Framework for Children and Young People

PERSON RESPONSIBLE FOR POLICY: Jenna Richards (Acting Headteacher)

TO REVIEWED: 8th January 2019


At Ermine Primary Academy the named personnel with designated responsibility for safeguarding are:


DEPUTY DESIGNATED SAFEGUARDING LEADS: Victoria Sperrin, Zoe Hoyland, Rob Barnard


The named personnel with Designated Responsibility regarding allegations against staff are:



CHAIR OF GOVERNORS (in the event of an allegation against headteacher) Mike Johnson



DSL – Jenna Richards                                                                    01522 781030

Deputy DSL – Victoria Sperrin                                                     01522 781030

Social Care (customer services)                                                    01522 782111

Out of hours duty team                                                               01522 782333

Child exploitation and on-line protection centre CEOP   0870 0003344

Safeguarding Children unit                                                 01522 554061



Safeguarding and promoting the welfare of children is defined for the purposes of this policy as:

  • Protecting children from maltreatment;
  • Preventing impairment of children’s health or development;
  • Ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and
  • Taking action to enable all children to have the best outcomes

 (“Working Together to Safeguarding Children” DfE 2015)

Child Protection is a part of Safeguarding and promoting welfare. It refers to the activity that is undertaken to protect specific children who are suffering, or are likely to suffer, significant harm.


At Ermine Primary Academy we recognise the responsibility we have under Section 157 (academies and Independent Schools) of the Education and Inspections Act 2002, to have arrangements for safeguarding and promoting the welfare of children. This policy demonstrates the school’s commitment and compliance with safeguarding legislation.  Through their day-to-day contact with pupils and direct work with families, staff at our school have a crucial role to play in noticing indicators of possible abuse or neglect and referring them to Children’s Services (in Lincolnshire or neighbouring authorities dependent upon the child’s area of residence). This also involves understanding serious case reviews and how to improve practice to prevent children from falling through the gaps.


Ermine Primary Academy fully recognises its responsibilities for safeguarding children. We are committed to ensuring that we:

  1. Protect children from maltreatment
  2. Prevent impairment of children’s health or development
  3. Ensure that children are growing up in circumstances consistent with the provision of safe and effective care
  4. Undertake the role to enable children to have optimum life chances and to enter adulthood successfully.
  5. Promote and prioritise the safety and wellbeing of children.
  6. Ensure everyone understands their roles and responsibilities in respect of safeguarding
  7. Ensure appropriate action is taken in the event of incidents/concerns.
  8. Ensure that confidential, detailed and accurate records of all safeguarding concerns are maintained and securely stored.


The purpose of the policy is to ensure that:

  • The welfare of the child is paramount.
  • All children regardless of age, gender, ability, culture, race, language, religion or sexual identity have equal rights to protection
  • All staff have an equal responsibility to act on suspicion or disclosure that may suggest a child is at risk of harm.
  • Pupils and staff involved in Safeguarding issues receive appropriate support.
  • Staff adhere to a Code of Conduct and understand what to do if a child discloses any allegations against teaching staff, Head teacher or the Governing Body.

The procedures contained in this policy apply to all staff, volunteers, sessional workers, students, agency staff or anyone working on behalf of Ermine Primary Academy.

They are consistent with Lincolnshire Local Safeguarding Children’s board (LSCB) multi-agency child protection procedures.


This policy is based on the Department for Education’s statutory guidance, Keeping Children Safe in Education and Working Together to Safeguard Children, and the Governance Handbook. We comply with this guidance and the procedures set out by our local safeguarding children board.

This policy is also based on the following legislation:

Part 3 of the schedule to the Education (Independent School Standards) Regulations 2014, which places a duty on academies and independent schools to safeguard and promote the welfare of pupils at the school

The Children Act 1989 (and 2004 amendment), which provides a framework for the care and protection of children

Section 5B(11) of the Female Genital Mutilation Act 2003, as inserted by section 74 of the Serious Crime Act 2015, which places a statutory duty on teachers to report to the police where they discover that female genital mutilation (FGM) appears to have been carried out on a girl under 18

Statutory guidance on FGM, which sets out responsibilities with regards to safeguarding and supporting girls affected by FGM

The Rehabilitation of Offenders Act 1974, which outlines when people with criminal convictions can work with children

Schedule 4 of the Safeguarding Vulnerable Groups Act 2006, which defines what ‘regulated activity’ is in relation to children

Statutory guidance on the Prevent duty, which explains schools’ duties under the Counter-Terrorism and Security Act 2015 with respect to protecting people from the risk of radicalisation and extremism

The Childcare (Disqualification) Regulations 2009 and Childcare Act 2006, which set out who is disqualified from working with children

This policy also meets requirements relating to safeguarding and welfare in the statutory framework for the Early Years Foundation Stage.

This policy also complies with our funding agreement and articles of association.


Safeguarding and promoting the welfare of children refers to the process of protecting children from maltreatment, preventing the impairment of children’s health or development, ensuring that children are growing up in circumstances consistent with the provision of safe and effective care and taking action to enable all children to have the best life chances.

Child Protection refers to the activity undertaken to protect specific children who are suffering, or are likely to suffer, significant harm.

Staff refers to all those working for or on behalf of the School in either a paid or voluntary capacity.

Child refers to all young people who have not yet reached the age of 18.

Parent refers to birth parents and other adults who are in a parenting role – step-parents, foster parents, carers and adoptive parents.


  1. Prevention 5
  2. Early Identification, recognising and responding to safeguarding needs 6
  3. Procedures and record keeping 9
  4. Roles and responsibilities 10
  5. Supporting vulnerable pupils at risk 12
  6. Extremism and radicalisation 13
  7. Female genital mutilation 15
  8. Youth Produced Sexual Imagery (Sexting) 15
  9. Peer to Peer Abuse 16
  10. Safer recruitment and professional boundaries 17
  11. Whistleblowing procedure 20
  12. Communication with parents and carers 20
  13. Governing Board responsibilities                                             21
  14. Mobile phones 21
  15. LADO – allegations made against adults who work with children 22
  16. Other related policies 22
  17. Appendices 23

There are 4 main elements to the Policy:

1     Prevention – through the curriculum and pastoral support offered to pupils and through the creation and maintenance of a whole school protective ethos.

2     Procedures – for identifying and reporting cases, or suspected cases of abuse.

3     Support to children – who may have been abused.

4     Preventing unsuitable people working with children – by following the DfE guidance in Keeping Children Safe in Education – September 2016 together with the school’s individual procedures.

1          PREVENTION

The school will establish an ethos where:

1.1   Children feel secure in a safe environment in which they can learn and develop

1.2   Children know that there are adults in the school whom they can approach if worried or in difficulty.

1.3   Adequate signposting to external sources of support and advice is in place for staff, parents and pupils. The welfare team photos are around school and posters provide staff with how to contact children’s services. Displays in and next to staffroom show safeguarding key information.

1.4   Importance and prioritisation is given to equipping the children with the skills needed to stay safe; including providing opportunities for Personal, Social and Health Education throughout the curriculum.

1.5   Children develop realistic attitudes to their responsibilities in adult life and are equipped with the skills needed to keep themselves safe; including understanding and recognition of healthy/unhealthy relationships and support available

1.6    It is ensured that children can recognise and manage risks in different situations, including on the internet, being able to judge what kind of physical contact is acceptable and unacceptable, recognise when pressure from others, including people they know, threatens their personal safety and well-being and supports them in developing effective ways of resisting pressure.

1.7    All adults feel comfortable and supported to draw safeguarding issues to the attention of the Head Teacher and/or the Designated Safeguarding Lead and are able to pose safeguarding questions with “respectful uncertainty” as part of their shared responsibility to safeguard children ‘Think the unthinkable’ Keeping Children Safe in Education – September 2016.

1.8    Emerging themes are proactively addressed and fed back to the local authority and LSCB to ensure a coherent approach so that multi-agency awareness and strategies are developed.

1.9    There is a proactive approach to substance misuse. Issues of drugs and substance misuse are recorded and there is a standalone policy which is robustly delivered throughout the school and curriculum

1.10   Support and planning for young people in custody and their resettlement back into the school community is undertaken, where necessary, as part of our inclusive approach

1.11   It works in accordance with ‘Working Together to Safeguard Children 2015′ and supports the Lincolnshire Local Safeguarding Children Board (LSCB) Continuum of Need (see Appendix 2) to ensure children and young people receive the most appropriate referral and access provision; actively supporting multi agency planning for those children and, in doing so, providing information about the ‘voice of the child’ and the child’s lived experience as evidenced by observations or information provided through the multi-agency forum.

1.12   Our school’s arrangements for consulting with, listening and responding to pupils are termly pupil interviews, termly parent interviews and weekly school council meetings.

1.13   There is a commitment to the continuous development of staff with regard to safeguarding training;

  • All staff follow the LSCB 5 year training pathway (see Appendix 6) and receive a safeguarding update as part of their induction, to enable them to understand and fulfil their safeguarding responsibilities effectively.
  • The Designated Lead also follows the LSCB 5 year training pathway and attends the LSCB Inter-Agency Safeguarding training.
  • Schools should consider whether they have one or more deputy safeguarding lead(s). Any deputy should be trained to the same standard as the designated safeguarding lead.
  • The Designated Safeguarding Lead, and/or Deputy attend the briefings for Designated Safeguarding Leads coordinated by the Safeguarding in Schools Team, therefore enabling them to remain up to date with Safeguarding practices and be aware of any emerging concerns/themes emerging in Lincolnshire. The expectation is that the Designated Lead will attend at least 2 briefings per academic year.


In Lincolnshire we have adopted an Early Intervention approach to addressing all children’s needs. There is an expectation that all schools use the Early Help Assessment to identify the holistic needs of a child and seek support through the Early Help Consultants or Team Around the Child Coordinators. (refer to section 2.7 for the specific types of support on offer)

2.1    The school acknowledges serious case review findings and shares lessons learned with all staff with the aim to ensure no child falls through the gap.

2.2    All staff should understand the procedures and know how to pass on any concerns no matter how trivial they seem. They are consistent with Lincolnshire’s Local Safeguarding Children’s (LSCB) child protection procedures.

2.3    All staff understand the difference between a ‘concern’ about a child and ‘immediate danger or at risk of harm’ and know the procedures to follow for each.

2.4    The school knows how to identify and respond to:

Signs/symptoms of any type of abuse, e.g. Physical, Sexual, Emotional
Neglect – appendix 3 and 4 and useful information in the Safeguarding in Schools Training Package and on the NSPCC website
Drug/substance/alcohol misuse (both pupil and parent)
Child sexual exploitation / trafficked children
Children missing education
Domestic abuse
Peer to peer abuse
Risky behaviours including concerns around extremism/radicalisation
Sexual health needs
Inclusion and diversity including SEND, HIV, LGBT pupils
On line grooming – E Safety Advice here
Inappropriate behaviour of staff towards children – see section 14
Bullying, including homophobic, racist, gender and disability based bullying. Breaches of the Equality Act 2010.
Self Harm
Female Genital Mutilation – Multi-agency statutory guidance on FGM – April 2016
Forced Marriage
Unaccompanied asylum seeking children
Young carers
Looked after children
(see appendix 9 for more information)

2.5    School staff contribute to assessments along the ‘Continuum of Need’ (see Appendix 2) and actively support multi agency planning for those children. Staff have an understanding of the Framework of Assessment of Need (see below) and make decisions based on a child’s development needs, parenting capacity and family & environmental factors.

2.6       Early Help

Early Help is the term used to describe arrangements and services that identify the need for help for children and families as soon as the problems start to emerge, or when there is a strong likelihood that problems will emerge in the future. Working Together to Safeguard Children (2015) identifies the critical features of effective Early Help as:

A multi-disciplinary approach that brings a range of:

  • Practice that empowers families and helps them to develop the capacity to resolve their own professional skills and expertise through a “Team around the Child” approach.
  • A relationship with a trusted lead professional who can engage with the child and their family, and coordinate the support needed from other agencies
  • A holistic approach that addresses the children’s needs in the wider family context
  • Simple, streamlined referral and assessment process
  • Early Help in Lincolnshire includes both the TAC and ESCO (Early Support and Care Coordination) process. Signs of Safety is embedded throughout.   ESCO is similar to the TAC process but specifically supports the care coordination of Children with Disabilities (CWD) Further information can be seen at  All forms and guidance for Early Help including Signs of Safety, TAC Handbook, TAC Consultants contact details etc. are available at 

2.7        What is Team Around the Child (TAC)?

TAC is a shared assessment and planning framework which is in use by a variety of agencies across the county and is employed in similar format throughout the country. It aims to help with the early identification of additional needs of children and young people and promote a co-ordinated multi agency response to meet them. TAC can be used to support children and young people between 0–19 years, including unborn babies and can also be used with consent up to the age of 24 where a young person has a learning difficulty or disability. There are four main stages in setting up a TAC;

  • Early identification of needs
  • Assessing strengths and needs in a consistent and methodical framework
  • Developing and delivering an integrated service
  • Reviewing and refining the support arrangements

2.8       Support and Guidance Available; Please refer also to the LSCB Website and publications (Particularly ‘Meeting the Needs of Children in Lincolnshire’) at  In addition the following staff are available to support professionals;

Early Help Advisors are available to support professionals.   These advisors are based within Customer Service Centre (01522 782111).  They offer consultations to professionals for new cases where practitioners need some advice or guidance. The Advisors are qualified social workers who will advise on all levels of safeguarding and thresholds.

Early Help Consultants provide support, advice and guidance to lead professionals on existing TAC Cases. They will use Signs of Safety methodology to map and/or quality assure cases in order to secure improved outcomes for children, young people and their families.  Contact via your local TAC Co-ordinator in your locality. or email – should this be written as we already know rather than news to us?

TAC Administrators provide administrative support, maintain records, monitor processes, and can signpost professionals to local services. Contact

Further Support for Schools and Academies In addition to the support outlined above, and academies can request case supervision for all TAC cases where the Lead Professional is employed in an educational setting. For these cases administrative support can also be requested in the form of arranging meetings and typing of assessments and plans. This support can be accessed via the Request Forms at

2.9       The designated safeguarding lead acts as the focal point for all matters concerning child protection and safeguarding children and young people.  One of the primary tasks is to act as the contact between school, the family and other agencies.  Incidents of possible child abuse obviously need to be handled with sensitivity and confidentiality consistent with the multi-disciplinary approach.  If there is any cause for concern whatsoever it is vital that information is passed to the designated safeguarding lead immediately.  In the event, following statutory investigation, of concerns proving to be unfounded, staff should not reproach themselves for having raised the issue.  In cases of this nature it is always better to be safe than sorry.


Ermine Primary Academy will follow Lincolnshire’s safeguarding procedures with reference to Lincolnshire’s LSCB “Managing Individual Cases where there are Concerns about a Child’s Safety and Welfare” (section 4 of LSCB Inter-Agency procedures)

  • Staff complete a welfare form (Appendix 10) and pass it on to one of the designated safeguarding team.
  • Appropriate action will then be taken.

The school will ensure that:

3.1       Safeguarding information including Child Protection information is stored and handled in line with the principles of the Data Protection Act 1998 ensuring that information is:

  • used fairly and lawfully
  • for limited, specifically stated purposes
  • used in a way that is adequate, relevant and not excessive
  • accurate
  • kept for no longer than necessary
  • handled according to people’s data protection rights
  • kept safe and secure.

3.2       Any concerns about a child will be recorded in writing within 24 hours.  All records will provide a factual, evidence-based account. Timely, accurate recording of every episode/incident/concern/ activity/actions will be made including telephone calls to other professionals.  Records will be signed, dated and where appropriate, witnessed.

3.3       Hard copies of records or reports relating to Safeguarding and Child Protection concerns will be kept in a separate, confidential file, securely stored away from the main pupil file.  Authorisation to access these records will be controlled by the Headteacher and/or Designated Safeguarding Lead.

3.4       There is always a Designated Safeguarding Lead (DSL) available who has the necessary seniority and skills, undertakes appropriate Safeguarding training, and is given the time to carry  out this important role.

3.5       The Policy is updated annually and that changes are made in line with any new DfE or other government department’s guidance.

3.6       In the case of child protection referral or serious injury the DSL will contact Lincolnshire Customer Service Centre without delay to report concerns and seek medical attention as necessary.

3.7       Staff must report any concerns about adults who work with children or young people to the headteacher or to the Chair of Governors in the event of an allegation of abuse made against the headteacher.  The Head or Chair must seek advice from the Local Authority Designated Officer(s) (LADO) (see Section 4 of Keeping Children Safe in Education – September 2016). The Emergency Duty Team should be contacted outside normal working hours 01522 782333.

3.8       In the case of poorly explained serious injuries or where behaviour or concerns arouse suspicion if in any doubt the Designated Safeguarding Lead should consult with Lincolnshire Children’s Services Customer Service Centre and seek advice from the Early Help Advisors.

3.9       The DSL will keep written, signed and dated records detailing any allegation and action taken as near to the time of disclosure as possible even when no investigation is undertaken; following up any verbal referral in writing within 24 hours.

3.10     Conversations with a child who discloses abuse should follow the basic principles of TED questioning (tell, explain, describe, appendix 5):

  • listen rather than directly question, remain calm
  • never stop a child who is recalling significant events
  • make a record of discussion to include time, place, persons present and what was said (child language – do not substitute words)
  • advise you will have to pass the information on
  • avoid coaching/prompting
  • never take photographs of any injury
  • allow time and provide a safe haven / quiet area for future support meetings
  • At no time promise confidentiality to a child or adult.


The school will ensure that every member of staff and person working on behalf of the School:

4.1       Knows the name of the Designated Safeguarding Lead (DSL) and his/her role and responsibility.

Our DSL is Mrs Jenna Richards. The DSL takes lead responsibility for child protection and wider safeguarding. During term time, the DSL will be available during school hours for staff to discuss any safeguarding concerns.

Out of school hours the DSL can be contacted by emailing

When the DSL is absent, the deputies Mrs Victoria Sperrin (Pastoral), Mrs Zoe Hoyland (Deputy Head) and Mr Rob Barnard (Assistant Head)– will act as cover.

4.2       Has read part 1 of Keeping Children Safe in Education – September 2016.

4.3       Has an individual responsibility to refer Safeguarding (Child Protection) concerns.

4.4       Knows what to do if a child tells them he/she is being abused or neglected (appendix 5) and What to do if you are worried a child is being abused – Advice for practitioners.

4.5       Will receive training at the point of induction and at regular intervals as required, but at least annually, so that they know:

  • their personal responsibility / code of conduct / teaching standards
  • School and LSCB child protection procedures and how to access them
  • the need to be vigilant in identifying cases of abuse at the earliest opportunity
  • how to support and respond to a child who discloses significant harm
  • in addition, the DSL completes training at least every 2 years to help them understand their role and responsibilities

4.6       Knows their duty concerning unsafe practices in regard to children by a colleague or any other

adult that works with children.

4.7       The DSL will disclose any information about a pupil to other members of staff on a need to know basis.

4.8       The school will undertake appropriate discussion with parents prior to involvement with other agencies unless the circumstances preclude this.

4.9       The school will ensure that parents have an understanding of their obligations re: Child Protection by intervention as and when appropriate.

4.10     Work to develop effective links with relevant agencies in relation to Safeguarding (Child Protection).

4.11    Ensure that, where there are unmet needs, an Early Help discussion is initiated. Advice may be sought from the Early Help Consultants in the locality.

4.12     Complete reports and send representatives to case conferences, core groups and Child Protection review meetings.

4.13     Notify any allocated Social Worker if:

–      a pupil subject to a Child Protection Plan (CPP) is excluded (fixed term or permanent)

–      there is an unexplained absence of a pupil on a CPP of more than 2 days or 1 day following a weekend, or as agreed as part of a CPP.

4.14     Follow Lincolnshire’s policy and statutory guidance on Children Missing Education (CME).

4.15     Ensure all staff in scope of the Disqualification by Association ‘Disqualification Under the Childcare Act 2006‘ have completed a Disqualification Declaration

4.16     Ensure that all staff are aware of their duties under the Serious Crimes Act 2015 to report known instances of female genital mutilation (FGM) to the police via the 101 number

4.17     The headteacher is responsible for the implementation of this policy, including:

  • Ensuring that staff (including temporary staff) and volunteers are informed of this policy as part of their induction
  • Communicating this policy to parents when their child joins the school and via the school website
  • Ensuring that the DSL has appropriate time, funding, training and resources, and that there is always adequate cover if the DSL is absent
  • Ensuring that all staff undertake appropriate safeguarding and child protection training and update this regularly
  • Acting as the ‘case manager’ in the event of an allegation of abuse made against another member of staff or volunteer, where appropriate
  • Ensuring the relevant staffing ratios are met, where applicable
  • Making sure each child in the Early Years Foundation Stage is assigned a key person


Special consideration should be given to safeguarding and protecting children that may have additional vulnerabilities, for example children that are looked after or those with special educational needs (SEN) and disabilities. Additional barriers can exist to the recognition of abuse and neglect which can include:

  • assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration;
  • vulnerable children can disproportionately be impacted by things like bullying – without outwardly showing any signs; and
  • communication barriers and difficulties in overcoming these barriers

The school will endeavour to support vulnerable pupils through:

  • Its ethos which promotes a positive, supportive and secure environment; giving pupils a sense of being valued.
  • Its behaviour policy aimed at supporting vulnerable pupils in school. All staff will agree a consistent approach which focuses on the behaviour of the offence committed by the child; working to support children in developing positive behaviour.
  • Liaison with other appropriate agencies which support the pupil.
  • Developing supportive relationships.
  • Recognition that children living in difficult home environments are vulnerable and are in need of support and protection.
  • Monitoring pupil welfare, keeping accurate records and notifying appropriate agencies when necessary.
  • Allowing designated staff opportunity to attend face to face Safeguarding in Schools briefings/ LSCB multi-agency training. (For example, Prevent, Child Sexual Exploitation guidance, domestic violence, drugs / alcohol substance misuse etc.)
  • Ensuring information is transferred safely and securely when a pupil with a Safeguarding Record transfers to another school. Also notifying Key workers or social workers where a child leaves the school (as appropriate)
  • Following Lincolnshire’s procedures for Child Sexual Exploitation including using the CSE Risk Assessment Toolkit as necessary.


6.1       Ermine Primary Academy seeks to protect children and young people against the messages of all violent extremism including, but not restricted to, those linked to Islamist ideology, Far Right / Neo Nazi / White Supremacist ideology, Irish Nationalist and Loyalist paramilitary groups, and extremist Animal Rights movements.

The current threat from terrorism in the United Kingdom may include the exploitation of vulnerable people, to involve them in terrorism or in activity in support of terrorism.  The normalisation of extreme views may also make children and young people vulnerable to future manipulation and exploitation.

Ermine Primary Academy is clear that this exploitation and radicalisation should be viewed as a safeguarding concern.

Prevention work and reductions of risks will include the RE curriculum, SEND policy, assembly policy, the use of school premises by external agencies, integration of pupils by gender and SEN, anti-bullying policy and other issues specific to the school’s profile, community and philosophy”

This school adheres to the Prevent Duty Guidance for England and Wales July 2015

6.2       Risk assessment

Ermine Primary Academy assess the risk, with local partners, of their children being drawn into terrorism, as well as their support for extremist ideas and terrorist ideology. We have robust safeguarding policies to identify children at risk, appropriate intervention and the most appropriate referral option. The policy alsos cover the suitability of visiting speakers.

Police in all regions are expected to produce a Counter-Terrorism local profile (CTLPs) which is to assess the risk of individuals being drawn into terrorism and is the risk assessment that settings need to refer to.  The Lincolnshire profile is currently being amended and further support can be provided by contacting

6.3       Working in Partnership

 Lincolnshire settings are required to ensure that their safeguarding arrangements take into account policies and procedures of Lincolnshire Safeguarding Children Board

The key aim of the PREVENT strategy in Lincolnshire is:

To help local authorities, police, community safety partnerships and other partners and partnerships to develop and implement effective actions, which will make their communities safer. This will reduce the risk from terrorism and violent extremism, so that the people of Lincolnshire can go about their business freely and with confidence.

Experience has shown that the best results are achieved by:

  • Partnership working and community engagement
  • Understanding the challenge and its context
  • Developing an effective action plan
  • Managing risk
  • Tracking progress and evaluating success
  • Sharing learning

Lincolnshire has a PREVENT steering board which provides the strategic direction and is attended by a variety of partners including Education.

The CHANNEL panel is the operational group for Lincolnshire and has multi-agency representation.

6.4       Staff training

Settings should ensure that their staff are equipped to identify children at risk of being drawn into terrorism, as well as challenge extremist ideas. They should know how to refer children and young people for further help.

All staff can undertake PREVENT e-learning via the LSCB website.  Face to face learning is available to book via the Stay Safe partnership website.

6.5       Referral Process

As part of the duty to protect young people from the messages of extremism, the school may refer any young person they are concerned about to the local Prevent team through the Channel process. The Channel referral form can be found through the LSCB website link above and should be returned to the email provided  Before doing this the school should contact or to seek advice and support to see if a Channel referral is appropriate.  Where the school has serious concerns about the vulnerability of a young person in relation to extremist behaviour, then the school should make a call to the Police on 999.

6.6       IT policies

Ermine Primary Academy ensures that children are safe from online terrorist and extremist material, typically via appropriate levels of filtering.

We require pupils and staff to abide by acceptable user polices which make clear that accessing such sites is unacceptable.  Using school equipment to send terrorist publications to others would be a criminal offence.

6.7       Monitoring and enforcement  

Ofsted inspectors will assess the settings approach to keeping children safe from the dangers of radicalisation and extremism and what is done when the setting suspects that pupils are vulnerable to these threats. If a setting is considered to be failing in this regard or if their staff or children’s safety is threatened, maintained schools will be subject to intervention and academies or free schools may be subject to termination of funding. For independent schools in England or Wales, they must remedy any failing or be subject to regulatory action. Early years settings are also covered by this monitoring provision.

6.8       Wider issues to consider:

These are some further areas to consider in implementing the prevent agenda:

  • Settings are required to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs.
  • Curriculum including a balanced Religious Education, Personal Social and Health Education etc.

EMTET is the Ethnic Minority and Traveller Education Team who can support settings by working with individuals who are victims of racism or are perpetrators of racism or have racist views.  In addition, they can sign post settings to other organisations which will be able to support with other similar issues.  EMTET contact details are 01427 787190,


Female Genital Mutilation (FGM) is child abuse and illegal. As of 31st October 2015, all regulated professionals including qualified teachers or persons who are employed or engaged to carry out teaching work in schools are required to report cases of FGM to the Police. This is a personal duty and cannot be transferred to anyone else. The new mandatory reporting duty related to a disclosure that FGM has already happened and this should be reported to the Police on 101. Where a girl discloses information that identifies her as at risk of FGM, professionals should follow the normal safeguarding procedures.


We have a duty of care towards our pupils and an obligation to support them in being safe in the online world as well as the physical world. 

There are a number of definitions of sexting but for the purposes of this policy sexting is simply defined as:

Sexual images or videos generated

  • by children under the age of 18,
  • Or children sharing sexual images of other children under the age of 18

These images are shared between young people and/or adults via a mobile phone, handheld device or websites with people they may not even know.

Sexting or youth produced sexual imagery does not refer to one single activity: it can have multiple facets and activities, be connected to sexual pleasure and be linked to a ‘normal’ part of sexual development; however, something that transpires online can quickly spiral out of control as it becomes freely available in the public domain. It can then be transferred, forwarded, downloaded, uploaded and shared.

Any situations involving our pupils and youth produced sexual imagery are taken seriously as potentially being indicative of a wider safeguarding or child protection concern or as being problematic sexual behaviour.   The understanding of children and young people around the potential implications of taking and/or sharing youth produced sexual imagery is likely to be influenced by the age and ability of the children involved. In some cases, children under 13 (and indeed older) may create youth produced sexual imagery as a result of age appropriate curiosity or risk-taking behaviour or simply due to naivety rather than any sexual intent.

We follow the guidance and principles in the document, ‘Sexting in Schools & Colleges: Responding to incidents and safeguarding young people.’

All incidents involving youth produced sexual imagery will be responded to in line with the school’s safeguarding and child protection procedures;

When an incident involving youth produced sexual imagery comes to the attention of the school community:

  • The incident is referred to the DSL as soon as possible and recorded using the usual safeguarding recording system.
  • The DSL should hold an initial review meeting with appropriate school staff
  • There should be subsequent interviews with the young people involved (if appropriate)
  • Parents/carers should be informed at an early stage and involved in the process unless there is good reason to believe that involving parents would put the young person at risk of harm
  • At any point in the process if there is a concern a young person has been harmed or is at risk of harm a referral should be made to children’s social care and/or the police immediately.

Any direct disclosure by a young person should be taken very seriously. A young person who discloses they are the subject of sexual imagery is likely to be embarrassed and worried about the consequences. It is likely that disclosure in school is a last resort and they may have already tried to resolve the issue themselves.

Securing and handing over devices to the police

If any devices need to be seized and passed onto the police then the device(s) should be confiscated and the police should be called. The device should be turned off and placed under lock and key until the police are able to come and retrieve it.  See government guidance,  ‘Searching, screening and confiscation at school‘.

9          PEER TO PEER ABUSE 

Children and young people may be harmful to one another in a number of ways which would be classified as peer on peer abuse.

9.1       Types of abuse

There are many forms of abuse that may occur between peers and this list is not exhaustive;

  • Physical abuse e.g. (biting, hitting, kicking, hair pulling etc.)
  • Sexually harmful behaviour/sexual abuse e.g. (inappropriate sexual language, touching, sexual assault etc.)
  • Bullying (physical, name calling, homophobic etc.)
  • Cyber bullying
  • Youth Produced Sexual Imagery (Sexting)
  • Initiation/Hazing
  • Prejudiced Behaviour

We constantly develop appropriate strategies in order to prevent the issue of peer on peer abuse rather than manage issues in a reactive way.

We recognise that peer on peer abuse can and will occur in any setting even with the most stringent of policies and support mechanisms. In which case it is important to continue to recognise and manage such risks and learn how to improve and move forward with strategies in supporting our pupils to talk about any issues and through sharing information with all staff.

We support this by ensuring that our school has an open environment where pupils feel safe to share information about anything that is upsetting or worrying them. This is strengthened through a strong and positive PHSE/SMSC curriculum that tackles such issues as prejudiced behaviour and gives children an open forum to talk things through rather than seek one on one opportunities to be harmful to one another.

9.2       Expected action taken from all staff

Although the type of abuse may have a varying effect on the victim and initiator of the harm, we follow simple steps to help clarify the situation and establish the facts before deciding the consequences for those involved in perpetrating harm.

It is important to deal with a situation of peer abuse immediately and sensitively. It is necessary to gather the information as soon as possible to get the true facts around what has occurred as soon after the child(ren) may have forgotten. It is equally important to deal with it sensitively and think about the language used and the impact of that language on both the children and the parents when they become involved. For example; we do not use the word perpetrator, as this can quickly create a ‘blame’ culture and leave a child labelled.

All staff are trained in dealing with such incidents, talking to pupils and instigating immediate support in a calm and consistent manner. Staff are not prejudiced, judgemental, dismissive or irresponsible in dealing with such sensitive matters.

All incidents are recorded and shared with the designated safeguarding lead.  Information is shared appropriately with parents/carers.

Further detail is within our peer to peer abuse policy.


The school pays full regard to DfE guidance Keeping Children Safe in Education – September 2016 and with reference to the ‘Position of Trust’ offence (Sexual Offences Act 2003). We ensure that all appropriate measures are applied in relation to everyone who works in the school who is likely to be perceived by the children as a safe and trustworthy adult, which includes Governors in maintained schools who are required to have an enhanced criminal records certificate. We do this by:

  • Operating safer recruitment practices including appropriate Disclosure and Barring Service (DBS) and reference checks, verifying identity academic and vocational qualifications, obtaining professional references, checking previous employment history (including any additional checks thought appropriate for staff who have lived or worked outside the UK) and ensuring that a candidate has the health and physical capacity for the job. It also includes undertaking interviews and checking the Children’s List and the existence of any teacher prohibition orders (checked via the ‘Teacher Services’ system) and the right to work in England checks in accordance with DBS and Department for Education procedures.

Recruitment and selection of staff ensures we follow advice given by the Local Authority and existing good practice.

The recruitment process is robust in seeking to establish the commitment of candidates to support the Academy’s measures to safeguard children and to deter, reject or identify people who might abuse children or are otherwise unsuited to work with them.

Ermine Primary Academy job advertisements state our ‘commitment to safeguarding’ and that we ‘operate DBS safeguarding procedures.’

The following documentation is mandatory and offers are conditional, as stated in our standard letter of appointment, until all are received:

  • Photo ID (Originals only)
  • DBS including barred list for those engaging in regulated activity. We will not keep a copy of this for longer than 6 months.
  • Right to work in the UK- we will keep a copy of this verification
  • Check they are not subject to a prohibition order if they are employed as teacher
  • Carry out further checks, as appropriate, on candidates who have lived or worked outside of the UK
  • Qualifications (Originals only)
  • References x 2 (open / compromise agreement not accepted)
  • Application Form (breaks in employment to be explained, Reference I from current employer)
  • Pre-employment Health Questionnaire
  • Check that candidates taking up a management position are not subject to a prohibition from management (section 128) direction made by the secretary of state

Our reference request includes a safeguarding question to determine whether concerns or disciplinaries have been undertaken.

The interview process is conducted with a minimum panel of 2. One member of the panel will have passed ‘Safer Recruitment’ training in the last 3 years. The interview questions include one mandatory safeguarding question and one additional where appropriate:

  1. Have you anything to declare in the light of your DBS disclosure/references?
  2. Tell us about a time you have dealt with a safeguarding issue.

We will ensure that appropriate checks are carried out to ensure that individuals are not disqualified under the Childcare Disqualification (Regulations) 2009 and Childcare Act 2006. Where we take a decision that an individual falls outside of the scope of these regulations and we do not carry out such checks, we will retain a record of our assessment on the individual’s personnel file. This will include our evaluation of any risks and control measures put in place, and any advice sought.

Regulated activity means a person who will be:

Responsible, on a regular basis in a school or college, for teaching, training, instructing, caring for or supervising children

Carrying out paid, or unsupervised unpaid, work regularly in a school or college where that work provides an opportunity for contact with children

Engaging in intimate or personal care or overnight activity, even if this happens only once and regardless of whether they are supervised or not

Existing staff

If we have concerns about an existing member of staff’s suitability to work with children, we will carry out all the relevant checks as if the individual was a new member of staff. We will also do this if an individual moves from a post that is not regulated activity to one that is.

We will refer to the DBS anyone who has harmed, or poses a risk of harm, to a child or vulnerable adult:

Where the ‘harm test’ is satisfied in respect of the individual (i.e. that no action or inaction occurred but the present risk that it could was significant)

Where the individual has received a caution or conviction for a relevant offence

If there is reason to believe that the individual has committed a listed relevant offence, under the Safeguarding Vulnerable Groups Act 2006 (Prescribed Criteria and Miscellaneous Provisions) Regulations 2009

If the individual has been removed from working in regulated activity (paid or unpaid) or would have been removed if they had not left

Agency and third-party staff

We will obtain written notification from any agency or third-party organisation that it has carried out the necessary safer recruitment checks that we would otherwise perform. We will also check that the person presenting themselves for work is the same person on whom the checks have been made.


We will ensure that any contractor, or any employee of the contractor, who is to work at the school has had the appropriate level of DBS check. This will be:

An enhanced DBS check with barred list information for contractors engaging in regulated activity

An enhanced DBS check, not including barred list information, for all other contractors who are not in regulated activity but whose work provides them with an opportunity for regular contact with children

For self-employed contractors we will ask to see a copy of their DBS check.

We will not keep copies of such checks for longer than 6 months.

Contractors who have not had any checks will not be allowed to work unsupervised or engage in regulated activity under any circumstances.

We will check the identity of all contractors and their staff on arrival at the school.

We will request a copy of the companies safeguarding policy.

Trainee/student teachers

Where applicants for initial teacher training are salaried by us, we will ensure that all necessary checks are carried out.

Where trainee teachers are fee-funded, we will obtain written confirmation from the training provider that necessary checks have been carried out and that the trainee has been judged by the provider to be suitable to work with children.

In both cases, this includes checks to ensure that individuals are not disqualified under the Childcare Disqualification (Regulations) 2009 and Childcare Act 2006.


We will:

Never leave an unchecked volunteer unsupervised or allow them to work in regulated activity

Obtain an enhanced DBS check with barred list information for all volunteers who are new to working in regulated activity

Obtain an enhanced DBS check without barred list information for all volunteers who are not in regulated activity, but who have an opportunity to come into contact with children on a regular basis, for example, supervised volunteers

Carry out a risk assessment when deciding whether to seek an enhanced DBS check for any volunteers not engaging in regulated activity

Ensure that appropriate checks are carried out to ensure that individuals are not disqualified under the Childcare Disqualification (Regulations) 2009 and Childcare Act 2006. Where we decide that an individual falls outside of the scope of these regulations and we do not carry out such checks, we will retain a record of our assessment. This will include our evaluation of any risks and control measures put in place, and any advice sought


Trustees and local governors will have an enhanced DBS check without barred list information. They will have an enhanced DBS check with barred list information if working in regulated activity.

The chair of the board of trustees will have their DBS check countersigned by the secretary of state.

All trustees, proprietors and local governors will have the following checks:

Section 128 direction

Right to work in the UK

Other checks deemed necessary if they have lived or worked outside the UK

Adults who supervise pupils on work experience

When organising work experience, we will ensure that policies and procedures are in place to protect children from harm.

We will also consider whether it is necessary for barred list checks to be carried out on the individuals who supervise a pupil under 16 on work experience. This will depend on the specific circumstances of the work experience, including the nature of the supervision, the frequency of the activity being supervised, and whether the work is regulated activity.

10.2     In February 2015 the DfE issued additional guidance about disqualification by association ‘Disqualification Under the Childcare Act 2006‘ which applies to those staff employed and/or provide childcare in either the early years (birth until end of reception age) or later years (children under the age of 8). Schools will need to ask those staff in scope to complete a disqualification declaration. Upon return schools should contact their HR adviser and LADO where a positive declaration has been made.

10.3     Ermine Primary Academy will ensure that staff and volunteers adhere to a published code of conduct and other professional standards at all times, including after school activities. Staff are aware of social media/ on-line conduct.

10.4     Ermine Primary Academy will ensure any disciplinary proceedings against staff related to Child Protection matters are concluded in full in accordance with Government guidance Keeping Children Safe in Education – September 2016 and LSCB, LADO and HR Policy, procedures and guidance.

10.5     Ermine Primary Academy will ensure that all staff and other adults on site are aware of the need for maintaining appropriate and professional boundaries in their relationship with pupils and parents, following the Code of Conduct.

10.6     Ermine Primary Academy will establish adequate risk assessments are in place including for extended school, volunteer and holiday activities.

10.7     Ermine Primary Academy will support staff confidence to report misconduct.

10.8     Ermine Primary Academy will ensure at least one member of every recruitment panel has completed Safer Recruitment training within the last 5 years.  At least one person in school should have completed the LSCB face to face Safer Recruitment within the last 5 years.  E-learning is also available.  Training is available to book at (click ‘Training’)


The governing body minutes should include a record of:

  • The school’s whistleblowing arrangements
  • the people in and outside the school that staff members should report concerns to

Every member of staff must be informed of the school’s whistleblowing arrangements.

Every staff member, including temporary staff and contractors, should know:

  • what protection is available to them if they decide to report another member of staff
  • what areas of malpractice or wrongdoing are covered in the school’s whistleblowing procedure
  • the different routes available to them for reporting a concern, including who they can approach both in and outside the school

All staff and contractors should be aware of the NSPCC Whistleblowing Advice Line for Professionals (0800 028 0285) and be aware that they can use this line if:

  • the school does not have clear safeguarding procedures to follow
  • they believe their concerns won’t be dealt with properly or may be covered-up
  • they have raised a concern but it has not been acted upon
  • they are worried about being treated unfairly. They should be aware that they can call about an incident that happened in the past, is happening now or they believe may happen in the future.


The school takes steps to ensure all parents and carers understand the child protection and safeguarding policy. The policy is available through the school public website and parents receive updates on reviews and changes through home school communication. Parents can raise a concern about their child’s safety or about general safeguarding concerns in the school by informing the school immediately where there is risk of harm to a child or raising the concern through the school’s complaints procedure.

Parents are regularly informed of information that they may need to be aware of to help them to protect their children from harm inside and outside the school environment.

Where the school has concerns for the safety of a child, parents are made aware of these concerns and their consent is sought in line with local safeguarding procedures unless doing so would increase the risk of harm to the child. Where appropriate, we will discuss any concerns about a child with the child’s parents. The DSL will normally do this in the event of a suspicion or disclosure.

Other staff will only talk to parents about any such concerns following consultation with the DSL.

If we believe that notifying the parents would increase the risk to the child, we will discuss this with the local authority children’s social care team before doing so.

In the case of allegations of abuse made against other children, we will notify the parents.


The Governing Board fully recognises its responsibilities with regard to Safeguarding and promoting the welfare of children in accordance with Government guidance.

The Governing Board have agreed processes which allow them to monitor and ensure that the school:

13.1     Has robust Safeguarding procedures in place.

13.2     Operates safer recruitment procedures and appropriate checks are carried out on new staff and adults working on the school site.  This includes checking the Single Central Record (SCR).

13.3     Has procedures for dealing with allegations of abuse against any member of staff or adult on site

13.4     Has a member of the Leadership Team who is designated to take lead responsibility for dealing with Safeguarding and Child Protection issues

13.5     Takes steps to remedy any deficiencies or weaknesses with regard to Safeguarding arrangements.

13.6     Is supported by the Governing Body nominating a member responsible for liaising with the LA and/or partner agencies in the event of allegations of abuse against the Headteacher; this is the Chair.

13.7     Carries out an annual review of the Safeguarding policy and procedures.

13.8     Carries out an annual Safeguarding Audit in consultation with the Governing body, sharing this with the LSCB/Safeguarding in Schools team on request.  Support available with this via

14        MOBILE PHONE

Staff are allowed to bring their personal phones to school for their own use, but will limit such use to non-contact time when pupils are not present. Staff members’ personal phones will remain in their bags or cupboards during contact time with pupils.

Staff will not take pictures or recordings of pupils on their personal phones or cameras.

We will follow the Data Protection Act 1998 when taking and storing photos and recordings for use in the school. 


Child Protection procedures must be followed whenever any member of staff or volunteer becomes aware of a concern, or an allegation of abuse is made, about an adult including volunteers who works with children. The Head teacher must be notified or, where the allegation is against the Head teacher, the Chair of Governors must be informed. The first priority is whether any immediate action needs taking to ensure a child or other children are safe.  All allegations of alleged or suspected abuse against an adult who works with children must be reported to the Lincolnshire’s Local Authority Designated Officers (LADO contact information in Appendix 1). Further guidance is in part 4 of the statutory document; Keeping Children Safe in Education – September 2016 )

Reporting to the LADO applies even where the nature of the alleged assault would not normally meet the threshold if applied to children in their own families.  For example, a report of a child being smacked by a parent, with no injury caused, would be unlikely to require any response by Police of Social Care.  However, a similar report of a child being smacked by a teacher should be responded to because of:

  • the vulnerability of children away from home;
  • the higher standards of conduct demanded by law and regulation of those caring for other people’s children;
  • the position of trust enjoyed by such people.

Contact should be made with the LADO when it is alleged, or there are concerns that, a person who works with children has

  • behaved in a way that has harmed a child, or may have harmed a child;
  • possibly committed a criminal offence against or related to a child; or
  • behaved towards a child or children in a way that indicates he or she would pose a risk of harm if they work regularly or closely with children.
  • A LADO referral form should be completed for each contact with LADO & emailed to

This process should be followed for members of staff/volunteers who are currently working in any school or college regardless of whether the school or college is where the alleged abuse took place – i.e. the allegation may relate to the individuals’ personal life or be historic.

Employers have a duty of care to their employees. They should ensure they provide effective support for anyone facing an allegation and provide the employee with a named contact if they are suspended. Decisions about suspension are made on a case by case basis and will depend on the nature and seriousness of the allegation. It is essential that any allegation of abuse made against a teacher or other member of staff or volunteer in a school or college is dealt with in a timely manner, in a fair and consistent way that provides effective protection for the child and at the same time supports the person who is the subject of the allegation.


The school takes safeguarding seriously and understands this policy is over- arching. The school also maintains other linked policies in line with the legislative requirements; together these make up the suite of policies to safeguard and promote the welfare of children in this school.



Advice on any aspect of Child Protection can be sought from the Child Protection Team;

Other Important Numbers:

Police (Emergency)                              999

Police (Non Emergency)                      101

Lincolnshire Police Public Protection Unit, Central Referral Unit 01522 947590

Safeguarding Children Officer (Education Settings)    01522 554695

Ruth Fox –

Stay Safe Partnership – ‘safeguarding in Schools’ tab











Children and young people whose needs are being adequately met by their family, friends and community and who are accessing universal services. (e.g. health visiting, GP, schools)

  • RESPONSE: – Continue meeting child or young person’s needs as a universal service in a safe environment.Universal services will remain at all levels of need.



Children and young people who would benefit from additional help with moderate difficulties in order to make the best of their life chances.

  •  RESPONSE: – A practitioner who identifies unmet needs for a child or young person should consider how these needs can best be met, usually by some additional help from within their own agency. The Early Help Assessment (EHA) can help to identify and plan to meet needs and involve others where necessary.


Children and young people who have a range of additional needs affecting different areas of their life.

  • RESPONSE: Request support from other agencies such as family support, commissioned services Youth Crime Prevention Team and Education Welfare. Agencies work together to provide a network of support to the child or young person and their family.
  • Identify a lead professional to co-ordinate support and be primary link with the family.
  • Hold a multi-agency meeting and use the Early Help Assessment (EHA) with child and family to assess their needs. Develop and implement an Action Plan and review progress.


Children and young people who need immediate protection or who require integrated support from a statutory service such as CAMHS, Children’s Social Care, or Youth Offending Service.

  • Children’s Social Care lead multi-agency planning and support through a Child-in-Need Plan, Child Protection Procedures, or accommodation by Children’s Social Care.
  • Youth Offending Team lead multi-agency interventions for Court-Ordered Supervision of Young Offenders in the community and in custody.

If at any point you are concerned about the safety of a child or young person, contact Lincolnshire Children’s Services Customer Service Centre

Tel:             01522 782111

Tel:             01522 782333  (Emergency Duty Team for out of hours)























































The statutory guidance, ‘Keeping Children Safe in Education – September 2016′, states ‘All staff members should be aware of systems within their school or college which support safeguarding and these should be explained to them as part of staff induction. This should include: the child protection policy; the  staff behaviour policy (sometimes called a code of conduct); and the role of the designated safeguarding lead.  Copies of policies and a copy of part one of Keeping Children Safe in Education should be provided to staff at induction. All staff members should receive appropriate safeguarding and child protection training which is regularly updated. In addition all staff members should receive safeguarding and child protection updates (for example, via email, e-bulletins ans staff meetings), as required, but at least annually to provide them with relevant skills and knowledge to safeguard children effectively.’….’Governing bodies should take a proportional risk based approach to the level of information that is provided to temporary staff and volunteers.

Lincolnshire Safeguarding Children Board (LSCB) & Lincolnshire County Council agree that best practice would be for all staff to undertake annual safeguarding training, based on the LSCB 5 year training pathway which is available at   Some staff find the pathway a little confusing so please see a simplified version below.

5  Year Cycle Training Pathway Example for Designated Safeguarding Leads (DSL)
Year 1 Complete ‘Awareness of Child Abuse & Neglect Foundation’ E-Learning and LSCB 2 day ‘Inter-Agency Safeguarding Children & Young People’ face to face course in the locality of your setting.
Year 2 Complete another Safeguarding course, e.g. PREVENT
Year 3 Complete Safeguarding Children Refresher training.  This could be the LSCB E-learning
Year 4 Complete another Safeguarding course, e.g. Awareness of Domestic Abuse
Year 5 Complete another Safeguarding course, e.g. Keeping Children Safe in a Digital World


5  Year Cycle Training Pathway Example for all other members of staff
Year 1 Complete Basic Awareness Safeguarding training.  This may be the Safeguarding in Schools ‘Training Package’ which is updated annually, delivered by the DSL or a DSL from a partner school.  The package may be presented in one longer session or completed over several sessions.  The LSCB ‘Awareness of Child Abuse & Neglect Foundation E-Learning’ is a suitable alternative, however, please note that if the E-Learning is being undertaken, staff MUST be made aware of safeguarding procedures and policies specific to your setting, including safer working practices and procedures for reporting concerns about adults who work with children and young people.
Year 2 Complete another safeguarding course/session, e.g. PREVENT.  This may be face to face/e-learning or attending an in-house session.
Year 3 Complete a Safeguarding Children Refresher course.  This could be a refresh of one or more of the sections of the ‘Training Package’ or the LSCB ‘Safeguarding Children Refresher training’ E-Learning.
Year 4 Complete another safeguarding course.  This may be face to face/e-learning or attending an in-house session.
Year 5 Complete another safeguarding course.  This may be face to face/e-learning or attending an in-house session.

Schools should plan the 5 year pathway carefully, taking into consideration any gaps in staff knowledge, updates to statutory guidance documents and the needs of the children and young people in the setting and community.  Always keep accurate records of staff safeguarding updates on a spreadsheet and remember to keep a central copy of any evidence of training, e.g. certificates.

The ‘Training Package’ is available on request by emailing

We offer three support packages;

  1. The Training Package containing a Trainer Manual, delegate workbook, PowerPoint presentation with training notes along with certificate templates.
  2. Self-Assessment online Safeguarding Audit tool
  3. Termly Safeguarding Briefings – an opportunity to regularly meet with other designated safeguarding leads, discuss the latest updates and hear from a range of speakers on a variety of safeguarding topics.


What needs to happen? Check all information is correct

Speak  to the person who observed/witnessed

Exact words

Ask questions to ALL don’t just put your assumptions of what they may say

REMEMBER how do you know?

Having thought more  about the problem what would you need to see to move this up the scale?

What do you think the next step should be to help sort the problem?

What do we need to see to close (these need to be realistic and achievable)


Always scale before you have a meeting, talk with the line managers before you address the person involved so you have a clear idea of what the issues are and how serious. Get the person to scale themselves before and you scale them as well so they can see your worries. Ask them to scale after the meeting and put in the “to do list” what they need to do to move up the scale.
What’s working well? What do you like/strength?

What are your best attributes?

What is already being done (if anything) to address the problem?

What are we worried about?


If someone is hurting or upsetting you or making you feel scared you, it is not your fault.

You are not alone, there are people who can help you and stop people from making you feel scared or hurt.

You may be frightened of the person hurting you or your friends, but there are things you can do to get help and make it better.

 This include someone who may be frightening you on the Internet or on your mobile

You should:

  • Tell someone you trust. Such as your friends, teachers, parents, grandparents. Other people at school may be able to help.
  • Let people help to make things better by stopping the person from hurting you or your friends

You shouldn’t

  • Feel embarrassed or alone.
  • Feel that it is your fault or that you are to blame for someone hurting, frightening or touching you. Anyone who tells you that is a liar
  • Keep it a secret.
  • Feel you have no one to turn to – people are there to help

Other help                   


Children missing from education

A child going missing from education is a potential indicator of abuse or neglect, and such children are at risk of being victims of harm, exploitation or radicalisation.

There are many circumstances where a child may become missing from education, but some children are particularly at risk. These include children who:

  • Are at risk of harm or neglect
  • Come from Gypsy, Roma, or Traveller families
  • Come from the families of service personnel
  • Go missing or run away from home or care
  • Are supervised by the youth justice system
  • Cease to attend a school
  • Come from new migrant families

We will follow our procedures for unauthorised absence and for dealing with children who go missing from education, particularly on repeat occasions, to help identify the risk of abuse and neglect, including sexual exploitation, and to help prevent the risks of going missing in future. This includes informing the local authority if a child leaves the school without a new school being named, and adhering to requirements with respect to sharing information with the local authority, when applicable, when removing a child’s name from the admission register at non-standard transition points.

Staff will be trained in signs to look out for and the individual triggers to be aware of when considering the risks of potential safeguarding concerns which may be related to being missing, such as travelling to conflict zones, FGM and forced marriage.

If a staff member suspects that a child is suffering from harm or neglect, we will follow local child protection procedures, including with respect to making reasonable enquiries. We will make an immediate referral to the local authority children’s social care team, and the police, if the child is in immediate danger or at risk of harm.

Child sexual exploitation

Child sexual exploitation (CSE) is a form of sexual abuse where children are sexually exploited for money, power or status.

This can involve violent, humiliating and degrading sexual assaults, but does not always involve physical contact and can happen online. For example, young people may be persuaded or forced to share sexually explicit images of themselves, have sexual conversations by text, or take part in sexual activities using a webcam.

Children or young people who are being sexually exploited may not understand that they are being abused. They often trust their abuser and may be tricked into believing they are in a loving, consensual relationship.

If a member of staff suspects CSE, they will discuss this with the DSL. The DSL will trigger the local safeguarding procedures, including a referral to the local authority’s children’s social care team and the police, if appropriate.

Indicators of sexual exploitation can include a child:

  • 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 or becoming pregnant
  • Displaying inappropriate sexualised behaviour
  • Suffering from changes in emotional wellbeing
  • Misusing drugs and/or alcohol
  • Going missing for periods of time, or regularly coming home late
  • Regularly missing school or education, or not taking part in education


The DSL will make sure that staff have access to appropriate training to equip them to be alert to children affected by FGM or at risk of FGM.

Section 7.3 of this policy sets out the procedures to be followed if a staff member discovers that an act of FGM appears to have been carried out or suspects that a pupil is at risk of FGM.

Indicators that FGM has already occurred include:

  • A pupil confiding in a professional that FGM has taken place
  • A mother/family member disclosing that FGM has been carried out
  • A family/pupil already being known to social services in relation to other safeguarding issues

A girl:

    • Having difficulty walking, sitting or standing, or looking uncomfortable
    • Finding it hard to sit still for long periods of time (where this was not a problem previously)
    • Spending longer than normal in the bathroom or toilet due to difficulties urinating
    • Having frequent urinary, menstrual or stomach problems
    • Avoiding physical exercise or missing PE
    • Being repeatedly absent from school, or absent for a prolonged period
    • Demonstrating increased emotional and psychological needs – for example, withdrawal or depression, or significant change in behaviour
    • Being reluctant to undergo any medical examinations
    • Asking for help, but not being explicit about the problem
    • Talking about pain or discomfort between her legs

Potential signs that a pupil may be at risk of FGM include:

The girl’s family having a history of practising FGM (this is the biggest risk factor to consider)

FGM being known to be practised in the girl’s community or country of origin

A parent or family member expressing concern that FGM may be carried out

A family not engaging with professionals (health, education or other) or already being known to social care in relation to other safeguarding issues

A girl:

  • Having a mother, older sibling or cousin who has undergone FGM
  • Having limited level of integration within UK society
  • Confiding to a professional that she is to have a “special procedure” or to attend a special occasion to “become a woman”
  • Talking about a long holiday to her country of origin or another country where the practice is prevalent, or parents stating that they or a relative will take the girl out of the country for a prolonged period
  • Requesting help from a teacher or another adult because she is aware or suspects that she is at immediate risk of FGM
  • Talking about FGM in conversation – for example, a girl may tell other children about it (although it is important to take into account the context of the discussion)
  • Being unexpectedly absent from school
  • Having sections missing from her ‘red book’ (child health record) and/or attending a travel clinic or equivalent for vaccinations/anti-malarial medication

The above indicators and risk factors are not intended to be exhaustive.

Forced marriage

Forcing a person into marriage is a crime. A forced marriage is one entered into without the full and free consent of one or both parties and where violence, threats, or any other form of coercion is used to cause a person to enter into a marriage. Threats can be physical or emotional and psychological.

Staff will receive training around forced marriage and the presenting symptoms. We are aware of the ‘one chance’ rule, i.e. we may only have one chance to speak to the potential victim and only one chance to save them.

If a member of staff suspects that a pupil is being forced into marriage, they will speak to the pupil about their concerns in a secure and private place. They will then report this to the DSL.

The DSL will:

Speak to the pupil about the concerns in a secure and private place

Activate the local safeguarding procedures and refer the case to the local authority’s designated officer

Seek advice from the Forced Marriage Unit on 020 7008 0151 or

Refer the pupil to an education welfare officer, pastoral tutor, learning mentor, or school counsellor, as appropriate

Preventing radicalisation

Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism. Extremism is vocal or active opposition to fundamental British values, such as democracy, the rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs.

Schools have a duty to prevent children from being drawn into terrorism. The DSL will undertake Prevent awareness training and make sure that staff have access to appropriate training to equip them to identify children at risk.

We will assess the risk of children in our school being drawn into terrorism. This assessment will be based on an understanding of the potential risk in our local area, in collaboration with our local safeguarding children board and local police force.

We will ensure that suitable internet filtering is in place, and equip our pupils to stay safe online at school and at home.

There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. Radicalisation can occur quickly or over a long period.

Staff will be alert to changes in pupils’ behaviour.

The government website Educate Against Hate and charity NSPCC say that signs that a pupil is being radicalised can include:

  • Refusal to engage with, or becoming abusive to, peers who are different from themselves
  • Becoming susceptible to conspiracy theories and feelings of persecution
  • Changes in friendship groups and appearance
  • Rejecting activities they used to enjoy
  • Converting to a new religion
  • Isolating themselves from family and friends
  • Talking as if from a scripted speech
  • An unwillingness or inability to discuss their views
  • A sudden disrespectful attitude towards others
  • Increased levels of anger
  • Increased secretiveness, especially around internet use
  • Expressions of sympathy for extremist ideologies and groups, or justification of their actions
  • Accessing extremist material online, including on Facebook or Twitter
  • Possessing extremist literature
  • Being in contact with extremist recruiters and joining, or seeking to join, extremist organisations

Children who are at risk of radicalisation may have low self-esteem, or be victims of bullying or discrimination. It is important to note that these signs can also be part of normal teenage behaviour – staff should have confidence in their instincts and seek advice if something feels wrong.

If staff are concerned about a pupil, they will follow our procedures set out this policy, including discussing their concerns with the DSL.

Staff should always take action if they are worried.

Further information on the school’s measures to prevent radicalisation are set out in other school policies and procedures.

Checking the identity and suitability of visitors.

All visitors will be required to verify their identity to the satisfaction of staff. If the visitor is unknown to the setting, we will check their credentials and reason for visiting before allowing them to enter the setting. Visitors should be ready to produce identification.

Visitors are expected to sign the visitors’ book and wear a visitor’s badge. A lanyard will show if the visitor has shown a DBS or not by wearing either a green (shown DBS) or red (not shown) lanyard.

All visitors to our setting, including visiting speakers, will be accompanied by a member of staff at all times. We will not invite into the school any speaker who is known to disseminate extremist views, and will carry out appropriate checks to ensure that any individual or organisation using school facilities is not seeking to disseminate extremist views or radicalise pupils or staff.

Non-collection of children

If a child is not collected at the end of the session/day, we will:

Take the child to the school office 15 minutes after the session ends and phone known contacts. We will repeat this process. If we have no answer and the child is still not collected children’s social care will be contacted 45 minutes after the session ends.