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Safeguarding policy

Reviewed annually. Next review September 2020 (or as required by Statutory Guidance)


Section 175 of the Education Act 2002 gives maintained schools a statutory duty to promote and safeguard the welfare of children, and have due regard to guidance issued by the Secretary of State.

This school recognises its legal and moral duty to promote the well-being of children, and protect them from harm, and respond to child abuse.  We acknowledge our responsibilities to both protect children from maltreatment and prevent impairment.  We will promote their welfare by creating opportunities for them to achieve their full potential, thus giving them optimum life chances in adulthood.

We believe that every child regardless of age has at all times and in all situations a right to feel safe and protected from any situation or practice that results in a child being physically or psychologically damaged.  This includes any form of bullying (for example, racist).

We recognise that many of the risks to children in the ‘real world’ equally apply to ‘virtual world’ that children and young people may encounter when they use ICT in its various forms.  We take seriously our responsibility to educate our children to help them to become safe and responsible users of new technologies, and allow them to be discriminating users of both the content they discover and the contacts they make online.  Our aim is to teach them the appropriate behaviours and critical thinking skills to remain both safe and legal online, wherever and whenever they use technology.

We agree that we have a primary responsibility for the care, welfare and safety of the pupils in our charge, and we will carry out this duty through our teaching and learning extra curricular activities, pastoral care and extended school activities.  In order to achieve this, all members of staff (including volunteers and governors) in this school, in whatever capacity, will at all times act proactively in child welfare matters especially where there is a possibility that a child may be at risk of significant harm.

The school seeks to adopt an open and accepting attitude towards children as part of our responsibility for pastoral care.  The school hopes that parents and children will feel free to talk about any concerns and will see school as a safe place if there are any difficulties at home.

Children’s worries and fears will be taken seriously if they seek help from a member of staff.  However, staff cannot promise secrecy if concerns are such that referral must be made to the appropriate agencies in order to safeguard the child’s welfare. However, the child's wishes and feelings will be taken into account when determining what actions to take and what services to provide, where appropriate.

Our school believes in the importance of early identification of issues for children and young people (see our 'Offer of Early Help').  We fully endorse the principles of multi-agency working.

In our school, if we have suspicions that a child’s physical, sexual or emotional well-being is being, or is likely to be harmed, or that they are being neglected, we will take appropriate action in accordance with the procedures of South Gloucestershire Safeguarding Partners which are to be found at swcpp.org.uk.

All members of school staff have read and follow the latest Government guidance, ‘Keeping Children Safe in Education’ (September 2018) and 'What to do if you are worried that a child is being abused'.

As a consequence, we

  • Assert that teachers and other members of staff (including volunteers) in the school are an integral part of the child safeguarding progress;
  • Accept totally that safeguarding children is an appropriate function for all members of staff in the school, and wholly compatible with their primary pedagogic responsibilities.
  • Recognise that safeguarding children in this school is a responsibility for all staff, including volunteers, and the Governing body;
  • Will ensure through training and supervision that all staff and volunteers in the school are alert to the possibility that a child is as risk of suffering harm, and know how to report concerns or suspicions;
  • Will designate a senior member of staff with knowledge and skills in recognising and acting on child protection concerns.  He or she will act as a source of expertise and advice, and is responsible for co-ordinating action within the school and liaising with other agencies;
  • Ensure (through the designated member of staff) that staff with designated responsibility for child protection will receive training to the minimum standard set out by South Gloucestershire Safeguarding Partners
  • Will share our concerns with others who need to know, and assist in any referral process;
  • Will ensure that all members of staff and volunteers who have suspicion that a child may be suffering, or may be at risk of suffering harm, refer such concerns to the designated member of staff, who will refer on to Children’s Social Care in accordance with the procedures issued by Safeguarding Partners (every 3 years for all staff and every 2 years for DSLs, alongside annual updates for all staff);
  • Safeguard the welfare of children whilst in the school, through positive measure to address bullying, especially where this is aggravated by sexual or racial factors, disability or special educational needs, or technology
  • Will ensure that all staff are aware of the child protection procedures established by SG Safeguarding Partners and where appropriate, the Local Authority, and act on any guidance or advice given by them;
  • Will ensure through our recruitment and selection of volunteers and paid employees that all people who work in our school are suitable to work with children;
  • Will act swiftly and make appropriate referrals where an allegation is made that a member of staff has committed an offence against a child, harmed a child, or acted in a way that calls into question their suitability for working with children.

Safeguarding issues

Some of the specific safeguarding issues faced by young people are outlined below. Annex A of 'Keeping Children Safe in Education 2018' contains additional information about these and other specific safeguarding issues - children and the court system, children missing from education, children with family members in prison, child sexual exploitation, child criminal exploitation: county lines, domestic abuse, homelessness, so-called 'honour-based' violence and sexual violence and sexual harassment between children in schools and colleges. 


Types of abuse and neglect

Abuse: 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. They may be abused by an adult or adults or another child or children. 

Physical abuse: a form of abuse that may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child's emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or 'making fun' of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed upon children. These may include interactions that are beyond a child's developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child from participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children to frequently feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.

Sexual abuse: involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening.The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.

Neglect: the persistent failure to meet a child's basic physical and/or psychological needs, likely to result in the serious impairment of the child's health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home and abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate caregivers); or ensure access to appropriate medical care or treatment. it may also include neglect of, or unresponsiveness to, a child's basic emotional needs.

Staff are also aware that safeguarding issues can manifest as peer on peer abuse, including:

  • bullying (including cyberbullying)
  • physical abuse, such as hitting, kicking, shaking, biting, hair pulling or other causes of physical harm
  • sexual violence & harassment
  • sexting and initiation/hazing type violence & rituals

There is no clear boundary between incidents that should be regarded as abusive and incidents that are more properly dealt with as bullying, sexual experimentation etc. This is a matter for professional judgement. 


At our school we will minimise the risk of allegations against other children by:

  • Providing PSHE as part of the curriculum, to help children develop their understanding of acceptable behaviours, healthy relationships and keeping themselves safe
  • Having effective ways within school for children to raise concerns with staff, knowing they will be  listened to, supported and valued and that issues will be looked into and addressed
  • being aware of and challenging inappropriate language used by children, which could have an impact of the self esteem of others
  • liaising with other professionals to develop robust risk assessments for children identified as posing a risk to other children
  • liaising with specialists to deliver appropriate targeted work to children identified as being at potential risk

Our Good Behaviour policy seeks to minimise the risk of peer on peer abuse. Incidents of this type will recorded, investigated and dealt with and victims & perpetrators will be supported appropriately. This type of abuse is unacceptable will be treated seriously and will not be passed off as 'banter' or 'having a laugh'. There is a recognition that there can be a gendered nature to this type of abuse but all types of this abuse are taken seriously.

We will endeavour to support children with difficulties by:

  • continued monitoring of their development coordinated by the DSL in collaboration with other staff working directly with those children
  • keeping records and notifying ART as soon as there is a recurrance of a concern
  • continued close collaboration with parents / carers
  • liaison with appropriate and trustworthy statutory and voluntary agencies who may be able to support the student
  • The school's good behaviour policy, which outlines a consistent approach focusing on the behaviour / offence but does not damage the child's sense of self-worth
  • providing appropriate pastoral support and care


It is also recognised that children with special educational needs (SEN) and disabilities can face additional safeguarding challenges. These can include:

  • assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child's disability without further exploration;
  • being more prone to peer group isolation than other children; 
  • the potential for being disproportionally impacted by behaviours such as bullying, without outwardly showing any signs;
  • communication barriers and difficulties overcoming these barriers

To address the above, we provide close pastoral support for children with SEN and disabilities.

Safeguarding incidents/ behaviour can be associated with factors outside of school and can occur between children outside of school. Our staff and designated safeguarding lead will consider the context within which such incidents/ behaviour occurs. This is contextual safeguarding which means that assessments of children should consider whether wider environmental factors are present in a child's life that are a threat to their safety or welfare. Accordingly, we will provide as much information as possible as part of the referral process to social care, where appropriate.  

 When children go missing from education (particularly on repeat occasions) to help identify the risk of abuse/ neglect we will inform the Local Authority when we remove a child from roll at standard and non-standard times. We will keep more than one emergency contact number for all our children.


Difference between a concern and immediate danger or at risk of harm

If staff members have any concerns about a child (as opposed to a child being in immediate danger) they will need to decide what action to take, Where possible, there should be a conversation between the designated safeguarding lead to agree a course of action, although any staff member can make a referral to children's social care. Other options could include a referral to specialist or early help services and should be made in accordance with the referral threshold set by the local Safeguarding Children Board / Partners. If, at any point, there is a risk of immediate serious harm to a child a referral should be made to children's social care immediately.  Anybody can make a referral. Where referrals are not made by the designated safeguarding lead, they should be informed, as soon as possible, that a referral has been made. If a child's situation does not appear to be improving the staff member with concerns should press for re-consideration. Concerns should always lead to help for the child at some point. Staff will maintain an attitude of 'it could happen here' and will endeavour to always act in the best interests of the child.

Designated Safeguarding Lead

  1. The designated senior member of staff (designated person) for child protection in this school is:

Debbie Dix

The designated Safeguarding Governor is ANDREW GAZARD (Chair of Governors)

  1. In their absence, these matters will be dealt with by:

Karen Millard / Kim Ovens (Deputy Safeguarding Leads)

  1. The designated person is key to ensuring that proper procedures and policies are in place and are followed with regard to child safeguarding issues.  They will also act as a dedicated resource available for other staff, volunteers and governors to draw upon.
  2. The school recognises that
  • The designated person must have the status and authority within the school management structure to carry out the duties of the post – they must therefore be a senior member of staff in the school.
  • All members of staff (including volunteers) must be made aware of who this person is and what their role is.
  • The designated person will act as a source of advice and coordinate action within the school over child protection cases.
  • The designated person will need to liaise with other agencies and build good working relationships with colleagues from these agencies.
  • They should possess skills in recognising and dealing with child welfare concerns.
  • Appropriate training and support should be given.
  • The designated person is the first person to whom members of staff report concerns. If there is an allegation against a member of staff it should be reported to the designated safeguarding lead, however if the allegation is against the DSL, then it should be reported to the Chair of Governors / Local Authority Designated Officer (LADO).
  • The designated person is responsible for referring cases of suspected abuse or allegations to the relevant investigating agencies according to the procedures established by SG Safeguarding Partners.
  • The designated person is not responsible for dealing with allegations made against members of staff.


The Local Authority Designated Officer (LADO) is TINA WILSON

To be effective they will:

  • Act as a source of advice, support and expertise within the school and be responsible for coordinating action regarding referrals by liaising with Children’s Social care and other relevant agencies over suspicions that a child may be suffering harm.
  • Cascade safeguarding advice and guidance issued by SG Safeguarding Partners
  • Where they have concerns that a referral has not been dealt with in accordance with the child protection procedures, refer to the Business manager of SG Safeguarding Partners to investigate further.
  • Ensure each member of staff and volunteers at the school, and regular visitors (such as Education Welfare Officers, trainee teachers and supply teachers) are aware of and can access readily this policy.
  • Liaise with the head teacher/designated person to inform him/her of any issues and ongoing investigations and ensure there is always cover for the role.
  • Ensure that this policy is updated and reviewed annually (or as required by statutory Guidance) and work with the designated governor for child protection regarding this.
  • Be able to keep detailed accurate secure written records of referrals/concerns, and ensure that these are held in a secure place.
  • Ensure parents are aware of the child protection policy in order to alert them to the fact that the school may need to make referrals.  Raising parents’ awareness may avoid later conflict if the school does have to take appropriate action to safeguard a child.
  • Where children leave the school roll, ensure any child protection file is transferred to the new school as soon as possible, separately from the main file, and addressed to the designated person for child protection.
  • Where a child leaves and the new school is not known, ensure that the local authority is alerted so that the child’s name can be included on the database for missing pupils.

The designated person also has an important role in ensuring all staff and volunteers receive appropriate training.  They should:

  • Attend training in how to identify abuse and know when it is appropriate to refer a case
  • Have a working knowledge of how SG Safeguarding Partners operates and the conduct of a child protection case conference and be able to attend and contribute to these when required
  • Attend any relevant or refresher training courses and then ensure that any new or key messages are passed to other staff, volunteers and governors.
  • Make themselves (and any deputies) known to all staff, volunteers and governors (including new starters and supply teachers) and ensure those members of staff have had training in child protection.  This should be relevant to their needs to enable them to identify and report any concerns to the designated teacher immediately

Designated Governor

The Designated Governor for Child Protection at this school is

Andrew Gazard

Child protection is important.  Where appropriate, the Governors will ensure that sufficient resources are made available to enable the necessary tasks to be carried out properly under inter-agency procedures.

The Governors will ensure that the designated member of staff for child protection is given sufficient time to carry out his or her duties, including accessing training.

The Governors will review safeguarding practices in the school on a regular basis, and no less than annually (through a Safeguarding report to Governors), to ensure that:

  • The school is carrying out its duties to safeguard the welfare of children at the school;
  • Members of staff and volunteers are aware of current practices in this matter, and that staff receive training where appropriate;
  • The attend training Child Protection/Safeguarding training for Governors
  • Child protection is integrated with induction procedures for all new members of staff and volunteers
  • The school follows the procedures agreed by SG Safeguarding Partners, and any supplementary guidance issued by the Local Authority
  • Only persons suitable to work with children shall be employed in the school, or work here in a voluntary capacity
  • Where safeguarding concerns about a member of staff are substantiated, take appropriate disciplinary action
  • Since September 2016, all our Governors have an enhanced DBS check.


 In order to ensure that children are protected whilst at this school, we will ensure that our staff and volunteers are carefully selected, screened, trained and supervised.

We accept that it is our responsibility to follow the guidance set out in ‘Safeguarding Children and Safer Recruitment in Education”, in particular:

  • Before appointing someone, follow up each reference with a telephone call or personal contact during which we will discuss applicant’s suitability to work with vulnerable children.
  • Check that all adults with regulated activities with children at this school have an enhanced DBS check before starting work, and prior to confirmation of appointment.

We will ensure that at least one member of any interview panel has completed certified NSCL Safer Recruitment Training.

In addition, we will ensure that the following checks are satisfactorily completed before a person takes up a position in the school:

  • Identity checks to establish that applicants are who they claim to be (through birth certificate, passport, driving licence, etc…)
  • Academic qualifications, to ensure that qualifications are genuine
  • Professional and character references prior to offering employment
  • Satisfy conditions as to health and physical capacity
  • Previous employment history will be examined and any gaps accounted for
  • Overseas checks
  • Section 128 Prohibited checks
  • The Right to Work in the UK


We understand that some people otherwise unsuitable for working with children may use volunteering to gain access to children; for this reason, any volunteers in the school, in whatever capacity, will be given the same consideration as paid staff.

Where a parent or other volunteer helps on a one-off basis, he/she will only work under the direct supervision of a member of staff, and at no time have one to one contact with children.  However, if a parent or other volunteer is to be in school for regulated activities or over a longer period then they will be risk assessed and possibly checked to ensure their suitability to work with children (enhanced DBS check).

Induction & Training

All new members of staff will receive induction training, which will give an overview of the organisation and ensure they know its purpose, values, services and structure, as well as identifying and reporting abuse, and confidentiality issues.

All new staff at the school (including volunteers) will receive basic child protection information and have access to a copy of this policy prior to commencing their work at the school.

All staff will be expected to attend training on safeguarding children that will enable them to fulfil their responsibilities in respect of child protection effectively.  The school will provide this training through the designated person.

Staff will attend Local Authority refresher training every three years, and the designated person every two years. Staff will also receive 'annual training' and regular updates.

Dealing with Concerns

Members of staff and volunteers are not required by this school to investigate suspicions; if somebody believes that a child may be suffering, or may be at risk of suffering significant harm, they must always refer such concerns to the designated person, who will refer the matter to the relevant Children’s Services.

To this end, volunteers and staff will follow the procedures below;

  • Upon the receipt of any information from a child, or if any person has suspicions that a child may be at risk of harm, or
  • If anyone observes injuries that appear to be non-accidental, or
  • Where a child or young person make a direct allegation or implies that they have been abused,
  • Makes an allegation against a member of staff

They must record what they have seen, heard or know accurately at the time the event occurs, and share their concerns with the designated person (or head teacher if an allegation about a member of staff) and agree action to take.

We will ensure that all members of staff and employees are familiar with the procedures for keeping confidential written record of any incidents and with the requirements of SG Safeguarding Partners.

Where any member of staff fails to report their concerns, this may be dealt with as a disciplinary matter.

For further details see attached 'flowchart'.


Safeguarding in School

As well as ensuring that we address child protection concerns, we will also ensure that children who attend the school are kept safe from harm whilst they are in our charge.

To this end, this policy must be seen in light of the school’s policies on:

  • Personal, Social and Health Education and Sex and Relationships Education; child protection issues will be address through the curriculum as appropriate.
  • E-Safety
  • First Aid
  • Bullying; the school will also ensure that bullying is identified and dealt with so that any harm caused by other pupils can be minimised.  We will pay particular attention to sexualised behaviour, or bullying that is homophobic in nature, or where there appear to be links to domestic abuse in the family home.
  • Safer recruitment and code of conduct for staff
  • Racist incidents
  • Confidentiality
  • Behaviour and the school rules
  • Health and Safety
  • Physical Intervention
  • Allegations against members of staff
  • Health & Safety policy
  • Safer Recruitment policy 
  • SEN policy
  • Early Help policy
  • Prevent policy

When a child is educated by an Alternative Provider, the school will obtain written confirmation that the Alternative Provider has completed all the relevant staff checks.

Photographing Children

We understand that parents like to take photos of or video record their children in the school play, or at sports day, or school presentations.  This is a normal part of family life, and we will not discourage parents from celebrating their child’s success.

However, if there are Health and Safety issues associated with this – i.e. the use of a flash when taking photos could distract or dazzle the child, and cause them to have an accident, we will encourage parents to use film or settings on their camera that do not require flash.

We will not allow others to photograph or film pupils during a school activity without the parent’s permission.

We will not allow images of pupils to be used on school websites, publicity, or press releases, without express permission from the parents, and if we do obtain such permission, we will not identify individual children by name.

The school cannot however be held accountable for photographs or video footage taken by parents or members of the public at school functions.


On-Line Safety

As schools increasingly work online it is essential that children are safeguarded from potentially harmful and inappropriate online material. As such the governing body should ensure that appropriate filters and appropriate monitoring systems are in place. Whilst it is essential that appropriate filters and monitoring systems are in place we must be careful that 'overblocking' does not lead to unreasonable restrictions as to what children can be taught with regards to online teaching and safeguarding. We will promote the benefits of modern technology to aid learning but we are also aware of the dangers that can be encountered by pupils when accessing the internet or using technology. We recognise that some children have unlimited and unrestricted access to the internet via 3G and 4G. At present we do not allow children to have mobile phones at school. All staff children and visitors to the school must adhere to the E-Safety policy.



Looked after Children

The most common reason for children becoming looked after is as a result of abuse and/or neglect. The designated safeguarding lead must ensure they have the information needed in relation to a child's looked after legal status (whether they are looked after under voluntary arrangement with the consent of parents or an interim or full care order) and contact arrangements with birth parents or those with parental responsibility. Information about the child's care arrangements and the levels of authority delegated to the carer by the authority looking after the child must also be known. The DSL should also have the details of the child's social worker and the name of the virtual school head in the Local Authority that looks after the child. The Governing body must appoint a designated teacher (Mrs Dix) to promote the educational achievement of children who are looked after and to ensure that this person has appropriate training.

A previously looked after child potentially remains vulnerable and all staff should have the skills, knowledge and understanding to keep them safe. When dealing with previously looked after children and looked after children we will endeavour to work closely with all agencies involved and take prompt action when necessary to safeguard this particularly vulnerable group of children. Local authorities have on-going responsibilities to previously looked after children and care leavers, which includes keeping in touch with them, preparing an assessment of their needs and appointing a personal advisor. Our designated safeguarding lead should have details of the personal advisor and liaise with them as necessary regarding any issue of concern with the care leaver.

Private fostering occurs when a child under 16 years (under 18, if disabled) is provided with care and accommodation by a person who is not a parent, person with parental responsibility for them or a relative in their own home. A child is not privately fostered if the person caring for and accommodating them has done so for less than 28 days and does not intend to do so for longer. If such arrangements come to the attention of school staff we will notify the local authority and allow them to check the arrangement is suitable and safe for the child. 

Virtual School Heads

(The Children and Families Act 2014 requires local authorities in England to appoint at least one person for the purpose of discharging the local authority's duty to promote the educational achievement of its looked after children. That person (known as the virtual school head) must be an officer employed by the local authority)

The schools designated teacher will work with the virtual school head to discuss how the funding can be best used to support the progress of looked after children in the school and meet the needs identified in the child's personal education plan.



The school, and all members of staff at the school, will ensure that all data about pupils is handled in accordance with the requirements of the law, and any national and local guidance.

Any member of staff who has access to sensitive information about a child or the child’s family must take all reasonable steps to ensure that such information is only disclosed to those people who need to know.

Regardless of the duty of confidentiality, if any member of staff has reason to believe that a child may be suffering harm, or be at risk of harm, their duty is to forward this information without delay to the designated member of staff for child protection.

Information Sharing

We recognise that information sharing between practitioners and local agencies is vital in identifying and tackling all forms of abuse and neglect. We will endeavour to proactively share information with Safeguarding Partners and other agencies as early as possible to help identify, assess and respond to risks about the welfare and safety of children. We recognise that The Data Protection Act 2018 and GDPR do not prevent, or limit, the sharing of information for the purposes of keeping children safe. Fears about sharing information will not be allowed to stand in the way of the need to promote the welfare and protect the safety of children. Staff who need to share 'special category personal data' are aware that the Data Protection Act 2018 contains 'safeguarding of children and individuals at risk' as a processing condition that allows practitioners to share information. This includes allowing practitioners to share information without consent, if it is not possible to gain consent, it cannot be reasonably expected that a practitioner gains consent, or if to gain consent would place a child at risk.


Conduct of Staff

The school has a duty to ensure that professional behaviour applies to relationships between staff and children, and that all members of staff are clear about what constitutes appropriate behaviour and professional boundaries. (see 'Guidance for Safer Working Practice for Adults Who work With Children' Oct 2015)

At all times, members of staff are required to work in a professional way with children.  All staff should be aware of the dangers inherent in:

  • Working alone with a child
  • Physical interventions
  • Cultural and gender stereotyping
  • Dealing with sensitive information
  • Giving to and receiving gifts from children and parents
  • Contacting children through private telephones (including texting), e-mail, MSN, or social networking websites
  • Disclosing personal details inappropriately
  • Meeting pupils outside school hours or school duties

If any member of staff has reasonable suspicion that a child is suffering harm, and fails to act in accordance with this policy and SG Safeguarding Partners procedures, we will view this as misconduct, and take appropriate action

Physical contact and restraint

Members of staff may have to make physical interventions with children.  Members of staff should only do this where:

  • It is necessary to protect the child, or another person, from immediate danger


  • Where the member of staff has received suitable training
  • If physical restraint is necessary it should be in line with the school’s policy, a record will be made of the incident and the Head teacher informed as soon as possible.

Allegations against Members of Staff

If anyone makes an allegation that any member of staff (including any volunteer) or Governor may have:

  • Committed an offence against a child
  • Placed a child at risk of significant harm
  • Behaved in a way that calls into question their suitability to work with children

The allegation will be dealt with in accordance with national guidance and agreements, as implemented locally by SG Safeguarding Partners.

The head teacher, rather than the designated member of staff will handle such allegations, unless the allegation is against the head teacher, when the chair of governors will handle the school’s response.

The head teacher (or chair of governors) will gather information about the allegation, and report these without delay to the Local Authority. Staff should also be aware of the NSPCC Whistleblowing Helpline (0800 028 0285)

The Prevent Duty

In order for schools to fulfil the Prevent duty, it is essential that staff are able to identify children who may be vulnerable to radicalisation as part of our safeguarding duties.  The statutory guidance makes clear that schools are expected to assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology.  This means being able to demonstrate both a general understanding of the risks affecting children and young people in the area and a specific understanding of how to identify individual children who may be at risk of radicalisation and what to do to support them.

The general risks affecting children and young people may vary from area to area, and according to their age.  Schools are in an important position to identify risks within a given local context.

It is important that schools understand these risks so that they can respond in an appropriate and proportionate way.  At the same time schools should be aware of the increased risk of online radicalisation, as terrorist organisations such as ISIL seek to radicalise young people through the use of social media and the internet.

There is no single way of identifying an individual who is likely to be susceptible to a terrorist ideology.  As with managing other safeguarding risks, staff should be alert to changes in children’s behaviour which would indicate that they may be in need of help or protection.  Children at risk of radicalisation may display different signs or seek to fide their views.

School staff should use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately.

Even very young children may be vulnerable to radicalisation by others, whether in the family or outside, and display concerning behaviour.  The Prevent duty does not require teachers to carry out unnecessary intrusion into family life but as with any other safeguarding risk, they must take action when they observe behaviour of concern, such as referring cases to the Channel multi-disciplinary organisation, where appropriate.

The safeguarding procedures outlined above need to be followed in exactly the same way should staff have a concern about potential radicalisation or undue influences.

Honour Based Violence

So called 'honour based' violence (HBV) encompasses crimes which have been committed to protect or defend the honour of the family and/or community, including female genital mutilation (FGM), forced marriage, and practices such as breast ironing. All forms of so called HBV are abuse (regardless of the motivation) and should be handled and escalated as such. If in any doubt, staff should speak to the designated safeguarding lead.

Sexual Exploitation

Child sexual exploitation is a form of child abuse which involves children and young people (male and female), of a range of ethnic origins and ages receiving something in exchange for sexual activity.  Perpetrators of child sexual exploitation are found in all parts of the country and are not restricted to particular ethnic groups.  It is important that staff are aware of the risk factors and alert the school’s designated officer if there are concerns.

Key indicators of children being sexually exploited which can include:

  • Going missing for periods of time or regularly coming home late;
  • Regularly missing school or education or not taking part in education;
  • Appearing with unexplained gifts or new possessions;
  • Associating with other young people involved in exploitation;
  • Having older boyfriends or girlfriends;
  • Suffering from sexually transmitted infections;
  • Mood swings or changes in emotional wellbeing;
  • Drug and alcohol misuse;
  • Displaying inappropriate sexualised behaviour.

Practitioners should also be aware that many children and young people who are victims of sexual exploitation do not recognise themselves as such.

Female Genital Mutilation (FGM)

In the same way as staff should be vigilant to the risk factors of sexual exploitation the same is relevant for Female Genital Mutilation.  Staff should be aware of these risk factors through ongoing training.  Fundamentally any concerns relating to children or older siblings who may be at risk need to be identified to the Police.

Before and After School Activities

Where the Governing Body transfers control of use of school premises to bodies (such as sports clubs) to provide out of school hours activities, we will ensure that these bodies have appropriate safeguarding and child protection policies and procedures, and that there are arrangements in place to link with the school on such matters.  Such considerations will be made explicit in any contract or service level agreement with the bodies.

Contracted Services

Where the Governing Bodies contracts its services to outside providers, we will ensure that these providers have appropriate safeguarding and child protection policies and procedures, and that there are arrangements in place to link with the school on such matters.  Such considerations will be made explicit in any contract or service level agreement with the provider.

Flow-chart for raising safeguaring concerns about a child

Click here to download a flow-chart for raising safeguarding concerns about a child

Debbie Dix

September 2019