This policy is one of a series in the school’s integrated safeguarding portfolio. Our core safeguarding principles are:
▪ It is the school’s responsibility to safeguard and promote the welfare of children
▪ Representatives of the whole-school community of pupils, parents, staff and governors will be involved in policy development and review
▪ Policies will be reviewed annually, unless an incident or new legislation or guidance suggests the need for an earlier date of review.
▪ Policy statement
We recognise our moral and statutory responsibility to safeguard and promote the welfare of all children. We endeavour to provide a safe and welcoming environment where children are respected and valued. We are alert to the signs of abuse and neglect and follow our procedures to ensure that children receive effective support, protection and justice. The procedures contained in this policy apply to all staff.
▪ The school will ensure that the welfare of children is given paramount consideration when developing and delivering all school activity ▪ All children, regardless of age, gender, ability, culture, race, language, religion or sexual identity, have equal rights to protection ▪ All staff have an equal responsibility to act on any suspicion or disclosure that may suggest a child is at risk of harm in accordance with this guidance ▪ All pupils and staff involved in child protection issues will receive appropriate support from the senior management of the school who will follow this policy guidance in doing so.
▪ To provide all staff with the necessary information to enable them to meet their statutory responsibilities to promote and safeguard the wellbeing of children
▪ To ensure consistent good practice across the school
▪ To demonstrate the school’s commitment with regard to safeguarding children.
Safeguarding and promoting the welfare of children refers to the process of protecting children from abuse or neglect, preventing the impairment of their health or development, ensuring that children grow up in circumstances consistent with the provision of safe and effective and nurturing care and undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully.
Child Protection refers to the processes undertaken to meet statutory obligations laid out in the Child Protection Act, B.E. 2546 (2003) and associated guidance in respect of those children who have been identified as suffering, or being at risk of suffering harm.
Staff refers to all those working for or on behalf of the school, full time or part time, in either a paid or voluntary capacity.
Child refers to all young people who have not yet reached their 18th birthday.
Parent refers to birth parents and other adults who are in a parenting role, for example step-parents, foster carers and adoptive parents.
The National Education Act B.E.2542 (1999) and Amendments (Second National Education Act .B.E. 2545 (2002) require local education authorities and the governors of maintained schools colleges to make arrangements to ensure that their functions are carried out with a view to safeguarding and promoting the welfare of children. This same act requires proprietors of independent schools (including academies and city technology colleges) to have arrangements to safeguard and promote the welfare of children who are pupils at the school.
Research suggests that more than 10 percent of children will suffer some form of abuse. Due to their day-to-day contact with children, school staff are uniquely placed to observe changes in children’s behaviour and to recognise the outward signs of abuse. Children may also turn to a trusted adult in the school when they are in distress or at risk. It is vital that school staff are alert to the signs of neglect and abuse and understand the local procedures for reporting and acting upon their concerns (see section 6 for further guidance on this).
5. Key personnelThe Designated Safeguarding Lead for child protection within this school is:
Siwalin Tansuwanwong (Kru Wawa)
Teresa Flor de Gomez
Eileen de Scande
Tim J. Kist
Siwalin Tansuwanwong (Kru Wawa)
6. Roles and responsibilities
All schools must nominate a senior member of staff to coordinate child protection arrangements and this person is named in this policy guidance. The local authority maintains a list of all designated safeguarding lead (DSL) for safeguarding and child protection.
The school has ensured that the DSL:
▪ is appropriately trained
▪ acts as a source of support and expertise to the school community ▪ has an understanding of Local Safeguarding Children’s Board (LSCB) procedures
▪ keeps written records of all concerns when noted and reported by staff or when disclosed by a child, ensuring that such records are stored securely and reported onward in accordance with this policy guidance, but kept separately from the child’s general file
▪ refers cases of suspected neglect and/or abuse to children’s social care or police in accordance with this guidance and local procedure (see below at footnote)
▪ notifies children’s social care if a child with a child protection plan is absent for more than two days without explanation
▪ ensures that when a child with a child protection plan leaves the school, their information is passed to their new school and the child’s social worker is informed
▪ attends and/or contributes to child protection conferences in accordance with local procedure and guidance
▪ coordinates the school’s contribution to child protection plans
▪ develops effective links with relevant statutory and voluntary agencies
SIBS follows the Thai Ministry of Education and local government regulations regarding our LSCB procedures as well as the procedures outlined in the Child Protection Act, B.E. 2546 (2003)
▪ ensures that all staff sign to indicate that they have read and understood this policy
▪ ensures that the child protection policy is updated annually
▪ liaises with the nominated governor and head teacher (where the role is not carried out by the head teacher) as appropriate
▪ keeps a record of staff attendance at child protection training.
▪ makes this policy available to parents.
The deputy designated person(s) (DDP) is appropriately trained and, in the absence of the designated person, carries out those functions necessary to ensure the ongoing safety and protection of children. In the event of the long-term absence of the designated person, the deputy will assume all of the functions above. The governing body ensures that the school has:
▪ a DDP for safeguarding and child protection who is a member of the senior leadership team and who has undertaken the approved LSCB training in inter-agency working, in addition to basic child protection training
▪ child protection policy and procedures that are consistent with LSCB requirements, reviewed annually and made available to parents on request ▪ Procedures for dealing with allegations of abuse made against members of staff including allegations made against the head teacher
▪ Safer recruitment procedures that include the requirement for appropriate checks in line with national guidance)
▪ A training strategy that ensures all staff, including the headteacher, receive child protection training, with refresher training at three-yearly intervals. The DSL should receive refresher training at two-yearly intervals
▪ Arrangements to ensure that all temporary staff and volunteers are made aware of the school’s arrangements for child protection.
▪ The governing body nominates a member (normally the chair) to be responsible for liaising with the local authority and other agencies in the event of an allegation being made against the head teacher. An annual report will be submitted to the local authority about how the governing body’s duties have been carried out. Any weaknesses or areas of concern will be rectified without delay.
▪ ensures that the safeguarding and child protection policy and procedures are implemented and followed by all staff
▪ allocates sufficient time and resources to enable the DSL and deputy to carry out their roles effectively, including the assessment of pupils and attendance at strategy discussions and other necessary meetings
▪ ensures that all staff feel able to raise concerns about poor or unsafe practice and that such concerns are handled sensitively and in accordance with the school’s whistle blowing procedures
▪ ensures that child’s safety and welfare is addressed through the curriculum.
7. Good practice guidelines
To meet and maintain our responsibilities towards children, the school community agrees to the following standards of good practice;
▪ treating all children with respect
▪ setting a good example by conducting ourselves appropriately
▪ involving children in decision-making which affects them
▪ encouraging positive and safe behaviour among children
▪ being a good listener
▪ being alert to changes in child’s behaviour
▪ recognising that challenging behaviour may be an indicator of abuse ▪ reading and understanding all of the school’s safeguarding and guidance documents on wider safeguarding issues, for example bullying, physical contact, e-safety plans and information-sharing
▪ asking the child’s permission before doing anything for them which is of a physical nature, such as assisting with dressing, physical support during PE or administering first aid
▪ maintaining appropriate standards of conversation and interaction with and between children and avoiding the use of sexualised or derogatory language
▪ being aware that the personal and family circumstances and lifestyles of some children lead to an increased risk of neglect and or abuse.
8. Abuse of trust
All school staff are aware that inappropriate behaviour towards children is unacceptable and that their conduct towards all children must be beyond reproach. In addition, staff should understand that, it is an offence for a person over the age of 18 to have a sexual relationship with a person under the age of 18, where that person is in a position of trust, even if the relationship is consensual. This means that any sexual activity between a member of the school staff and a child under 18 may be a criminal offence, even if that child is over the age of consent.
9. Children who may be particularly vulnerable
Some children are at increased risk of neglect and or abuse. Many factors can contribute to an increase in risk, including prejudice and discrimination, isolation, social exclusion, communication issues and reluctance on the part of some adults to accept that abuse happens, or who have a high level of tolerance in respect of neglect.To ensure that all of our children receive equal protection, we will give special consideration and attention to children who are:
▪ disabled or have special educational needs
▪ living in a known domestic abuse situation
▪ affected by known parental substance misuse
▪ asylum seekers
▪ living away from home
▪ vulnerable to being bullied, or engaging in bullying
▪ living in temporary accommodation
▪ living transient lifestyles
▪ living in chaotic, neglectful and unsupportive home situations
▪ vulnerable to discrimination and maltreatment on the grounds of race, ethnicity, religion or sexuality
▪ involved directly or indirectly in prostitution or child trafficking
▪ do not have English as a first language.
Special consideration includes the provision of safeguarding information, resources and support services in community languages and accessible formats.
10. Support for those involved in a child protection issue
Child neglect and abuse is devastating for the child and can also result in distress and anxiety for staff who become involved. We will support the children and their families and staff by:
▪ taking all suspicions and disclosures seriously
▪ nominating a link person who will keep all parties informed and be the central point of contact. Where a member of staff is the subject of an allegation made by a child, a separate link person will be nominated to avoid any conflict of interest
▪ responding sympathetically to any request from a child or member of staff for time out to deal with distress or anxiety
▪ maintaining confidentiality and sharing information on a need-to-know basis only with relevant individuals and agencies
▪ storing records securely
▪ offering details of help lines, counselling or other avenues of external support
▪ cooperating fully with relevant statutory agencies.
11. Complaints procedure in respect of poor practice behaviour
Our complaints procedure will be followed where a child or parent raises a concern about poor practice towards a child that initially does not reach the threshold for child protection action. Poor practice examples include unfairly singling out a child, using sarcasm or humiliation as a form of control, bullying or belittling a child or discriminating against them in some way. Complaints are managed by senior staff, the headmaster and governors. Complaints from staff are dealt with under the school’s complaints and disciplinary and grievance procedures.
12. If you have concerns about a colleague
Staff who are concerned about the conduct of a colleague towards a child are undoubtedly placed in a very difficult situation. They may worry that they have misunderstood the situation and they will wonder whether a report could jeopardise their colleague’s career. All staff must remember that the welfare of the child is paramount. The school’s whistleblowing code (appendix 2) enables staff to raise concerns or allegations in confidence and for a sensitive enquiry to take place. All concerns of poor practice or concerns about a child’s welfare brought about by the behaviour of colleagues should be reported to the head teacher. Complaints about the head teacher should be reported to the chair of governors.Whistle-blowing Policy
13. Staff who are the subject of an allegation
When an allegation is made against a member of staff, set procedures must be followed. It is rare for a child to make an entirely false or malicious allegation, although misunderstandings and misinterpretations of events can and do happen. A child may also make an allegation against an innocent party because they are too afraid to name the real perpetrator. Even so, we must accept that some adults do pose a serious risk to children’s welfare and safety and we must act on every allegation made. Staff who are the subject of an allegation have the right to have their case dealt with fairly, quickly and consistently and to be kept informed of its progress. Suspension is not mandatory, nor is it automatic but, in some cases, staff may be suspended where this is deemed to be the best way to ensure that children are protected. Allegations against staff should be reported to the head teacher. Allegations against the head teacher should be reported to the chair of governors. The full procedures for dealing with allegations against staff can be found in the SIBS Whistle-blowing Policy
14. Staff training
It is important that all staff have training to enable them to recognise the possible signs of abuse and neglect and to know what to do if they have a concern. New staff and governors will receive training during their induction. All staff, including the head teacher (unless the head teacher is the DP) and governors will receive training that is updated at least every three years and the DSL will receive training updated at least every two years, including training in inter-agency procedures.
15. Safer recruitment
Our school endeavours to ensure that we do our utmost to employ ‘safe’ staff by following the guidance in Safeguarding Children and Safer Recruitment. Safer recruitment means that all applicants will:
▪ complete an application form
▪ provide two referees, including at least one who can comment on the applicant’s suitability to work with children
▪ provide evidence of identity and qualifications
▪ be checked through the Criminal Records Bureau as appropriate to their role.
▪ be interviewed.
All new members of staff will undergo an induction that includes familiarisation with the school’s safeguarding and child protection policy and identification of their own safeguarding and child protection training needs. All staff sign to confirm they have received a copy of the child protection policy (see: appendix 3).
16. Extended school and off-site arrangements
Where extended school activities are provided by and managed by the school, our own safeguarding and child protection policy and procedures apply. If other organisations provide services or activities on our site we will check that they have appropriate procedures in place, including safer recruitment procedures. When our children attend off-site activities, we will check that effective child protection arrangements are in place.
17. Photography and images
The vast majority of people who take or view photographs or videos of children do so for entirely innocent, understandable and acceptable reasons. Sadly, some people abuse children through taking or using images, so we must ensure that we have some safeguards in place. To protect children we will:
▪ seek their consent for photographs to be taken or published (for example, on our website or in newspapers or publications)
▪ seek parental consent
▪ use only the child’s first name with an image
▪ ensure that children are appropriately dressed
▪ encourage children to tell us if they are worried about any photographs that are taken of them.
For an example image consent:
1. Parent Terms and Conditions at SIBS
Most of our children will use mobile phones and computers at some time. They are a source of fun, entertainment, communication and education. However, we know that some men, women and young people will use these technologies to harm children. The harm might range from sending hurtful or abusive texts and emails, to enticing children to engage in sexually harmful conversations, webcam photography or face-to-face meetings.
The SIBS INFORMATION COMMUNICATION (ICT), MOBILE PHONE AND ELECTRONIC DEVICE USAGE policy explains how we try to keep children safe in school. Cyber-bullying by children, via texts and emails, will be treated as seriously as any other type of bullying and will be managed through our anti-bullying procedures. Chat rooms and social networking sites are the more obvious sources of inappropriate and harmful behaviour and children are not allowed to access these sites whilst in school. Some children will undoubtedly be ‘chatting’ on mobiles or social networking sites at home and we have distributed communication to help parents and children understand the possible risks.
19. Safeguarding and Child Protection Procedures
To ensure that our children are protected from harm, we need to understand what types of behaviour constitute abuse and neglect. Abuse and neglect are forms of maltreatment. Somebody may abuse or neglect a child by inflicting harm, for example by hitting them, or by failing to act to prevent harm, for example by leaving a small child home alone, or leaving knives or matches within reach of an unattended toddler. There are four categories of abuse: physical abuse, emotional abuse, sexual abuse and neglect.
Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces illness in a child (this used to be called Munchausen’s Syndrome by Proxy, but is now more usually referred to as fabricated or induced illness).
Emotional abuse is the persistent emotional maltreatment of a child, such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate or valued only for meeting the needs of another person. It may feature age – or developmentally-inappropriate expectations being imposed on children. These may include interactions that are beyond the child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying, causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.
Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, including prostitution, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative and non-penetrative acts. They may include non-contact activities, such as involving children in looking at, or in the production of, pornographic material or watching sexual activities, or encouraging children to behave in sexually inappropriate ways.
Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance misuse. Once a child is born, neglect may involve a parent or carer failing to provide adequate food and clothing or shelter, including exclusion from home or abandonment; failing to protect a child from physical and emotional harm or danger; failure to ensure adequate supervision, including the use of inadequate care-takers; or the failure to ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.
While bullying between children is not a separate category of abuse and neglect, it is a very serious issue that can cause considerable anxiety and distress. At its most serious level, bullying is thought to result in up to 12 child suicides each year. All incidences of bullying should be reported and will be managed through our anti-bullying procedures. All pupils and parents receive a copy of the anti-bullying procedures on joining the school and the subject of bullying is addressed at regular intervals in the personal, social and health education (PSHE) curriculum. If the bullying is particularly serious, or the anti-bullying procedures are deemed to be ineffective, the head teacher and the DSL will consider implementing child protection procedures.
Indicators of abuse and what you might see:
Physical signs define some types of abuse, for example, bruising, bleeding or broken bones resulting from physical or sexual abuse, or injuries sustained while a child has been inadequately supervised. The identification of physical signs is complicated, as children may go to great lengths to hide injuries, often because they are ashamed or embarrassed, or their abuser has threatened further violence or trauma if they ‘tell’. It is also quite difficult for anyone without medical training to categorise injuries into accidental or deliberate with any degree of certainty. For these reasons it is vital that staff are also aware of the range of behavioural indicators of abuse and report any concerns to the designated person. Remember, it is your responsibility to report your concerns. It is not your responsibility to investigate or decide whether a child has been abused.
A child who is being abused and/or neglected may:
▪ have bruises, bleeding, burns, fractures or other injuries
▪ show signs of pain or discomfort
▪ keep arms and legs covered, even in warm weather
▪ keep arms and legs covered, even in warm weather
▪ be concerned about changing for PE or swimming
▪ look unkempt and uncared for
▪ change their eating habits
▪ have difficulty in making or sustaining friendships
▪ appear fearful
▪ be reckless with regard to their own or other’s safety
▪ frequently miss school or arrive late
▪ show signs of not wanting to go home
▪ display a change in behaviour – from quiet to aggressive, or happy-go-lucky to withdrawn
▪ challenge authority
▪ become disinterested in their school work
▪ be constantly tired or preoccupied
▪ be wary of physical contact
▪ be involved in, or particularly knowledgeable about drugs or alcohol ▪ display sexual knowledge or behaviour beyond that normally expected for their age.
Individual indicators will rarely, in isolation, provide conclusive evidence of abuse. They should be viewed as part of a jigsaw, and each small piece of information will help the DSL to decide how to proceed. It is very important that you report your concerns – you do not need ‘absolute proof’ that the child is at risk.
The impact of abuse
The impact of child abuse should not be underestimated. Many children do recover well and go on to lead healthy, happy and productive lives, although most adult survivors agree that the emotional scars remain, however well buried. For some children, full recovery is beyond their reach, and the rest of their childhood and their adulthood may be characterised by anxiety or depression, self-harm, eating disorders, alcohol and substance misuse, unequal and destructive relationships and long-term medical or psychiatric difficulties.
Key points to remember for taking action are:
▪ in an emergency take the action necessary to help the child, for example, call 191 or 1669
▪ report your concern to the DSL by the end of the day
▪ if the DSL is not around, ensure the information is shared with the most senior person in the school that day and ensure action is taken to report the concern to children’s social care
▪ do not start your own investigation
▪ share information on a need-to-know basis only – do not discuss the issue with colleagues, friends or family
▪ complete a record of concern
▪ seek support for yourself if you are distressed.
If you suspect a child is at risk of harm
There will be occasions when you suspect that a child may be at serious risk, but you have no ‘real’ evidence. The child’s behaviour may have changed, their artwork could be bizarre or you may have noticed other physical but inconclusive signs. In these circumstances, you should try to give the child the opportunity to talk. The signs you have noticed may be due to a variety of factors and it is fine to ask the child if they are alright or if you can help in any way.
Use the welfare concern form (see: appendix 4) to record these early concerns. If the child does begin to reveal that they are being harmed you should follow the advice in the section ‘If a child discloses to you’. If, following your conversation, you remain concerned, you should discuss your concerns with the designated person.
If a child discloses information to you
It takes a lot of courage for a child to disclose that they are being neglected and or abused. They may feel ashamed, particularly if the abuse is sexual, their abuser may have threatened what will happen if they tell, they may have lost all trust in adults, or they may believe, or have been told, that the abuse is their own fault.
If a child talks to you about any risks to their safety or wellbeing you will need to let them know that you must pass the information on – you are not allowed to keep secrets. The point at which you do this is a matter for professional judgement. If you jump in immediately the child may think that you do not want to listen, if you leave it till the very end of the conversation, the child may feel that you have misled them into revealing more than they would have otherwise. Student disclosures may also be made by students to the online worry box available on the SIBS website, or QR codes posted on the campus.
During your conversation with the child:
▪ Allow them to speak freely.
▪ Remain calm and do not overreact – the child may stop talking if they feel they are upsetting you.
▪ Give reassuring nods or words of comfort – ‘I’m so sorry this has happened’, ‘I want to help’, ‘This isn’t your fault’, ‘You are doing the right thing in talking to me’.
▪ Do not be afraid of silences – remember how hard this must be for the child. ▪ Under no circumstances ask investigative questions – such as how many times this has happened, whether it happens to siblings too, or what does the child’s mother thinks about all this.
▪ At an appropriate time tell the child that in order to help them you must pass the information on.
▪ Do not automatically offer any physical touch as comfort. It may be anything but comforting to a child who has been abused.
▪ Avoid admonishing the child for not disclosing earlier. Saying ‘I do wish you had told me about this when it started’ or ‘I can’t believe what I’m hearing’ may be your way of being supportive but the child may interpret it that they have done something wrong.
▪ Tell the child what will happen next. The child may agree to go with you to see the designated person. Otherwise let them know that someone will come to see them before the end of the day.
▪ Report verbally to the designated person.
▪ Write up your conversation as soon as possible on the student disclosure report form and hand it to the designated person.
▪ Seek support if you feel distressed.
The school will normally seek to discuss any concerns about a child with their parents. This must be handled sensitively and the DSL will make contact with the parent in the event of a concern, suspicion or disclosure. However, if the school believes that notifying parents could increase the risk to the child or exacerbate the problem, then advice will first be sought from children’s social care.
Referral to children’s social care
The DSL will make a referral to children’s social care if it is believed that a child is suffering or is at risk of suffering significant harm. The child (subject to their age and understanding) and the parents will be told that a referral is being made, unless to do so would increase the risk to the child.
Children with sexually harmful behaviour
Children may be harmed by other children or young people. Staff will be aware of the harm caused by bullying and will use the school’s anti-bullying procedures where necessary. However, there will be occasions when a child’s behaviour warrants a response under child protection rather than anti-bullying procedures. In particular, research suggests that up to 30 per cent of child sexual abuse is committed by someone under the age of 18.
The management of children and young people with sexually harmful behaviour is complex and the school will work with other relevant agencies to maintain the safety of the whole school community. Young people who display such behaviour may be victims of abuse themselves and the child protection procedures will be followed for both victim and perpetrator.
Confidentiality and sharing information
All staff will understand that child protection issues warrant a high level of confidentiality, not only out of respect for the child and staff involved but also to ensure that being released into the public domain does not compromise evidence. Staff should only discuss concerns with the designated person, head teacher or chair of governors (depending on who is the subject of the concern). That person will then decide who else needs to have the information and they will disseminate it on a ‘need-to-know’ basis. Child protection information will be stored and handled in line with the Personal Data Protection Act 2019 ('PDPA') principles. Information is:
▪ processed for limited purposes
▪ adequate, relevant and not excessive
▪ kept no longer than necessary
▪ processed in accordance with the data subject’s rights
Record of concern forms and other written information will be stored in a locked facility and any electronic information will be password protected and only made available to relevant individuals. Every effort should be made to prevent unauthorised access and sensitive information should not be stored on laptop computers, which, by the nature of their portability, could be lost or stolen. If it is necessary to store child protection information on portable media, such as a CD or flash drive, these items should also be kept in locked storage. Child protection information will be stored separately from the child’s school file and the school file will be ‘tagged’ to indicate that separate information is held.
Child protection records are normally exempt from the disclosure provisions of the Data Protection Act, which means that children and parents do not have an automatic right to see them. If any member of staff receives a request from a child or parent to see child protection records, they should refer the request to the head teacher. The Data Protection Act does not prevent school staff from sharing information with relevant agencies, where that information may help to protect a child. The school’s policy on confidentiality and information-sharing is available to parents and children on request.
Reporting directly to child protection agencies
Staff should follow the reporting procedures outlined in this policy.
However, they may also share information directly with children’s social care, police, or the Ministry of Social Development and Human Security.
▪ the situation is an emergency and the designated senior person, their deputy, the head teacher and the chair of governors are all unavailable
▪ they are convinced that a direct report is the only way to ensure the child’s safety.
▪ Related safeguarding portfolio policies
▪ Physical intervention and the use of reasonable force
▪ Personal and intimate care
▪ Complaints procedure
▪ Appropriate physical contact
▪ Whistle blowing
▪ Missing children
▪ Safer recruitment
▪ Managing allegations
▪ Grievance and disciplinary Key service contacts:
Key Service Contacts
Thai Social Services
Chiangmai-Maerim Rd, (Chotana)
Tambon Changpuak Chiangmai 50300
The HUG Project
Kad Farang Shopping Center
Tambon Ban Waen
(if children have a disclosure) Childline Thailand
Thanon Phetchaburi, Ratchathewi,
(if there is possible CSAM) TICAC-Thailand
Internet Crimes Against Children
Thanon Rama 1, Khwaeng Pathum
Khet Pathum Wan, Krung Thep Maha
(distance of 4 Km)
Moo 3, Chiangmai-Hot Rd.
Chiang Mai 50230
(distance of 9.6 Km)
Moo 10, Chiangmai-Hangdong Rd.
Chiang Mai 50100
(distance of 13.5 Km)
316/1 Chiangmai-Lamphun Rd.
Tambon Nong Hoi
Chiang Mai 50000
(distance of 23.1 Km)
88/8-9 Moo 6
Tambon Nong Pa Khrang
Chiang Mai 50000
052-089888 or 1719
One Stop Crisis Centers (OSCC)
Key professional contacts:
Thai Social Services Chiang Mai
Chiangmai-Maerim Rd, (Chotana)
053-112719 or 053-112716
Care for Children NGO Chiang Mai
223/30 Moo 1, Nong Hoi Rd,
Tambon Chang Phueak
Chiang Mai 50300
Samaritans of Thailand
Chiang Mai Samaritans Center
(053) 225-977 to 78
Emergency out of hours contacts
In an emergency, outside of office hours and all day on Saturdays, Sundays and Public Holidays for child protection concerns, the Ministry of Social Development and Human Security can be contacted 24 hours a day. Please dial 1300.
Email at: firstname.lastname@example.org