Chaperone information pack

(A chaperone may be either sex, but in the regulations they are referred to as a ‘matron’ and as a ‘she’, similarly the child is referred to as ‘he’)

• the chaperones first duty is to the children in his/her care. While s/he is engaged as the Chaperone’ s/he may not undertake any other activity that would interfere with his/her duties. The chaperone is in loco parentis, except when the child is being taught by an approved teacher and should exercise the care which a good parent might reasonably be expected to give. The chaperone is only allowed to be in charge of up to 12 children at any one time. Best Practice is 2 chaperones to 12 children but bear in mind number and mix of children and also contingency plan for chaperone illness or emergencies
• the chaperone should complete the relevant timesheets, (which will have been sent to the licence holder) showing details of the times that the child arrived and left the place of performance, signature of collector and relationship to child (example on back page)
• the child should only be collected by the parent or legal guardian, if the child is to be collected by another, the chaperone must have written consent prior to collection. Example: I (name of parent) give (collectors name) permission to collect my child on (dates) signed
• if the child is working in the theatre, the times when he should attend and when he should be on stage are known in advance. They must come within what is permitted in the licence
• the chaperone must be sure that when a child is not performing he is properly supervised, has adequate meals and sufficient rest and recreation. The child should never be left on their own
• children need to have their own toilet, once in the care of the chaperone they need to be accompanied at all times- until the last Friday in June of year 11. There should be a sign on the door for ‘Children only’. The chaperone should take the child to the toilet, version 1 Updated March 2023 check the facilities, child uses the facilities, chaperone accompanies back. If an individual toilet is not available, one cubicle in a block must be for use by children only, the chaperone should check room is clear then exit while child is present making sure no-one enters the room while the child is in there
• no child should perform when unwell. If a child falls ill or is injured while in the chaperones charge, first aiders should be contacted, and the licence holder should immediately inform the child's parent and the licensing authority. The Chaperone should be aware of what first-aid provisions there are at the place of performance
• the chaperone should have available a list of telephone numbers or addresses where parents may be contacted in case of emergencies. It is good practice to have this information on a medical declaration form which will be completed by the parent when the child is cast
• the chaperone should ensure that she knows the procedures for evacuating the building in case of fire and the escape routes from whatever rooms the child is likely to use
• for the validity of the licence, an officer of the local authority may visit the place of performance. His responsibilities are to ensure that the legislation is being complied with and that the child is being properly cared for. He will wish to see the dressing room used and any other accommodation. He will wish to meet the chaperone(s). They should discuss with the head chaperone any difficulties or problems that she has. If the chaperone is felt to be discharging her duties in any unsatisfactory way, the approval of the licensing authority may be withdrawn
• the chaperone should not hesitate, in case of difficulty, to contact either the officer who visited the place of performance or the Employment and Performance Officer

The following summary is intended as a brief guide to heighten awareness of child protection responsibilities and safe practice. In addition, it provides advice on recognising and referring suspected or actual abuse. A booklet containing more comprehensive advice can be obtained from your local Child Employment Officer.

All production company staff, cast, crew and in particular chaperone’s and others coming into contact with child performers (such as dressers and makeup artists) should be mindful of their conduct. This includes:

• use of appropriate language, touch and general behaviour
• avoidance of any unnecessary physical contact
• refraining from lone contact or meetings with individual children

If an allegation is made against a member of the production company staff, cast, crew or chaperone, full co-operation will be sought from those in charge, the individual member of staff and the licensing authority.

It may be necessary to exclude from the theatre/rehearsal rooms the person against whom the allegation is made or ensure that they do not have unsupervised contact with children.

Theatres should have a child protection policy and a nominated person who can offer support and advice. If you are not sure, make sure you ask.

If there are concerns, records kept of significant events or conversations will assist with any referral and subsequent investigation. They must be dated and should always differentiate between facts, opinion or judgement.

If there are concerns about the wellbeing of a child in your care, it must be reported to the nominated child protection person for them to make a referral to Dorset Council. If they decline to refer the matter on, you should do so by telephoning the Family Support and Advice Line.

Child Protection issues are always difficult to deal with. It is an unfortunate fact that adults with an inappropriate interest in children infiltrate areas where children are known to be. We need to ensure that everything possible is done to protect the children in our care.

People who may not identify as male or female

People who feel that the sex/gender they were assigned at birth does not match or sit easily with their sense of self may use other ways to describe themselves. Some young people don’t identify as ‘male’ or ‘female’ or may not feel happy using either ‘male’ or ‘female’ facilities. Providing ‘gender neutral’ facilities – irrespective of how they identify can help create a more inclusive environment for everyone. Equally some young people may not be keen to change / undress in front of others.

Focus on the common language you use every day:

• with individuals – ask for their name, pronoun, or title
• with groups – avoid using collective gender specific terms for example ‘boys’, ‘ladies’. Start with gender neutral language for example "Hello, everyone," or "Hey, team." You'll want to avoid "Hey, guys", or similar phrases, since "guys" is typically masculine
• use the name they wish to be known as now even if this is different to their birth name – this is known as deadnaming and be very hurtful and offensive to the individual
• listen, don’t label
• be led by the person – ask if you need to
• mistakes? Don’t over-worry; apologise and move on
• challenge inappropriate language
• be an ally and help foster equality

There are various descriptions for people’s identify or genders taken from The A-Z Of Gender: A Few Definitions. What does it mean? – Brook & List of LGBTQ+ terms (stonewall.org.uk)

Cis, cis man or cis woman

Describes a person whose gender identity is the same as the gender they were assigned at birth.

Trans / ‘Gender Reassignment’?

Describes anyone whose gender is not the same as the gender they were given when they were born, “a person has the protected characteristic of gender reassignment if the person is proposing to undergo, is undergoing or has undergone a process (or part of a process) for the purpose of reassigning the person’s sex by changing physiological or other attributes of sex.” (Equality Act 2010, Section 7)

Non-binary

Someone whose gender doesn’t fit into the gender binary. It is a term that is an identity, and it is also an umbrella term for various gender identities such as genderqueer, bigender, gender fluid and pangender.

Gender dysphoria

Used to describe when a person experiences discomfort or distress because there is a mismatch between their sex assigned at birth and their gender identity. This is also the clinical diagnosis for someone who doesn’t feel comfortable with the sex they were assigned at birth.

Gender fluid

This describes someone whose gender is not fixed; their gender may change slowly or quickly over time and can switch between different gender identities and expressions. Each gender fluid person’s experience of their gender is unique to them.

Gender neutral

Lots of things are ‘gendered’, which means they are associated with masculinity or femininity. If something is gender neutral, then it means it is not associated with a gender, which means it has no limitations to use that are based on the gender of the person using it.

Intersex

This describes a person whose biology doesn’t easily fit into the ‘male’ or ‘female’ sexes.

Pangender

‘Pan’ means ‘all’ and describes someone whose gender is made up of several different genders. A pangender person may consider themselves a member of all genders.

How can we help:

• involve the person – what are their wishes, how do they identify, what do they want to be called?
• make some announcements if they would find that supportive etc.
• create a supportive environment where the person feels emotionally / physically safe; assign a named support person (if they feel that is helpful and needed)

Make the necessary changes:

• use the person’s new name, pronouns, and title
• update records / documentation / ID / email
• provide access to appropriate toilets / changing rooms
• enable access to medical appointments

Children and Young Persons Act - Children and Young Persons Act 1963 (legislation.gov.uk)

The Children (Performances) Regulations 1968 - The Children (Performances) Regulations 1968 (legislation.gov.uk)

The Children (Performances) (Amendment) Regulations 2000 - The Children (Performances) Amendment Regulations 2000 (legislation.gov.uk)

Dorset Council Website - Performance licences for children and chaperone licences - Child performance licence - Dorset Council

National Network for Children in Employment & Entertainment - NNCEE - National Network for Children in Employment & Entertainment

Dorset Safeguarding Children Partnership

Do:

• get to know the children you are chaperoning - you may spend a considerable amount of time with them when they are not performing.
• check the child is comfortable - you are the person to whom the child looks to for guidance, protection and clarification.
• be the childs champion - exercise discretion (within legislation) where it is in the best interests of the child.
• stand up for the child above production pressures - be able to say no when what is requested of the child is contrary or detrimental to the child’s health, wellbeing and/or education.
• get to know the company/organisation you are working for - report any concerns and know who to report them to and know what to do in each case, challenge people and/or behaviours.
• establish who is collecting each child and verify this when they are being collected -do not just take the child’s word for who is picking them up.
• get to know the other chaperone(s) - if there are any, productions run more smoothly if you work as a team, pass on any tips you feel may be of use. If there are more than one set of children involved in the production it may be useful to have a book in which you can communicate with the other chaperones for example who has been unwell, who may be causing concern. This is obviously not to be shared with the children.
• complete the timesheets for each performance - if they aren’t obvious ask where they are kept. Please make sure you complete actual times and not just tick the boxes to indicate the children are there / have left.
• ask to see a copy of the licence – be confident to ask.
• be alert to all possible risks to the child.

Don’t:

• give your child preferential treatment if they are involved in the production - this causes ill feeling amongst other children, and you are there for all the children in the production not just your own.
• see chaperoning as a chance to catch up on your texting/personal life - just because the children may not need all your attention all the time does not mean you shouldn’t be aware of what they are doing.
• complete timesheets in advance - by all means fill in the names of the children but don’t assume you know what time they will finish; anything could happen to change this.
• let the child perform if unwell.
• take photos of the child.
• use inappropriate language or smoke while chaperoning.
• consume alcohol or drugs or be under the influence of drugs or alcohol wear inappropriate clothing.
• leave the child alone with another adult (unless it’s their parent/teacher or other licenced chaperone).

Topic	Age 0 to 4	Age 5 to 8	age 9 and over
Maximum number of hours at place of performance or rehearsal (Reg. 22)	5 hours	8 hours	9 hour 30 minutes
Earliest and latest at the place of performance or rehearsal (Reg.21)	7am to 10pm	7am to 11pm	7am to 11pm
Maximum period of continuous performance or rehears- al (Reg.22)	30 minutes	2 hour 30 minutes	2 hour 30 minutes
Maximum total of hour of performance or rehears- al (Reg.22)	2 hours	3 hours	5 hours
Minimum intervals for meals and dress (Reg.23)	Any breaks must be for a minimum of 15 minutes if at that place of performance or rehearsal for more than 4 hours, breaks must include at least one 45-minute food break.	If present at place of performance or rehearsal for more than 4 hours but less than 8 hours, they must have one meal break of 45 minutes and at least one break of 15 minutes. If present at the place of performance or rehearsal for 8 hours or more, they must have the breaks stated above plus another break of 15 minutes.	If present at the place of performance or rehearsal for more than 4 hours but less than 8 hours, they must have one meal break of 45 minutes and at least one break of 15 minutes. If present at the place of performance or rehearsal for 8 hours or more, they must have the breaks stated above plus another break of 15 minutes.
Education (Reg.13)	Not applicable	3 hours per day (Maximum of 5 hours per day). 15 hours per week, taught only on school days. Minimum of six hours in a week if aggregating over 4-week period or less.	3 hours per day (Maximum of 5 hours per day). 15 hours per week, taught only on school days. Minimum of six hours in a week if aggregating over 4-week period or less.
Minimum break between performances (Reg.23)	1 hour 30 minutes	1 hour 30 minutes	1 hour 30 minutes
Maximum consecutive days to take part in performance of rehearsal (Reg.26)	6 days	6 days	6 days

	Chaperone check list for arrival at venue	Completed
1	Familiarise yourself with the venue's layout
2	Acquire list of children's names
3	Identify all hazard area's/visual risk assessment
4	Check each child's performance licence
5	Locate all fire exits and the assembly point
6	Ensure you have emergency contact numbers for each child (best number to call)
7	Arrange fire drill with alarm for children
8	Check total number of children and ensure there is a signing in and out procedure
9	Locate first aid facilities and first aider
10	Check total number of chaperones
11	Inspect dressing rooms (separate to adults and separated by gender for 5 years and over)
12	Locate and inspect school room - if applicable
13	Locate and inspect toilets, ensure specific toilets for children
14	Locate and inspect meal room and arrangements - if applicable
15	Ensure you are familiar with the production company's safeguarding policy and know the name of the person responsible for child protection and safeguarding
16	Where relevant, ensure you have details of any medical conditions for each child for example inhalers used

 

The below displays an exemplar timesheet layout that should be completed for each performance.

Child's name	Time in	Time out	Signature of collector	relationship to child