valid reason for you not to make the same report.
-Mandatory reporting requirements take precedence over professional codes of practice where confidentiality or client privilege would otherwise apply.
-A report made in good faith does not constitute unprofessional conduct or a breach of professional ethics, nor does it subject the person to any liability, or contravene the confidentiality provisions in the legislation governing health and mental health services.
How to make a report
Call the appropriate Intake phone number.
The Child Protection Intake worker will ask you for certain information, including:
Details – the child’s or young person’s name, age and address.
Indicators of harm – the reason for believing that the injury or behaviour is the result of abuse or neglect.
Reason for reporting – the reason why the call is being made now.
Safety assessment – assessment of immediate danger to the child or children. For example, information may be sought on the whereabouts of the alleged abuser or abusers.
Description – description of the injury or behaviour observed.
Child’s whereabouts – the current whereabouts of the child or young person.
Other services – your knowledge of other services involved with the family.
Family information – any other information about the family.
Cultural characteristics – any specific cultural or other details that will help to care for the child, for example, cultural origins, interpreter or disability needs.
Contact Details
Police - 110
Kanagawa Police Office - 045-211-1212
Child Abuse Consultation Center and Child Abuse Hotline - 189
Yokohama Chuo Child - Consultation Center 045-260-6510
Child Abuse Information - https://www.pref.kanagawa.jp/docs/w6j/otherlanguage/otherlanguage.html
School Office Contact Details
Should you have any questions, feel free to contact us any time.
Reception - 8:30AM~3:30PM
Phone - 090-9546-1074
Email - hello@zoeinternationalschool.com
Circle - Zoe International School