Part 1: Policy Statement and Framework

1. Purpose and Scope

1.1 Purpose

Empower Learning System-Malaysia (henceforth referred to as "Empower Learning") is unwavering in its commitment to creating a safe, nurturing, and protective environment for all children in our care. This Child Safeguarding Policy establishes the framework, standards, and procedures to prevent, identify, and respond to all forms of abuse, neglect, and exploitation.

This policy exists to:

1.2 Scope

This policy applies to:

1.3 Policy Statement

Empower Learning Pledge

Empower Learning System-Malaysia believes that every child has the fundamental right to be safe, respected, and protected. We are committed to creating a culture where child safeguarding is everyone's responsibility, where concerns are taken seriously, and where prompt, appropriate action is always taken to protect children from harm. We maintain a zero-tolerance approach to any form of child abuse, exploitation, or neglect.

2. Guiding Principles

All safeguarding activities at Empower Learning are guided by the following core principles:

Core Guiding Principles of Child Safeguarding
Principle Description
Best Interests of the Child The welfare and safety of the child shall be the paramount consideration in all decisions and actions. Every policy, procedure, and intervention must prioritise what is best for the child.
Zero Tolerance Empower Learning maintains zero tolerance for any form of child abuse, neglect, exploitation, or harmful behaviour toward children. Any breach will result in immediate and decisive action.
Child Participation Children have the right to be heard, express their views, and participate in decisions affecting them. We create safe spaces for children to voice concerns and provide feedback.
Non-Discrimination Every child is equally entitled to protection regardless of race, religion, nationality, gender, disability, socioeconomic status, or any other characteristic.
Survivor-Centred Approach When responding to concerns, the child's safety, dignity, privacy, and emotional well-being are prioritised. Responses are compassionate, timely, and appropriate to the child's needs.
Confidentiality All safeguarding concerns are handled with strict confidentiality, shared only on a need-to-know basis with authorised personnel and relevant authorities.
Shared Responsibility Safeguarding is the collective responsibility of every adult associated with Empower Learning. Every person has a duty to recognise, report, and respond to concerns.

3. Definitions and Types of Abuse

3.1 Definition of a Child

For the purposes of this policy, a "child" is defined as any person under the age of 18 years, consistent with the UN Convention on the Rights of the Child and Malaysian law.

3.2 Types of Abuse

Child abuse refers to any act of commission or omission that endangers or impairs a child's physical, emotional, or psychological well-being. The following types of abuse are recognised by Empower Learning:

3.2.1 Physical Abuse

Physical abuse involves the deliberate use of physical force against a child that results in, or has the potential to result in, physical injury. Examples include:

3.2.2 Emotional Abuse

Emotional abuse involves behaviours that harm a child's self-worth, emotional well-being, or psychological development. Examples include:

3.2.3 Sexual Abuse

Sexual abuse involves any sexual activity with a child, including contact and non-contact acts. Examples include:

3.2.4 Neglect

Neglect involves the persistent failure to meet a child's basic physical, emotional, educational, or medical needs. Examples include:

3.2.5 Online Abuse

Online abuse involves the use of digital technology to harm, exploit, or endanger a child. Examples include:

3.2.6 Peer-on-Peer Abuse

Peer-on-peer abuse occurs when a child is harmed by another child, including bullying, physical violence, sexual harassment, or harmful sexual behaviour. This includes both online and offline contexts.

4. Roles and Responsibilities

4.1 Designated Safeguarding Personnel

Designated Safeguarding Personnel
Role Responsibilities Appointment
Designated Safeguarding Lead (DSL) Overall responsibility for safeguarding policy implementation, managing concerns, liaising with authorities, record-keeping, staff training coordination Senior Leadership Team member with specialist training
Deputy DSL(s) Acts in the DSL's absence, assists with investigations, supports the DSL in training and record-keeping At least two appointed deputies
Safeguarding Governor Board-level oversight of safeguarding, reviews policy annually, ensures compliance, holds leadership accountable Board of Governors member
Child Protection Officer (CPO) Day-to-day management of child protection cases, initial assessments, referral to external agencies Trained senior staff member

4.2 All Staff Responsibilities

Every staff member at Empower Learning has the following safeguarding responsibilities:

4.3 Mandatory Reporting Obligations

Legal Obligation

Under Malaysian law, particularly the Child Act 2001 and the Sexual Offences Against Children Act 2017, all staff members are mandated reporters. Failure to report suspected child abuse or neglect may result in legal consequences and will be treated as a serious disciplinary matter.

Part 2: Standard Operating Procedures (SOPs)

SOP 1: Safer Recruitment and Training

Objective

To ensure that all individuals working with or having access to children at Empower Learning are suitable, vetted, and appropriately trained to safeguard children.

1.1 Recruitment Procedures

Step 1: Application Screening

  • All applicants must complete a comprehensive application form disclosing any criminal convictions, cautions, or safeguarding concerns
  • Application forms must include consent for background checks
  • Gaps in employment history must be explained

Step 2: Identity and Qualification Verification

  • Verify original identity documents (IC/passport)
  • Verify all professional qualifications and teaching certifications
  • Verify right to work in Malaysia

Step 3: Background Checks

  • Conduct police clearance / criminal record check for all staff
  • Obtain two professional references, one of which must be from the most recent employer
  • References must specifically address the candidate's suitability to work with children
  • For international hires, obtain equivalent background checks from country of origin

Step 4: Interview Process

  • Include safeguarding-specific questions in all interviews
  • Assess candidate's understanding of professional boundaries
  • Include scenario-based questions related to child protection
  • Panel must include at least one person trained in safer recruitment

Step 5: Pre-Appointment Checks

  • Complete all checks before the individual starts work
  • No staff member may work unsupervised with children until all checks are cleared
  • Maintain a Single Central Record of all pre-appointment checks

1.2 Training Requirements

Safeguarding Training Schedule
Training Type Frequency Audience
Induction Safeguarding Training Before working with children All new staff
Annual Refresher Training Every 12 months All staff
DSL/CPO Advanced Training Every 24 months DSL, Deputy DSLs, CPO
Online Safety Training Annually All staff
Trauma-Informed Practice Every 24 months Teaching staff

1.3 Volunteer and Visitor Protocols

  • All volunteers must complete an application form and provide references
  • Volunteers working regularly with children require police clearance
  • Volunteers must never be left unsupervised with children
  • Visitors must sign in, wear identification, and be accompanied at all times
  • Contractors must be supervised when working in areas accessible to children
SOP 2: Staff Conduct and Professional Boundaries

Objective

To establish clear standards of professional conduct and appropriate boundaries between staff and students, ensuring all interactions are safe, respectful, and transparent.

2.1 Expected Professional Conduct

All staff members must:

  • Treat every child with dignity, respect, and fairness
  • Use positive, encouraging language and constructive discipline strategies
  • Maintain professional boundaries at all times
  • Work within sight or hearing of another adult whenever possible (two-adult rule)
  • Ensure all interactions are observable and interruptible
  • Report any accidental breaches of protocol to the DSL immediately

2.2 Physical Contact Guidelines

Appropriate vs. Inappropriate Physical Contact
Appropriate Contact Inappropriate Contact (Prohibited)
Side-hugs or shoulder pat when comforting a distressed child (with consent) Any contact with intimate body areas (chest, buttocks, genitals, thighs)
Holding a young child's hand for safety guidance Kissing, lap-sitting, or prolonged hugging
Gentle pat on the shoulder for encouragement Tickling, play-fighting, wrestling, or physical teasing
Physical contact during first aid or emergency assistance Front-facing full-body hugs with older children
High-fives, fist bumps, or handshakes Any contact that makes the child uncomfortable

2.3 Communication Boundaries

Permitted Communication:

  • School-approved email systems for educational purposes
  • Official school communication platforms (e.g., Google Classroom, school portal)
  • Parent-teacher communication through official channels
  • Group communications visible to multiple adults

Prohibited Communication:

  • Personal email, phone calls, or text messages with individual students
  • Personal social media connections (friend/follow) with students
  • Private messaging through any platform (WhatsApp, Instagram, etc.)
  • Communication of a personal or non-educational nature
  • Sharing personal information, problems, or intimate details with students

2.4 Prohibited Behaviours

Strictly Prohibited
  • Any form of corporal punishment or physical discipline
  • Any form of sexual comment, conduct, or innuendo directed at or in the presence of children
  • Meeting students outside school without written parental and school approval
  • Transporting students in personal vehicles without authorisation
  • Giving personal gifts or money to individual students
  • Taking photographs or videos of students on personal devices without authorisation
  • Shouting, threats, intimidation, or humiliation as disciplinary methods
  • Discussing confidential student matters in public or with unauthorised persons

2.5 One-to-One Situations

  • The door must remain open, or the interaction must be visible to others
  • Another staff member must be informed of the interaction
  • The interaction must be for a legitimate educational or welfare purpose
  • A brief record should be kept of the reason and duration
  • After-hours one-to-one meetings are strongly discouraged and require DSL approval
SOP 3: Reporting and Response Procedures

Objective

To establish clear, step-by-step procedures for reporting safeguarding concerns and ensure prompt, appropriate response to all disclosures and suspicions of abuse.

3.1 Reporting Flowchart

1 RECOGNISE - You observe, hear, or suspect abuse or see signs of neglect
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2 KEEP THE CHILD SAFE - Do not confront the alleged perpetrator. Ensure the child's immediate safety
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3 LISTEN - If the child discloses, listen carefully without asking leading questions or making promises
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4 RECORD - Write down exactly what was said/done, when, where, and any witnesses. Use exact words where possible
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5 REPORT IMMEDIATELY - Within 24 hours, report to the DSL/CPO using the Child Protection Reporting Form (Appendix A)
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6 DSL ASSESSES - DSL/CPO conducts initial assessment and risk assessment within 24 hours
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7 ACTION TAKEN - Appropriate action taken: internal measures, parental notification, or referral to external authorities (JPN, police, JKM)

3.2 Emergency Situations

If a child is in immediate danger:

  1. Protect the child - Remove from immediate danger if safe to do so
  2. Contact emergency services - Call 999 for police or ambulance
  3. Inform the DSL immediately - Even if outside normal hours
  4. Do NOT investigate - Leave investigation to trained professionals
  5. Preserve evidence - Do not wash, clean, or remove any potential evidence

3.3 External Reporting Obligations

External Reporting Contacts
Agency When to Contact Contact
Royal Malaysia Police (PDRM) Criminal activity, immediate danger, sexual abuse 999 (emergency) / Nearest police station
Department of Social Welfare (JKM) Child protection concerns, neglect, welfare issues 1-800-88-3080 (Talian Kasih)
State Education Department (JPN) Serious concerns involving school staff Respective state JPN office
Hospital / Medical Services Physical injuries requiring medical attention 999 (ambulance) / nearest hospital

3.4 Confidentiality in Reporting

  • All reports are handled with strict confidentiality
  • Information is shared only on a need-to-know basis
  • The identity of the reporter is protected where possible
  • Records are stored securely with restricted access
  • Staff must not discuss concerns in staff rooms, social media, or public spaces

3.5 Whistleblowing

Staff who report concerns in good faith are protected from retaliation, even if the concern turns out to be unsubstantiated. Any form of victimisation against a whistleblower will result in disciplinary action.

SOP 4: Investigation Protocol

Objective

To ensure that all safeguarding concerns are investigated thoroughly, fairly, and in a manner that protects the child and upholds the rights of all parties.

4.1 Initial Response (Within 24 Hours)

  1. The DSL/CPO receives and acknowledges the report
  2. Conduct an immediate risk assessment to determine if the child is in ongoing danger
  3. If immediate danger exists, take protective action and contact emergency services
  4. Document the initial report and risk assessment
  5. Inform senior leadership if the concern is serious or involves a staff member

4.2 Investigation Process

Phase 1: Information Gathering (Within 48 Hours)

  • Collect all written reports and documentation
  • Identify and interview relevant witnesses
  • Review any physical evidence (photographs, documents, digital records)
  • Consult with external agencies where appropriate

Phase 2: Formal Investigation

  • Investigation conducted by trained, impartial personnel (DSL or external investigator)
  • Alleged perpetrator informed of allegations (if staff member)
  • Alleged perpetrator suspended pending investigation if risk to children exists
  • Child and family kept informed of process (age-appropriate)
  • Investigation completed within 10 working days where possible

Phase 3: Outcome and Action

  • Findings documented in writing
  • Outcome categories: Substantiated, Unsubstantiated, Inconclusive, False
  • Appropriate action determined based on findings
  • Child's ongoing safety and welfare reviewed

4.3 Possible Outcomes and Actions

Investigation Outcomes and Actions
Outcome Actions
Substantiated Disciplinary action, referral to police/JKM, termination if staff involved, ongoing support for child
Unsubstantiated No further action, documentation retained, support offered to all parties, review of any systemic issues
Inconclusive Enhanced monitoring, additional safeguards, support for child, review if new information emerges
False Allegation Support for accused party, explore reasons for allegation, child welfare support

4.4 Support During Investigation

  • For the child: Counselling support, safety planning, continued education, regular check-ins with a trusted adult
  • For the family: Clear communication, involvement in safety planning (unless contraindicated), access to support services
  • For the accused (if staff): Right to representation, fair process, suspension with pay pending outcome, counselling if needed
  • For the reporter: Protection from retaliation, updates on process, recognition of professional duty
SOP 5: Online Safety and Digital Conduct

Objective

To protect children from online harm, ensure safe digital practices, and establish clear guidelines for all digital interactions between staff and students.

5.1 Staff Digital Conduct

Approved Communication Channels:

  • School-provided email accounts
  • Approved Learning Management Systems (e.g., Google Classroom, Microsoft Teams for Education)
  • Official school communication apps approved by the administration

Strictly Prohibited:

  • Adding students as friends or contacts on personal social media accounts
  • Messaging students through personal WhatsApp, Telegram, or similar apps
  • Sharing personal phone numbers or email addresses with students
  • Creating or sharing content that sexualises, demeans, or exploits children
  • Accessing inappropriate content on school devices or networks
  • Sharing students' personal data, images, or information without consent

5.2 Student Online Safety

  • Online safety education integrated into the curriculum at all age levels
  • Digital citizenship topics including cyberbullying, grooming, privacy, and digital footprint
  • Internet filtering and monitoring on all school devices and networks
  • Students taught to report uncomfortable online interactions immediately
  • Parent education sessions on online safety conducted annually

5.3 Online Learning Protocols

  • Virtual classes must have at least two adults present where possible
  • Video sessions must be recorded and stored securely
  • Students must use school-provided accounts with real names
  • Chat functions must be monitored during live sessions
  • Breakout rooms require adult supervision

5.4 Photography and Filming

  • Written parental consent required before photographing or filming any student
  • Images must not identify children by full name when published
  • No photographs in bathrooms, changing areas, or during sensitive activities
  • Staff must use only school-issued devices for taking photos of students
  • All images stored on secure school servers, not personal devices or cloud accounts
SOP 6: Managing Disclosures from Children

Objective

To equip all staff with the skills to respond appropriately when a child discloses abuse or expresses a safeguarding concern.

6.1 What is a Disclosure?

A disclosure occurs when a child tells someone about abuse, harm, or a situation that makes them feel unsafe. Disclosures can be direct (explicitly stating what happened) or indirect (hinting, drawing, or behavioural changes).

6.2 The "LISTEN" Response Protocol

LISTEN Protocol for Managing Disclosures
Step Action
L - Listen Give the child your full attention. Stay calm. Let them speak in their own words. Do not rush them.
I - In Their Words Use the child's own words. Do not paraphrase or put words in their mouth. Record exact quotes where possible.
S - Stay Neutral Do not show shock, anger, or disbelief. Maintain a calm, supportive demeanour. Your reaction matters.
T - Thank Them Tell the child they did the right thing by telling you. "Thank you for trusting me." Validate their courage.
E - Explain Tell the child you must share this with someone who can help. Do NOT promise secrecy. "I need to tell [name] so we can keep you safe."
N - Note and Notify Write down everything immediately after the conversation. Report to the DSL/CPO within the hour.

6.3 What NOT to Do

Critical Reminders
  • Do NOT ask leading questions ("Did he touch you there?")
  • Do NOT promise to keep it a secret
  • Do NOT show shock, anger, or disbelief
  • Do NOT investigate or ask the child to repeat the story to others
  • Do NOT contact the alleged perpetrator or family without DSL guidance
  • Do NOT delay reporting - act immediately
  • Do NOT discuss the disclosure with colleagues casually

6.4 Recording the Disclosure

Immediately after the conversation, write down:

  • Date and time of the disclosure
  • Exact words used by the child (in quotes where possible)
  • Your exact responses
  • Any visible signs or behaviours noted
  • Anyone else present or nearby
  • Your signature and the time of documentation

Record on the official Child Protection Reporting Form (Appendix A) and submit to the DSL within the hour.

Part 3: Practical Scenarios

The following scenarios are designed to help staff understand how to apply the safeguarding policy and SOPs in real-world situations. Each scenario includes the situation, the correct response steps, and key learning points.

Scenario 1: Suspected Physical Abuse

The Situation

Ahmad, aged 9, comes to school on Monday morning wearing long sleeves despite the hot weather. During PE class, when he removes his jacket, you notice multiple bruises on his arms and one on his face. The bruises appear to be in various stages of healing. When asked casually about the bruises, Ahmad becomes withdrawn and says, "I fell at home." He avoids eye contact and quickly puts his jacket back on.

The Correct Response

Step 1: Observe and Document

Do not confront Ahmad directly about abuse. Note exactly what you observed: the location, colour, and approximate age of the bruises. Record his exact words and behaviour.

Step 2: Do Not Investigate

Do not ask probing questions like "Did someone hit you?" or "Who gave you those bruises?" This could contaminate any future investigation.

Step 3: Report to DSL Immediately

Within the hour, report your observations to the DSL using the Child Protection Reporting Form. Include all factual observations without interpretation or assumption.

Step 4: Continue Normal Interaction

Continue to interact with Ahmad normally. Do not treat him differently or make him feel singled out. Let him know he can talk to you if he needs help.

Step 5: DSL Takes Over

The DSL will assess the concern, potentially speak with Ahmad using appropriate techniques, contact parents (if safe to do so), and make any necessary referrals to JKM or medical services.

Key Learning Points
  • Document only what you observe - facts, not assumptions
  • Never interrogate a child - leave questioning to trained professionals
  • Bruises in various stages of healing can indicate repeated abuse
  • A child's explanation that doesn't match the injury is a warning sign
  • Your role is to recognise and report, not to investigate
Scenario 2: Disclosure of Sexual Abuse

The Situation

Siti, aged 11, stays behind after class and says she needs to talk to you. Once the other students have left, she says: "I don't like it when Uncle comes to our house. He touches me in places that make me uncomfortable. He told me not to tell anyone or something bad will happen." She starts crying and says, "Please don't tell anyone - he'll know I told."

The Correct Response

Step 1: Stay Calm and Listen

Maintain a calm, composed expression even though you may feel shocked or upset. Find a private space where you can talk without being overheard, but ensure the door remains open or you are visible to others.

Step 2: Use the LISTEN Protocol

Let Siti speak in her own words. Use neutral prompts like "Tell me more" or "I'm listening." Do not ask "Where exactly did he touch you?" - that is a leading question for the DSL or professionals to ask.

Step 3: Thank and Validate

Say: "Thank you for telling me, Siti. That was very brave. What happened is not your fault, and you haven't done anything wrong."

Step 4: Explain Next Steps Honestly

Say: "I need to tell Mrs. [DSL name] because we need to make sure you are safe. She is specially trained to help with this. I cannot keep this a secret because I care about keeping you safe." Do not promise secrecy.

Step 5: Do Not Promise Specific Outcomes

Do not say "Uncle will go to jail" or "You won't have to see him again." These are not decisions you can make.

Step 6: Record and Report Immediately

Write down everything Siti said using her exact words. Submit the Child Protection Reporting Form to the DSL immediately. Sexual abuse disclosures are treated with the utmost urgency.

Step 7: DSL Response

The DSL will conduct an immediate risk assessment. Given the nature of the disclosure, JKM and/or police will likely be notified within 24 hours. Siti's parents may be contacted unless they are the alleged perpetrators.

Key Learning Points
  • Believe the child - false disclosures of sexual abuse are extremely rare
  • Never promise secrecy - this is critical
  • The child's fear of retaliation is real - reassurance about safety is important
  • Record exact words - they may be used as evidence
  • Sexual abuse disclosures must be reported to the DSL immediately - same day
  • Do not contact the alleged perpetrator or family without DSL guidance
Scenario 3: Online Safety Concern

The Situation

During a computing class, you notice that Adam, aged 13, receives multiple notifications on his phone. He seems distracted and anxious. Later, you overhear him telling a friend: "This person keeps messaging me. They say they go to another school but they know stuff about me. They want me to send pictures. I don't know what to do."

The Correct Response

Step 1: Take It Seriously

Online grooming is a real and serious threat. Do not dismiss it as "just online talk" or tell Adam to "just block them."

Step 2: Talk to Adam

Say: "Adam, I overheard what you mentioned. That sounds worrying, and I want to help. Can you tell me more about what's been happening?" Listen without judgment.

Step 3: Do Not Ask to See the Messages Yourself

Do not ask Adam to show you his phone or the messages. This could compromise evidence. The DSL or police will handle digital evidence properly.

Step 4: Report to DSL

Report the concern to the DSL within the hour. Include what you observed (the notifications, his anxiety) and what he told his friend.

Step 5: Safety Advice (Brief)

You can advise Adam: "Don't respond to any more messages, and don't send any pictures. I'm going to get help to make this stop." Do not give detailed investigative advice.

Step 6: DSL Takes Action

The DSL will likely involve Adam's parents (if not implicated), preserve evidence, and may contact the police if grooming or sexual exploitation is suspected.

Key Learning Points
  • Online grooming can happen to any child, regardless of age or background
  • Predators often pose as peers to gain trust
  • Never investigate digital evidence yourself - preservation is critical
  • Advise the child to stop communication but don't give detailed instructions
  • The Sexual Offences Against Children Act 2017 specifically addresses online grooming in Malaysia
Scenario 4: Peer-on-Peer Abuse

The Situation

During recess, you notice a group of older students (Year 8) cornering a younger student (Year 6) near the toilets. One student is holding the younger boy's bag while another appears to be going through his pockets. The younger student looks frightened and is trying to pull away. Other students are watching but not intervening.

The Correct Response

Step 1: Intervene Immediately

This is an active safeguarding situation. Approach the group immediately and separate them. Use a calm but firm voice: "Stop. Everyone step back now."

Step 2: Ensure Safety

Move the younger student to a safe location. Ask a colleague to stay with the older students. Check if the younger student is physically injured.

Step 3: Do Not Interrogate in Public

Do not ask detailed questions in front of other students. Say: "I'm going to make sure you're safe. Let's go talk to [DSL name]."

Step 4: Separate and Supervise

The older students should be supervised separately. Do not allow them to discuss the incident together before speaking to the DSL.

Step 5: Report to DSL

Report to the DSL immediately. Include what you witnessed, the students involved, and any physical evidence.

Step 6: Document

Write down exactly what you observed: which students were involved, what actions you saw, the time, location, and any witnesses.

Step 7: DSL Response

The DSL will investigate whether this is bullying, theft, or something more serious. All parties will be interviewed separately. Parents will be notified. Support will be provided to the victim, and appropriate consequences and education for the perpetrators.

Key Learning Points
  • Intervene immediately in active abuse situations - the child's safety comes first
  • Peer abuse includes physical bullying, sexual harassment, coercion, and theft
  • Bystanders should be addressed - they need to learn to report, not watch
  • Both victim and perpetrators need support - perpetrators may be victims themselves
  • Power imbalances (age, size, social status) are key indicators of abuse, not just "rough play"
Scenario 5: Neglect Concern

The Situation

Maya, aged 7, has been coming to school increasingly unkempt over the past month. Her uniform is often dirty and smells. She has told you she didn't have breakfast and asks for food regularly. She falls asleep in class and mentions that she stays up late because "there's no one to put me to bed." She has had untreated head lice for several weeks despite the school notifying parents.

The Correct Response

Step 1: Document Patterns

Keep a factual log of all observations: dates of dirty uniform, instances of hunger, times she falls asleep, exact quotes, and any hygiene concerns. Include dates of previous communications with parents.

Step 2: Do Not Feed or Clean the Child Excessively

While providing a snack or basic hygiene supplies is acceptable, do not take over parental responsibilities without reporting. This can mask the problem.

Step 3: Report to DSL

Submit a Child Protection Reporting Form to the DSL with your documented observations. Neglect concerns, while not as immediately dramatic as physical abuse, are equally serious and harmful to a child's development.

Step 4: DSL Assessment

The DSL will review the pattern of concerns. A single instance might warrant a welfare check, but a pattern of ongoing neglect requires formal referral to JKM.

Step 5: Potential Outcomes

  • Contact with parents to discuss concerns and offer support
  • Referral to family support services
  • Formal referral to JKM if neglect is substantiated
  • Ongoing monitoring by designated staff

Step 6: Ongoing Support for Maya

Ensure Maya has access to breakfast club (if available), counselling if needed, and a trusted adult to check in with daily. Document any improvements or deterioration.

Key Learning Points
  • Neglect is often chronic and cumulative - look for patterns over time
  • Document everything - neglect cases rely on evidence of ongoing failure to meet needs
  • Poverty and neglect are different - poverty may explain circumstances but not excuse failure to seek help
  • Children experiencing neglect may be ashamed - approach with sensitivity
  • Untreated medical or hygiene needs are indicators of neglect

Part 4: Appendices

Appendix A: Child Protection Reporting Form

This form must be completed and submitted to the Designated Safeguarding Lead (DSL) or Child Protection Officer (CPO) within 24 hours of becoming aware of a concern.

Child Protection Reporting Form

Section A: Reporter Information

Full Name:
Position/Role:
Department:
Contact Number:
Date of Report:
Time of Report:

Section B: Child Information

Child's Full Name:
Age / Date of Birth:
Gender:
Class/Year Group:
Home Address (if known):
Parent/Guardian Name(s):
Parent/Guardian Contact:

Section C: Nature of Concern

Tick all that apply:

Physical Abuse
Emotional Abuse
Sexual Abuse
Neglect
Peer-on-Peer Abuse
Online Abuse / Cyberbullying
Concern for Welfare
Other (specify): ___________________

Section D: Description of Concern

Provide a detailed, factual account of what you observed, heard, or was disclosed to you. Use exact words where possible. Include dates, times, locations, and any witnesses.

Section E: Previous Concerns

Have there been previous concerns?
If yes, provide details:

Section F: Immediate Risk Assessment

Is the child in immediate danger?
If yes, what action was taken:
Does the alleged perpetrator have access to the child?

Section G: Signatures

Reporter's Signature

Date and Time

For DSL/CPO Use Only:

Date Received by DSL:
Action Taken:
Referral to External Agency:
DSL Signature:

Appendix B: Staff Code of Conduct

Code of Conduct for Staff and Volunteers
Empower Learning System-Malaysia

All staff and volunteers at Empower Learning are expected to uphold the highest standards of professional conduct. This Code of Conduct forms part of your terms of employment/volunteering.

I commit to the following standards:

1. Professional Behaviour

I will treat all children with dignity, respect, and fairness at all times
I will use positive discipline strategies and never use physical punishment, shouting, or humiliation
I will maintain professional boundaries in all interactions with students
I will work within sight or hearing of another adult whenever possible
I will ensure all one-to-one interactions are necessary, appropriate, and documented

2. Physical Contact

I will only engage in appropriate physical contact as defined in the safeguarding policy
I will respect each child's personal boundaries and cultural background
I will avoid any physical contact that could be misinterpreted

3. Communication

I will only communicate with students through approved school channels
I will not connect with students on personal social media or messaging apps
I will not share personal contact details with students
I will maintain confidentiality of all student information

4. Reporting

I will immediately report any safeguarding concern to the DSL or CPO
I will not investigate concerns myself or confront alleged perpetrators
I will cooperate fully with any safeguarding investigation
I understand I am a mandated reporter under Malaysian law

5. Digital Conduct

I will use school devices and accounts for all school-related digital activities
I will not take photos or videos of students on personal devices
I will not share student images or information without authorisation

6. Prohibited Behaviours

I understand that the following are strictly prohibited and may result in immediate dismissal and referral to authorities:

Any form of abuse, neglect, or exploitation of children
Sexual comments, conduct, or innuendo directed at or in the presence of children
Meeting students outside school without written approval
Giving personal gifts or money to individual students
Being under the influence of alcohol or drugs while on duty

Staff/Volunteer Signature

Printed Name

Date

Position/Role

Appendix C: Teacher Acknowledgement and Consent Form

This form must be signed by all teaching staff upon receipt of the Child Safeguarding Policy and annually thereafter. One copy to be retained by the staff member, one copy to be filed by the DSL.

TEACHER ACKNOWLEDGEMENT AND CONSENT FORM

Empower Learning System-Malaysia
Child Safeguarding Policy - 2026-2027 Edition

I, the undersigned, hereby confirm and declare the following:

1. Receipt and Reading

2. Understanding of Obligations

3. Commitment to Compliance

4. Consent and Agreement

Staff Member Details:

Full Name (as per IC):
IC Number:
Position/Role:
Department:
Email Address:
Phone Number:
Date of Commencement:
Date Signed:

Document Control Information

Document: Child Safeguarding Policy 2026-2027 Edition
Organisation: Empower Learning System-Malaysia
Effective Date: January 2026
Review Date: January 2027 (or sooner if required by legislation or incident)
Document Owner: Designated Safeguarding Lead (DSL)
Approval: Board of Governors
Next Review: January 2027
Distribution: All staff, volunteers, board members, and contractors

This document is confidential and for internal use only. It contains sensitive safeguarding procedures and must be stored securely.