Safeguarding and Child Protection Policy September 2024.
Our vision is to ‘Achieve, Believe and Celebrate’ together.
“I know the plans I have for you declares the Lord. Plans to prosper you and not to harm you. Plans to give you a hope and a future”. Jeremiah 29v11
Policy reviewed | August 2024
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Date approved by Governing Body | 25th. September, 2024 |
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Next review date | August 2025 |
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Key Personnel
Role | Name | Contact details |
Headteacher* | Mr Gino Rushton | gino.rushton@meresedge.shropshire.sch.uk |
Designated Safeguarding Lead (DSL)*/** | Mr Gino Rushton | gino.rushton@meresedge.shropshire.sch.uk |
Deputy DSL(s)*/**
| Mrs Anna Careless-Jones | anna.careless@meresedge.shropshire.sch.uk |
Designated Teacher | Mr Gino Rushton | gino.rushton@meresedge.shropshire.sch.uk |
Mental Health Lead | Mrs Anna Careless-Jones | anna.careless@meresedge.shropshire.sch.uk |
Online Safety Co-Ordinator/Lead | Mr Gino Rushton Mrs Karen Twigg | gino.rushton@meresedge.shropshire.sch.uk karen.twigg@meresedeg.shropshire.sch.uk |
Relationship Sex Health Education Lead | Mrs Anna Careless-Jones | anna.careless@meresedge.shropshire.sch.uk |
Chair of Governors* | Mrs Elizabeth Edwards | elizabeth.edwards@meresedge.shropshire.sch.uk |
Safeguarding Governor/Trustee | Mrs Janet Gargiulo | janet.gargiulo@meresedge.shropshire.sch.uk |
*Out of hours contact details will be made available to staff
**Any changes to key personnel/holiday/emergency contacts will be shared with the appropriate agencies and Safeguarding Partnerships.
Contents
Policy Scope and Aims
This policy applies to anyone working on behalf of Criftins C.of E. Primary School including senior leaders and the governing body, staff, volunteers, contractors, agency staff and students.
The policy is publicly available on the school website (or on request from admincriftins@meresedge.shropshire.sch.uk so that it can be accessible for our children; their families and anyone visiting and /or working with us.
The policy aims to meet the requirements as outlined in Part 2 Keeping Children Safe in Education 2024.
Safeguarding Statement
We believe that:
This means that we will:
Key Terms
Safeguarding and promoting the welfare of children is defined in Working Together to Safeguard Children 2023 as:
Child Protection is a part of safeguarding and promoting welfare. It refers to the specific activity that is undertaken to protect specific children who are suspected to be suffering, or are likely to suffer, significant harm. This includes harm that occurs inside or outside the home, including online.
Abuse is a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm.
Harm can include ill treatment that is not physical as well as the impact of witnessing ill treatment of others. This can be particularly relevant, for example, in relation to the impact on children of all forms of domestic abuse, including where they see, hear, or experiences its effects.
Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others.
Abuse can take place wholly online, or technology may be used to facilitate offline abuse. Children may be abused by an adult or adults, or another child or children.
There are a number of types of abuse and safeguarding issues that could increase the risk that a child could be abused. These are further defined and explained in Part 1, Part 5 and Annex B of Keeping Children Safe in Education 2024.
Staff refers to all those working for or on behalf of the school, full or part time, temporary or permanent in either a paid or voluntary capacity. The exception to this term is Governors/Trustees.
Governors/Trustees refers to those who are part of the School’s Governing Body. This includes individuals who are at Trust or Charity governing body level as well as part of local school governance bodies.
Child includes everyone under the age of 18.
A Parent refers to birth parents and others who have parental responsibility (as defined by the Children’s Act 1989) or has care of a child.[3]
Legislation, Standards and Guidance
This policy is based on the following legislation, guidance, standards, and procedures:
Legislation | Statutory National Guidance/Standards | Local Procedures |
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Linked Policies
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Roles and Responsibilities
We follow the statutory guidance as set out in the latest Keeping Children Safe in Education (and associated documents and guidance); adhering to the roles and responsibilities and expectations identified for:
Have a strategic leadership responsibility for ensuring we take a whole school approach to safeguarding arrangements as outlined in this policy and that we comply with our duties under Legislation and Guidance. Part 2 Keeping Children Safe in Education outlines their key responsibilities. All Governors complete annual safeguarding training as part of their role.
The Safeguarding Governor is responsible for leading on the governance oversight of safeguarding arrangements; regularly meeting with the Designated Safeguarding Lead termly as a minimum and reporting back to the Governing Body in termly meetings and through Governor Reports.
The Chair of the Governing Body will liaise with the Local Authority in the event of an allegation of abuse made against the Headteacher in line with Ensuring safe staff .
All Governors will ensure:
Is responsible (with the lead support of the Designated Safeguarding Lead) for ensuring safeguarding arrangements are implemented effectively in school.
This includes:
Takes the lead responsibility for safeguarding and child protection in our school. Annex C Keeping Children Safe in Education 2024 outlines their key responsibilities. Our Deputy Designated Safeguarding Lead(s) (hereafter referred to as DDSL) support the Designated Safeguarding Lead in the discharge of their responsibilities.
Responsibilities include:
Are expected to work in line with our Safeguarding Statement and adhere to the policies, processes and systems that support safeguarding as outlined in this policy. This specifically includes:
Professional development and support
To ensure all our staff and governors are knowledgeable and confident in keeping children safe in our school; they will complete the professional development activities as outlined below. We monitor professional development activities and maintain a central professional development record.
The Designated Safeguarding Lead and Deputy Designated Safeguarding Lead(s) provide all staff with ongoing safeguarding support, advice, and expertise. Staff safeguarding knowledge and competence is overseen as part of the staff induction, appraisal, and performance processes in school. The Designated Safeguarding Lead (and deputy(ies)) receive regular support and supervision from The Federation Caring 4 Kids Team and external support as required.
Activity | Frequency |
Receive information on school safeguarding arrangements and procedures as outlined in KCSiE 2024 (Part 1: page 8-9, paragraph 11). | Induction or when arrangements/procedures are updated. |
Read Keeping Children Safe in Education (KCSiE):
| Induction then annually (in Autumn Term) or when updated. |
Complete Safeguarding Awareness Training to enable staff to recognise, respond to and report safeguarding (including online safety and child-on-child abuse) concerns Guidance can also be found at: Early Years and Schools Training and Consultancies | Shropshire Learning Gateway ) | Induction and then every 3 years |
Teaching staff only: Complete FGM training appropriate to role (see Local Authority Safeguarding in Education Training Statement at: Early Years and Schools Training and Consultancies | Shropshire Learning Gateway ) | Induction and then every 3 years |
Complete Prevent Awareness Training appropriate to role The Prevent duty: safeguarding learners vulnerable to radicalisation - GOV.UK (www.gov.uk)) | Induction and every 2 years. |
Complete Cyber Security Training Cyber security training for school staff - NCSC.GOV.UK) | Induction and then annually |
Receive regular national and local safeguarding updates (including those relating to online safety). | As required by the Headteacher, DSL or through training with Shropshire LA at least annually. Weekly Team Talk and Staff Development Meetings are also used to update staff. |
Activity (in addition to all staff above) | Frequency |
Complete Schools Designated Safeguarding Lead Training to a standard as outlined in KCSiE Annex C | On induction in role and then every 2 years |
Read Keeping Children Safe in Education in its entirety. | Induction into role then annually (in Autumn Term) or when updated. |
Maintain knowledge and development relating to the role of DSL Early Help, Brook Traffic Light Tool, MyConcern, EVC Training. | As required, but at least annually |
Activity | Frequency |
Complete Governor Safeguarding Training to equip them with the knowledge to carry out their strategic Roles and Responsibilities. | Induction and then every 3 years. |
Read Keeping Children Safe in Education
| Induction into role then annually (in Autumn Term) or when updated). |
Complete Cyber Security Training Cyber security training for school staff - NCSC.GOV.UK | Induction and then annually |
Complete Prevent Awareness Training appropriate to role The Prevent duty: safeguarding learners vulnerable to radicalisation - GOV.UK (www.gov.uk)) | Induction and every 2 years. |
Activity (in addition to other relevant above) | Frequency |
Read Part 3: Keeping Children Safe in Education | Induction into role then annually (in Autumn Term) or when updated. |
Complete appropriate safer recruitment training (that is in alignment with Part 3 KCSiE) | Induction and every 3 years (or when KCSiE Part 3 is updated) |
Ensuring Safe Practice
We adopt robust recruitment procedures that deter and prevent people who are unsuitable to work with children from applying for or securing employment or volunteering opportunities in our setting. All staff/governors involved in recruitment complete additional safer recruitment training; as outlined in Professional development and support. Our recruitment procedures are outlined in our Safer Recruitment Policy and are in alignment with Keeping Children Safe in Education 2024: Part 3.
As part of our recruitment and selection processes; we ensure that our commitment to safeguarding and promoting the welfare of children is evident to candidates throughout each stage of the process; with any candidate who is not suitable to work with children being deterred and identified at the earliest point. This policy is included in the application information for candidates. We also ensure that all applicants complete a robust application form. We seek suitable references and carry out online social media checks prior to interview; as well as ensure that there is a focus on the candidate’s knowledge and competency in safeguarding practice as part of the interview processes.
In accordance with Keeping Children Safe in Education 2024: Part 3; we maintain a record of information we have received to confirm the necessary pre-appointment safer recruitment checks are completed on staff (including volunteers, supply staff and students); Governors/Trustees; contractors; and visitors who attend our school in a professional capacity. We complete the checks on staff, volunteers, and Governors/Trustees who we recruit ourselves. For those who are recruited by others; we ensure that we receive written confirmation of the relevant checks completed and check their identification before they are allowed to work unsupervised or engage in regulated activity with children.
Where we do not have all the necessary information or there are gaps in the information; we have robust risk assessment processes in place to ensure that anyone who does not meet the required standards of pre-appointment checks or suitability does not work unsupervised or engage in regulated activity with children. We reserve the right to refuse access to the school site any person who we are not assured is safe to work or engage in regulated activity with children.
On appointment; staff (including volunteers) receive a robust induction programme which provides them with the relevant safeguarding knowledge but also clarity on the expected standards of behaviour within and outside of school. Please see Professional development and support.
If any safeguarding concerns of allegations arise relating to a member of staff, Governor/Trustee or other person working on our school premises; staff are expected to act in line with Ensuring safe staff and Staff Safeguarding Concerns: Recognise, Respond, Report.
We have several contracts with external providers to work in our school including with children. We ensure that Contractors have a valid DBS and that the provider has completed the relevant checks on the individual. Where a contractor does not have a DBS they are accompanied onsite/ supervised, work in a designated area and are not working directly with children.
We have procedures for recording the details and confirming the identity of visitors, including prospective candidates. We ensure that we have control over who comes into the premises so that no unauthorised person has unsupervised access to children.
All visitors to our school are expected to act in accordance with our Safeguarding Statement.
When external speakers or visitors attend our school premises (whether for school or non-school activities); we conduct due diligence checks to ensure that their views and delivery of material continues to ensure our school is a safe place. This continues to ensure we are Teaching our children how to keep safe; as well as promoting fundamental British Values and community cohesion (please also see Preventing Radicalisation).
Visitors must report to reception om arrival and sign in using our electronic system. Information on the school and visitor conduct is provided for visitors on arrival. Where appropriate they may have a targeted induction. All visitors are required to wear a visitor badge. We evaluate our procedures and policies annually through our Safer School Accreditation Review. The Educate Against Hate advice on hosting external speakers is a useful resource to assist.
When we have arranged extra-curricular activities out of school hours which are under the direct supervision or management of school staff, this safeguarding policy is to be followed and any concerns should be managed in accordance with Staff Safeguarding Concerns: Recognise, Respond, Report and Designated Safeguarding Lead Response.
We will follow our Ensuring safe staff procedures if we become aware of any allegations relating to an organisation or individual using our school premises.
Where we have sessions or activities which are provided by another person or organisation that is using the school site and not during school time or under direct supervision, we seek assurances that they have the required child safeguarding arrangements in place as an individual/organisation as outlined in Keeping children safe during community activities and Visitors. This is regardless of whether children who are on roll at our school access the activity or not.
The arrangements for this will be set out within any transfer of control agreement, (i.e. lease or hire agreement); and failure to comply with these arrangements will lead to termination of the agreement.
We promote an open and transparent culture in which all concerns about the behaviour or conduct of any adults working in, at or on behalf the school are dealt with appropriately.
There are two levels of allegations / concerns:
Circumstances where a someone working within the school has or may have:
Allegations that someone that working in, at or on behalf the school has met the harm threshold should be immediately referred to the Headteacher in person. Staff may be required to provide a written statement at the request of the Headteacher.
If the allegation relates to the Headteacher; this should be immediately verbally reported to the Chair of Governors/Proprietors/Management Committee.
If there is any conflict of interest or immediate risk of harm to a child or; then the person with the concern must ensure Immediate safety and contact the Local Authority Designated Officer in accordance with Shropshire Safeguarding Community Partnership Managing Allegations Procedures.
In most cases; the Headteacher (or the Chair of Governors) will lead on managing allegations; with the support of the Human Resources Department and the Designated Safeguarding Lead. They will ensure that Part 4 Keeping Children Safe in Education 2024 and Shropshire Safeguarding Community Partnership Managing Allegations Procedures. are applied. Any allegations that meet the above criteria will be referred to the Local Authority Designated Officer within 1 working day and we will follow their advice and guidance.
We will notify OFSTED as soon as reasonably practical and within 14 days of the allegation first being made, informing them of action taken by completing the online form - Report-a-serious-childcare-incident .
It is essential that any allegations of abuse against a member of staff are dealt with quickly, in a fairly and consistent way to effectively safeguard all those involved.
We also have a duty of care towards our staff, and we will provide a named contact for the staff member.
If necessary, we will adhere to our legal reporting duties (such as referring to the Disclosure and Barring Service or Teaching Regulation Agency) as employers as outlined in Part 3 Keeping Children Safe in Education if the criteria for such reporting is met.
The term low level does not mean that these concerns are insignificant. A low-level concern is when staff or volunteer may have acted in a way that:
Low level concerns should be reported in person to the Headteacher to embed our culture of openness and transparency. To ensure that our school’s values and expected behaviours are lived, monitored, and reinforced by all staff.
The Deputy Designated Safeguarding Lead will gather as much information as possible and notify the Headteacher.
The Headteacher will decide the outcome of all low-level concerns (in consultation with the Deputy Designated Safeguarding Lead if necessary) raised in line with low-level concern policy and staff code of conduct. Consideration will be given to whether there is a pattern of behaviour by the individual; or if there is a wider school culture issue and if policies need to be revised, or if all staff guidance or additional staff training is required.
Whistleblowing is the mechanism by which staff can raise concerns about poor or unsafe practice, wrongdoing and/or potential failures in the school’s arrangements in good faith without fear of repercussions. All staff have a duty to raise concerns about malpractice or wrongdoing where this is impacting on the safety and welfare of children. where they exist about another staff or volunteers practice. This may include attitude or actions of colleague's poor or unsafe practice or potential failures in adhering to the schools' policies, procedures and staff code of conduct.
If staff have such concerns; these should be raised to the DDSL or Headteacher as outlined in The Whistleblowing Policy.
If staff feel unable to raise concerns with the school directly; they can contact NSPCC Whistleblowing Advice Line.
Record Keeping and Information Security
We have a legal duty to act in line with the Data Protection Act 2018 and the UK General Data Protection Regulation (UK GDPR). We have data protection processes in place to ensure that we keep and process (manage) personal information about children, their families; staff and others safely and lawfully. This includes:
Details of our processes and how to request access to personal information we hold are outlined in (insert link/reference to Data Protection Policies here. See Data protection in schools - Guidance ; Information Commissioners Office Guidance for Organisations and/or Early Years practitioners: using cyber security to protect your settings - NCSC.GOV.UK
Safeguarding concerns and responses for individual children are kept in a child protection file. Child Protection files are stored individually for each child and are separate to a child’s main pupil file. The Designated Safeguarding Lead is responsible for ensuring the quality, maintenance, and management of child protection files; as well as using the system to monitor themes and patterns of concern to inform and continue to improve the whole school approach to safeguarding. All staff and volunteers are able to report concerns as necessary and have relevant training.
We are proactive in sharing information with each other and others who are working with our children and their families as early as possible; so that children can receive the help and support they need; respond to any safeguarding concerns and where possible prevent abuse, neglect, and exploitation.
Staff are expected to share information with one another as part of their work in school about the needs and risks of children on a need-to know basis in line with our Safeguarding Statement so that we keep children safe and promote their welfare. They are not permitted to share information with friends, family, or anyone in the local community outside of their work.
Staff should be familiar with and use Information sharing advice for safeguarding practitioners.
As part of our work in partnership with parents and children; consent to share their information with others outside of school should always be sought from a child and their parent(s) unless it is not safe to do so. This includes where seeking consent would:
If a parent or child does not consent to information being shared, the law does not prevent the sharing of information if sharing is necessary for the purpose of keeping a child safe and promoting their welfare. Therefore; staff must make parents and children aware that information may still be shared with other organisations if necessary to help keep their child safe or promote their welfare or if there is another legal basis to so do.
Decisions to share safeguarding information with other organisations will be overseen by the Designated Safeguarding Lead (please also refer to Designated Safeguarding Lead Response). The Designated Safeguarding Lead will keep detailed, accurate, secure written records of all concerns, discussions and decisions made including rationale for those decisions. This should include instances where referrals have or have not been made to another agency.
When a child leaves for a new education setting; the Designated Safeguarding Lead will arrange for the child protection file (and any additional information to help the new setting to help safeguard and promote the child’s welfare) to be transferred to the new setting no later than within 5 working days of an in-term transfer or within 5 days from the start of the new term. Where the move is planned; the Designated Safeguarding Lead will consider sharing information in advance of the child leaving to help with the child’s transition and to enable any help and support they may need. This is shared separately to any child’s main file and confirmation of receipt of the files should be gained Appendix C: File Transfer Record and Receipt
If a child is absent from education or Electively Home Educated; we share relevant information with the Local Authority as required by law (please also see Children potentially at greater risk of harm). If the child leaves our setting and does not move to a new education setting; we transfer their child protection file (and any additional information as necessary) to the relevant Local Authority that they reside in line with the local protocol.
Working in Partnership
As is outlined in our Safeguarding Statement; and in order to ensure all children in our school are effectively safeguarded and their welfare is promoted; we will work in in partnership with our children, their parents and other agencies/partnerships as follows:
Our children are taught how to keep safe; including how and when to share or report to us any worries or concerns they may have about their safety and wellbeing or that of others. We encourage children to share and report worries and concerns by:
Staff are expected to build trusted relationships with and work in the best interests of children in line with our Safeguarding Statement; and recognise, respond and report Staff Safeguarding Concerns.
We also actively seek children’s views of safety in school through pupil voice which is taken regularly by staff, subject leaders, governors and visitors. The voice of pupils is central throughout school with pupils organising and being monitors for events and activities throughout school. Pupils also take part in weekly Health and Safety Checks and our annual Safer School Accreditation. WE believe in empowering pupils for life in line with our Church of England Foundation and Mission.
We recognise the importance of working together with and supporting parents to safeguard and promote the welfare of their children.[4] This includes:
As we operate in Shropshire; we engage and co-operate with our local safeguarding arrangements. Our local safeguarding partnership is the Shropshire Safeguarding Community Partnership (SSCP). We engage and co-operate by:
Teaching our children how to keep safe.
We recognise that educating our children in how to keep themselves and others safe both online and in face-to-face situation plays a crucial role in safeguarding them. We have a clear set of values and standards that provide opportunities for children to learn how to keep themselves and others safe; that are demonstrated and reinforced throughout school life and underpinned through -
The DSL, RSHE and other key members of the Senior Leadership Team (such as computing, Mental Health and SENDCo) will work collaboratively to ensure that this is implemented; and being responsive to any safeguarding themes or patterns of concern that arise in school.
Online Safety
The use of information and communication technology (ICT); is a vital part of the everyday functioning of and life in school. We also recognise the important role ICT plays in the lives of our children and their families.
Whilst there are many benefits and strengths in using ICT; there are also a number of risks to children’s welfare and safety in school when using internet enabled technology; which are summarised in the following categories[5]:
We adopt a whole school approach to online safety which aims to safeguard and educate our children and their families, staff, visitors and our school in our use and management of ICT (including the use of camera enabled; mobile and personal devices and the ICT systems we have in place). Our online safety policy outlines our approach and can be found on our school website. This policy outlines our filtering systems, use of technology and how we ensure pupils are safe when using the internet.
Where there are online safety concerns involving identified children (including child-on-child abuse); we will follow Staff Safeguarding Concerns: Recognise, Respond, Report and Designated Safeguarding Lead Safeguarding Response.
Any school cyber security incidents will be reported to Action Fraud (National Fraud and Cyber Crime Reporting Centre) and, if there is a data breach this will be reported in line with our Data Protection Processes to the Information Commissioners Office. Please also see Record Keeping and Information Security.
Where children are being asked to learn online at home, we follow advice from the Department of Education; Safeguarding and remote education . Our approach to remote learning is outlined in our Remote Learning Policy.
We review our online safety arrangements annually to ensure that we meet the Keeping Children Safe in Education 2024 and Safeguarding children and protecting professionals in early years settings: online safety considerations online safety standards (including the digital standards for filtering and monitoring and cyber security). Any risks arising from our reviews are clearly recorded as part of our school evaluation and improvement action planning processes. These are reported to and overseen by our Governing Body.
All Staff, senior leaders and Governors are appropriately trained (see Professional Development and Supervision) to enable them to ensure effective online safety arrangements. We will respond to online safety incidents which indicate safeguarding concerns in line with the Staff Safeguarding Concerns: Recognise, Respond, Report and Designated Safeguarding Lead Response sections of this policy.
Preventing Radicalisation
The Prevent Duty for England and Wales (2015) under section 26 of the Counterterrorism and Security Act 2015; places a duty on schools and registered childcare providers to have due regard to the need to prevent people from being radicalised into terrorism.
We have a Preventing Radicalisation/Terrorism policy in place on our school website which outlines how we fulfil this duty.
We fulfil our duty by:
We regularly review our adherence to the Prevent Duty. Any actions arising from our assessment are included in our school evaluation and improvement action planning processes. These are reported to and overseen by our Governing Body.
All Staff, senior leaders and Governors are appropriately trained (see Professional Development and Supervision) to enable them to ensure that all children, particularly those who may be susceptible to extremist ideology and radicalisation are effectively safeguarded. We respond to children who are identified as being susceptible to radicalisation in line with the Staff Safeguarding Concerns: Recognise, Respond, Report and Designated Safeguarding Lead Response sections of this policy.
Children potentially at greater risk of harm
We recognise that whilst all children should be protected, some groups of children, are potentially at risk of greater harm than others (both online and offline). The list below is not exhaustive but highlights some of those groups. Where a child falls into multiple groups above; this potentially further increases their vulnerability.
Children may need a social worker due to safeguarding or welfare needs. Children may need this help due to abuse and/or neglect and/or exploitation and /or complex family circumstances. A child’s experiences of adversity and/or trauma can leave them vulnerable to further harm, as well as educationally disadvantaged in facing barriers to attendance, learning, behaviour, and mental health. We work effectively with other agencies including statutory safeguarding partners. We hold regular meetings in school, undertake multi agency training, work with other professionals and engage in partnership initiatives that promote safe
The most common reason for children becoming looked after is as a result of abuse and/or neglect; as well as/or other significant complexities or adversity in their and their family’s life.
At Criftins C. of E. Primary School, we ensure that appropriate staff members have access to the information they need in relation to a child’s looked after legal status, contact and care arrangements. School/setting has an appointed designated teacher who works with the local authority to promote the educational achievement of registered pupils who are looked after in line with Statutory guidance - Designated teacher for looked-after and previously looked-after children
The cohort of pupils in Alternative Provision often have complex needs, and we are aware of the additional risk of harm that children accessing alternative provision may be vulnerable to. Where we place a child with an alternative provision provider, we continue to be responsible for their safety and welfare and should be satisfied that the provider can meet the needs of the child. Working together to improve school attendance
We obtain written confirmation from the alternative provision provider that appropriate safeguarding checks have been conducted on individuals working at the establishment, i.e., those checks that the school would otherwise perform in respect of its own staff. See Appendix A: Alternative Provision Quality Assurance Checklist and Alternative Provision statutory guidance.
All children aged 5-16 are legally entitled to a full-time education, suitable to any special education need. Education is essential for children’s progress, wellbeing and wider development and being in school is a protective factor against wider harms, including exploitation.
Children being absent from education for prolonged periods and/or on repeat occasions can act as a vital warning sign to a range of safeguarding issues including neglect (including Educational Neglect) or child exploitation; as well as other needs. Our response to persistently absent pupils and children who are absent from education supports identifying such abuse, and in the case of absent pupils, helps prevent the risk of them becoming a child missing education in the future. In our school if children do not turn up for education there is a phone call home in the first instance. The Office Administrator and school staff monitor patterns of attendance. We have half termly visits from the E.W.O and engage with families where attendance is an issue. Working together positively with parents to impact pupil attendance is also a priority for the class teacher. We refer to and use statutory guidance such as :
Shropshire Council Education Access Service Local Processes including:
Many home educated children have an overwhelmingly positive learning experience. We would expect the parents’ decision to home educate to be made with their child’s best education at the heart of the decision. However, this is not the case for all, and home education can mean some children are less visible to the services that are there to keep them safe and supported in line with their needs. When a parent notifies us that they wish to deregister their child to electively home educated them, we will immediately notify the local authority.
We work with the LA and other key professionals to co ordinate a meeting with parents, carers to ensure that they have considered what is in the best interests of each child. We consider the additional support the child may need to remain in school and work together to support any decsions that are made. This is particulalrly important where a child has Special educational Needs or disability, and or has a social worker and or otherwise vulnerable. DfE Elective home education guidance Shropshire Council processes and protocols.
Children who have experienced multiple suspensions and are at risk or, or have been permanently excluded
It is important that children in our school know and understand how we expect them to behave and we ensure that our school is a safe place where all children feel safe and are able to learn. Serious, harmful and/or repeated behaviour by children will always be responded to. Such behaviour can be a sign or indicator that a child has an unmet need or could indicate that they are at risk of or are experiencing/have experienced abuse, neglect, exploitation or some other form of adverse experience[6] in their life.
Our Behaviour Policy outlines the expected standards of behaviour for our children; as well as how the school will support and respond to children with additional needs (including Special Educational Needs and Disabilities), or whose needs or circumstances might affect their behaviour. Where a child’s behaviour also indicates a safeguarding concern; staff will adhere to Staff Safeguarding Concerns: Recognise, Respond, Report.
Mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation. Children who have mental health needs will often need early help or support to avoid their safety and welfare being compromised.
We have a senior mental health lead who is supported by the Headteacher. We follow up concerns in the same way we would do for any concern around the child. This ensures that processes are consistent for staff and no child gets missed. We have a wide range of pastoral care and support, and we work closely with parents/ carers to support the child and family. We signpost to different agencies where necessary, and we involve the Caring 4 Kids Team half termly to discuss plans and evaluate effectiveness of support. We have an open door policy and encourage parents/ carers to share information early. We create an open culture with mental health through talking about it in lessons and the day to day life of the school. Promoting and supporting mental health and wellbeing in schools and colleges - GOV.UK (www.gov.uk)
Children with special educational needs or disabilities (SEND) or certain medical or physical health conditions can face additional safeguarding challenges both online and offline.
We recognise that additional barriers can exist when recognising abuse and neglect in this group of children (e.g. assumptions that indicators of possible abuse such as behaviour, mood and injury, relate to the child’s impairment without further exploration. We follow the SEND code of practice and The SEND local offer | Shropshire Council and Education for children with health needs who cannot attend school -
There is a whole team approach to the care for every child. Pupils with SEND are considered carefully in all plans and all processes in school including inclusion in educational visits. We are a fully inclusive school.
The fact that a child or a young person may be lesbian, gay, bisexual or gender questioning is not in itself an inherent risk factor for harm. However, children in these groups can sometimes be targeted by other children. In some cases, a child who is perceived by other children to be lesbian, gay, bisexual or gender questioning can be just as vulnerable as children who are.
We have an agreed Equality Policy in school and a plan for the welfare, attainment, and personal development of every child. Our PHSE lessons, values teaching and drive to be fully inclusive ensures that all children and families are treated with love, respect and are valued. Our Equality Policy can be found on the school website. Equality Act 2010: advice for schools. Please note that we are awaiting further guidance/publication or guidance from the DfE following the gender questioning children guidance consultation (and whether the change in Government will result in changes). Please ensure you are also familiar with key terms and findings from Final Report – Cass Review (2024).
Child-on-Child Abuse
As set out in our Safeguarding Statement; we will not tolerate the abuse of children. This includes where children abuse other children (child-on-child abuse) or use words or actions which downplay or could (if not responded to) lead to abuse.
We want to ensure that no child-on-child abuse takes place in our school. However, we understand that we cannot just rely on children telling us that they are experiencing abuse from other children. Staff should understand that even if there are no reports in school, this does not mean child-on-child abuse is not happening. Staff will be made aware of the signs and indicators of child-on-child abuse as part of their Professional Development and Supervision; which do not just rely upon children telling someone. Staff are expected to follow our Appendix B: Child-on-Child Abuse Procedures
The school monitors patterns of child-on-child incidents including those involving abuse, to ensure that we are aware of and able to minimise and respond to any emerging themes or patterns of behaviours. This helps us to continue to prevent, identify and respond to child-on-child abuse as outlined at the beginning of this section. This monitoring and our responses to it are reported to and overseen by our Governing Body.
Staff Safeguarding Concerns: Recognise, Respond, Report
Be alert and curious! Pay attention to possible signs or indicators of abuse from the child or others either from your own observation or what the child/others tell you: Appearance Behaviour Communication. Do not just rely on a child telling you (there are lots of reasons why they won’t) |
Recognise
Any child in any family could become a victim of abuse, neglect or exploitation. Abuse and safeguarding issues are complex; and can often involve a child experiencing multiple issues or types of abuse.
Staff should always maintain the attitude that abuse “could happen here”. Staff should be particularly alert to Children potentially at greater risk of harm and vigilant in identifying the signs and indicators which could indicate a concern that a child is being or could be at risk of abuse.
As well as maintaining their Professional development and accessing support; staff can remind themselves of the signs and indicators of abuse and safeguarding issues by referring to: Keeping Children Safe in Education 2024: Part 1 and Annex B. and SSCP - Contacts and Definitions.
Signs and indicators of concern may be evident in spaces and places where children spend time (including when online). They may be present in the child or others around them (including adults or children); in their:
Signs and indicators can be recognised by staff through:
Concerns shared directly by a child: Staff must not rely on children telling them they are experiencing abuse, neglect or exploitation. Children may not recognise; feel ready; know how to or be able to communicate concerns or worries. Staff must therefore act in accordance with our Safeguarding Statement; work in partnership and use professional curiosity and skills in developing trusted and supportive relationships in their everyday work with children.
Observations: In person or online (including online behaviour in school) of a child or someone else (for example a parent, someone working or visiting the school).
Concerns shared by others: either verbally or in written communications. This could be parents; other children; other staff members or other adults who may be working in or with the school or individual children.
Other systems we have in place: For example online filtering and monitoring or information from other agencies through working in partnership etc.
There will be occasions where there are signs and indicators of concern but not enough evidence to indicate that the child is at risk of or experiencing abuse. Signs and indicators could be present for a variety of reasons as well as abuse (for example other family circumstances; health or learning needs); and may act as an early sign for the need for early help and support. In such circumstances; staff are still expected to respond in line with this policy.
Ensure the immediate safety of the child potentially at risk. If there is immediate danger; take action as necessary to protect the child, others and yourself (including contacting emergency services on 999 and refer child protection concerns) Apply other relevant policies/procedures (e.g. behaviour; first aid; attendance, staff code of conduct and/or Appendix B: Child-on-Child Abuse Procedures as applicable). Seek views/gather relevant information (if safe to do so). Remember: Listen (don’t investigate), reassure (don’t promise) and explain you will be reporting the concerns. |
Respond
If a child is in immediate danger; staff must take individual action as necessary to keep the child, others, and themselves safe. They must:
Staff may need to follow other school safeguarding policies/processes (see Linked Policies) as applicable along with responding in line with this policy. All staff will immediately consider how best to support and protect the child and any other children who may be at risk or involved; ensuring they act in their best interests. Where there are concerns of child-on-child abuse; Appendix B: Child-on-Child Abuse Procedures should be referred to.
We request parents notify us of any accidents or injuries to their child before attending school. We will make a written record of the notification along with any injuries the child may have. Should a child receive any injuries during school time; staff will follow our accident reporting and first aid procedures.
We use body maps to record information about physical injuries to a child as part of our accident/behaviour/first aid safeguarding concern reporting processes.
Where safeguarding concerns are identified; staff should (where it is safe to do so) always seek the views of and directly from:
Any uncertainty about seeking views should be discussed with the Designated Safeguarding Lead.
Seeking views from the child/parents means asking them what they think using open questions (What? How? etc) and if they want any help or support. Staff should listen, reassure, and explain that concerns will be reported. Staff should avoid making assumptions, judgments or investigating. Please also refer to When concerns are directly shared by a child.
Views should always be sought unless it is not safe to do so. This includes where seeking views would:
If needs for help and support are identified; parents and children should always be asked for their consent to share information with other organisations so that help and support can be provided to them. If consent is not given; staff should follow guidance in the Recording Keeping and Information Security: Sharing safeguarding information with others section.
Any uncertainty about seeking views should be discussed with the Designated Safeguarding Lead. Decisions to share safeguarding concerns with other organisations without consent will be reported to and overseen by the Designated Safeguarding Lead.
If a child is non-verbal or not able to explain their views themselves due to their age, level of development or needs; then staff should pay attention to how the child may be expressing their views and feelings through their behaviour and use communication tools to help the child share their views. We have a pastoral lead and an ELSA in place and due to our small school setting, our pupils are well known by all staff. We work with families to ensure that children are well supported where appropriate.
Children are more likely to share their experiences and feelings with someone they know and feel comfortable talking to.
When children share the details of or feelings about abuse; the process of sharing can sometimes take time. Children may not share in full or give staff (and sometimes not the same staff member) pieces of information over time. When they do share, this may not always be verbally or directly; but the child may share in their Appearance, Behaviour or other forms of communication (see Recognise section).
It takes a lot of courage for a child to share that they feel unsafe or are experiencing abuse, neglect or exploitation. There are many reasons why children do not share their experiences (for example, uncertainty, shame, experiences of discrimination, fear, denial or a lack of understanding or ability to recognise and explain their experience).
When children are sharing their concerns; staff should:
Report in person to the Designated Safeguarding Lead as soon as possible. Record your concerns, decisions, actions and outcomes on the safeguarding recording system. If concerned about a member of staff or someone else in the school; report in line with Ensuring safe staff. |
Report
All safeguarding concerns must be Reported to the Designated Safeguarding Lead as soon as they are recognised and after the initial response to the child and others. Staff are expected to verbally report their concerns to the Designated Safeguarding Lead.
Where concerns involve an allegation of harm or a low-level concern about someone working in or at the school; staff must follow Ensuring safe staff.
All safeguarding concerns must be recorded by the staff member in writing using our online My Concern System. Appendix D: Safeguarding Concern Reporting Form Where physical injuries to a child form part of the evidence of the concern; staff will record information about the physical injuries observed on a Body Map. Compass Multi-Agency Referral Form or West midlands Physical Abuse Procedures
Each safeguarding concern record should include:
If staff are unsure of the recording requirements staff should seek advice from the Designated Safeguarding Lead.
Designated Safeguarding Lead Response
Safeguarding concerns can be raised by staff as above; but may also be raised to the Designated Safeguarding Lead by:
The Designated Safeguarding Lead will:
Review the information reported; gather any further information as necessary; including conducting a risk and needs assessment if necessary. The Designated Safeguarding Lead will use and refer to the following:
Once the concern has been considered and assessed; the Designated Safeguarding Lead will decide on action(s) to be taken. They may wish to delegate actions to other members of staff; in the best interests of the child. The DSL will assist the Headteacher with decisions to Ensuring safe staff in school.
In making decisions; the Designated Safeguarding Lead will work in partnership with the Headteacher; relevant staff/senior leadership team in line with their Roles and Responsibilities and any other organisations as appropriate (see Working in Partnership and Record Keeping and Information Security).
Actions could include one or more of the below:
Where there is possible criminal behaviour by a child (including in circumstances of child-on-child abuse); we will take account of When to call the police: guidance for schools and colleges.
Other local referral processes will also be followed as applicable: including referring to relevant multi-agency forums and processes as outlined in relevant local tools and pathways (e.g. to Prevent Radicalisation; ensure Online Safety; respond to domestic abuse: Multi-Agency Risk Assessment Conference).
On the child protection file and in line with Record Keeping and Information Security . This will include assessments and discussions (including meeting notes/minutes) of discussions and meetings with staff or others (see Working in Partnership). The Designated Safeguarding Lead will keep detailed, accurate, written records of all concerns, discussions and decisions made including the rationale for those decisions. This should include instances where referrals were or were not made to another agency.
Once the initial actions are taken; the Designated Safeguarding Lead will decide whether there is an ongoing need to actively monitor or manage the safeguarding needs of a child. Where this is decided; they will ensure that the school works in partnership with the child; parents, and any other involved agencies. This may include taking further actions (as outlined above) where concerns escalate.
The SSCP Escalation/Resolution of Professional Disagreements Policy will be used to challenge, resolve and if necessary escalate any concerns the school may have when working with other agencies in safeguarding children.
Appendix A: Alternative Provision Quality Assurance Checklist
Alternative Provision Quality Assurance Checklist
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Name of alternative provision: | |||||
Name of person completing checklist (from host school): | |||||
All agencies and settings who place pupils at alternative provision MUST quality assure the placement. This quality assurance document must be completed prior to working with a new alternative provision and annually thereafter.
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| On file/ evidence of check | Date & Initial | |||
1 | If this quality assurance check is a review, please confirm the date of previous assurance check. |
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2 | Is the alternative provision registered as an independent school with the DfE? Y/N The criteria to be registered as an independent school is that; - full-time1 education is provided for five or more pupils of compulsory school age Or -full-time education is provided for one or more pupils with an EHC plan or who is “looked after” by a local authority
1 - There is no legal definition of what constitutes ‘full-time’ education. However, DfE would consider an institution to be providing full-time education if it is intended to provide, or does provide, all, or substantially all, of a child’s education.
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3 | What is the provider’s DfE number? (If applicable) |
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4 | Copy of signed Service Level Agreement (SLA) /contract (attached) |
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5 | Is there a clear governance structure within the Alternative provision? Y/N |
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6 | Does the referral process include the requirement for a detailed pupil profile from the host school prior to agreement of placement? Y/N |
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7 | Pupil’s attendance should be monitored daily. Is this included in the SLA? Y/N Copy of providers Attendance policy attached. |
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8 | Is there a procedure for when pupils fail to attend or the placement breaks down? Y/N |
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9 | Is there adequate access to resources for all pupils who access the provision? Y/N |
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10 | Is there inclusive practice with regards to positive behaviour management, attendance and punctuality? Y/N
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11 | Is there regular assessment and review of pupil progress? Y/N Provision agree to share weekly progress reports |
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12 | Are risk assessments completed for activities that pupils may undertake? Y/N (copy attached) |
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13 | Is there a full and clear pupil induction procedure regarding health and safety and fire evacuation? Y/N |
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14 | Are there robust procedures in place (including information sharing that are referenced in the SLA) to safeguard children in line with KEEPING CHILDREN SAFE IN EDUCATION? Y/N Copy of providers Safeguarding/Child protection policy attached. |
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15 | Has evidence of staff receiving accredited child protection training been seen? Y/N Has evidence of DSL receiving training for their role been seen? Y/N Have contact details for DSL been provided? Y/N (attached). |
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16 | Copy of public liability insurance document attached. |
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17 | Is there a policy for when members of staff are working alone with pupils? Y/N (copy attached) |
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18 | Does the provider have an online safety policy in line with KEEPING CHILDREN SAFE IN EDUCATION? Y/N (copy attached) |
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19 | Copy of health and safety policy attached. |
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20 | Has written confirmation from the provider that staff vetting checks have been undertaken been received? Y/N Checks include;
Has confirmation of these checks been added to the Single Central Record? |
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21 | Is there a Designated First Aid Officer and suitable equipment available? Y/N
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22 | Has confirmation been received from the provider that a representative will attend or contribute to multi-agency meetings when necessary? Y/N |
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Action Plan If ‘no’ is answered to any of the questions in Part 2 an action plan must be formulated to obtain information | |||||
Action reference number.
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Signed by host school: Date:
Signed by Alternative Provision: Date:
Appendix B: Child-on-Child Abuse Procedures
Harmful Sexual Behaviour in School Resources | SWGfL. and Addressing child-on-child abuse: a resource for schools and colleges (farrer.co.uk)
We aim to prevent, identify, and respond to child-on-child abuse at the earliest opportunity by:
Child-on-child abuse:
Please read this alongside Children potentially at greater risk of harm.
Children who are perceived to be different to others can be particularly vulnerable to child-on-child abuse. When children are abused by other children; there is more often than not a misuse of power or privilege by the child(ren) causing harm. This can have a significant impact on the emotional development and mental wellbeing of the child who is being harmed; and lead them to feel isolated, unsafe, and traumatised.
Children who harm others may have additional or complex needs. Harmful behaviour by children can also be a sign or indicator that a child has an unmet need or could indicate that they themselves are at risk of or are experiencing/have experienced abuse or neglect or some other form of adverse experience[8] in their life. Children who harm other children may have power or privilege over a child(ren) they are causing harm to but can also be powerless or vulnerable in other part of their lives.
Child-on-child abuse is harmful to all children involved.
Evidence[9] indicates that children from particular groups are more vulnerable to child-on-child abuse. This includes children who:
Where a child has several differences and would fall into multiple groups above; this further increases their vulnerability.
We recognise the importance of distinguishing between behaviour that is developmentally appropriate, problematic, or harmful. Harmful behaviour is abusive. It can also (but not always) include physical abuse.
In considering whether behaviour is abusive; staff should consider:
The needs and circumstances of the child who is identified as being potentially harmed should always be considered. This should also include ensuring that their wishes and feelings are sought and recognised in considering the impact upon them.
Even where children do not/are not able to express their wishes and feelings; staff should also pay attention to other potential signs/indicators of abuse (please refer further to Staff Safeguarding Concerns: Recognise, Respond, Report)
Children raising child-on-child concerns either for themselves or others will be taken seriously and never be given an impression they are creating a problem.
Features of abusive behaviour[11] can include:
In most instances, we will use our Behaviour policy to manage the conduct of children towards each other. However, where behaviour is considered abusive or indicates safeguarding concerns; then staff will also need to raise such concerns to the Designated Safeguarding Lead in line with the Staff Safeguarding Concerns: Recognise, Respond, Report section.
In responding to any concern of child-on-child abuse; we will take account of:
All staff will immediately consider how best to support and protect all children involved in child-on-child abuse incidents; ensuring they act in their best interests.
We may deem it necessary to complete a formally recorded risk and needs assessment for all children involved in child-on-child abuse incidents. The decision to complete a formal risk assessment will be taken by the Designated Safeguarding Lead. This formal assessment will always take place where there is evidence of violent or abusive behaviour.
The purpose of the risk and needs assessment is to safeguard all children involved (including children who may not be at the school, such as siblings) and will clearly outline the strategies to be put in place to mitigate risk and address any identified needs.
The risk and needs assessment will be completed; taking account of information from all key staff (and relevant involved professionals) working with the children, as well as their parents/carers. It will also include the views and feelings of the children; where this is safe and appropriate to do so.
The risk assessment will be shared will all staff and relevant involved professionals who work with the children; as well as parents and carers. It will respond to any changes in behaviour and will be regularly updated and evaluated to assess impact.
Brook Traffic Light Tool via Early Help Multi-Agency Training offer In circumstances where children are displaying sexual behaviour towards other children that raises concern; our Designated Safeguarding Lead is trained in and will use the Brook Traffic Light Tool to inform the risk and needs assessment.
Our template risk and needs assessment can be found below and is taken from the Harmful Sexual Behaviour in School Resources | SWGfL; Helping education settings identify and respond to concerns - CSA Centre Harmful sexual behaviour in schools training | NSPCC Learning) Addressing child-on-child abuse: a resource for schools and colleges (farrer.co.uk)
The parents/carers of all involved children will be notified of and involved in our response. We will only share the details of other children to parents/carers who do not have parental responsibility for them where we have consent to do so or where a decision has been taken to share to enable them to effectively safeguard their child (please also refer to Record Keeping and Information Security)
The risk and needs assessment will inform the response taken. The following responses will be considered; (more than one response can be considered):
All child-on- child abuse concerns and responses will be recorded and stored on the child protection files of all involved children (Please refer to Record Keeping and Information Security). Child-on-child incidents that do not indicate abuse or raise safeguarding concerns are recorded in line with our Behaviour Policy on My Concern.
[1] See Working Together to Safeguard Children: Chapter 1: A child centred approach
[3] S576 Education Act 1996
[4] Outlined in Working Together to Safeguard Children Chapter 1: Principles for working with parents and carers
[5] Examples of what could be included in the categories is further detailed in Keeping Children Safe in Education 2024 (Part 2)
[6] See Understanding trauma and adversity | Resources | YoungMinds for further information.
[7] Gender questioning is the term used in line with Keeping Children Safe in Education 2024: Part 2: Children potentially at greater risk of harm. It describes children and young people who are in the process of understanding their gender identity (Cass Review: 2024:19)
[8] See Understanding trauma and adversity | Resources | YoungMinds for further information.
[9] Evidence sources:
[11] Adapted from Hackett Continuum as described in Understanding sexualised behaviour in children | NSPCC Learning. When drawing on Hackett’s continuum, in order to assess the seriousness of other (i.e. non Harmful Sexual Behaviour) alleged behaviour, it should be borne in mind that there are some aspects of Hackett’s continuum which may not of course be relevant or appropriate to consider (see Farrer and Co (2022) page 35-36)