Safeguarding Procedures

Safeguarding procedures – circulated to those working in a voluntary capacity at Brandlehow School:

Keeping Children Safe in Education: summary

This article summarises part 1 of the government's updated statutory guidance on safeguarding. It outlines what staff should know and do. It also looks at the arrangements that should be in place for safeguarding, recruitment and managing allegations.

In September 2019 the Department for Education (DfE) published an updated version of its statutory guidance on safeguarding, Keeping Children Safe in Education. The guidance is organised into five main parts covering:

  • Safeguarding information for all staff
  • The management of safeguarding
  • Safer recruitment
  • Allegations of abuse made against teachers and other staff
  • Child on child sexual violence and sexual harassment

Keeping children safe in education, GOV.UK – DfE (Adobe pdf file)

London Grid for Leaning has translated Keeping Children Safe into a number of other languages:

  • Arabic
  • Bengali
  • Cantonese
  • Mandarin
  • Polish
  • Portuguese
  • Punjabi
  • Spanish
  • Urdu

The translations can be found here:

The DfE says the document should be read alongside the government’s inter-agency safeguarding guidance, Working Together to Safeguard Children, which was updated on July 2018, and its departmental advice, 'What to do if you're worried a child is being abused: advice for practitioners'.

These documents are summarised in the following articles:

Working Together to Safeguard Children: summary by the NSPCC

Part one: safeguarding information for all staff

These documents explain that governing bodies should ensure that all staff read part one of the guidance, as a minimum. Part one outlines what school and college staff should know and do in relation to safeguarding.

In the document, Keeping Children Safe in Education, safeguarding is defined as protecting anyone under the age of 18 from maltreatment, preventing impairment of their health or development, ensuring they grow up in circumstances consistent with the provision of safe and effective care, and taking action to enable them to have the best outcomes.

Role of schools and colleges

The role of schools and colleges in safeguarding children says schools and colleges “are an important part of the wider safeguarding system for children” and should:

  • Work with social care, the police, health services and others to protect children, and promote their welfare
  • Have a designated safeguarding lead who will provide support to staff members and liaise with other agencies

Role of school and college staff

The School and college staff have a responsibility to identify children who need help, or are suffering, or likely to suffer, significant harm, and to take appropriate action.

The document says that all school and college staff should:

  • Be aware of systems within their school which support safeguarding (including child protection, staff behaviour and school behaviour policy, which should be provided during induction)
  • Receive appropriate child protection training which is regularly updated
  • Be aware of the signs of abuse and neglect
  • Be aware that they may be asked to support social workers to take decisions about children
  • Always act in the interests of the child

Role of Safeguarding Link Governors

The governing body as a whole is responsible for the safeguarding of children in our school. At Brandlehow, because we regard safeguarding as the highest of priorities, we have two link governors for safeguarding and a third, linked specifically to e-safety. Primarily their role is to help ensure that safeguarding is effective and not to carry out the work of the Designated Safeguarding Leads. The role is specifically around strategic issues and to make sure there are effective systems to keep vulnerable children safe. It is not about individual cases.

Link Governors:

  • are the lead governors who understand the safeguarding requirements
  • support the work of the designated safeguarding lead
  • meet regularly with the designated safeguarding lead/s and any other relevant staff
  • report back to the governing body about how effective safeguarding is and to facilitate the scrutiny of safeguarding
  • ensure compliance with statutory duties and guidance for safeguarding
  • ensure that safeguarding deficiencies are brought to the governing body
  • ensure that the safeguarding and child protection policy is being followed in practice; and to be involved in any policy review
  • ensure that the training programme for staff reflects the needs of the school and statutory regulations.
  • ensure that the governing body is kept aware of the safeguarding risks to young people in the school
  • ensure that records are kept securely and in one place
  • ensure that there is appropriate monitoring and tracking in place for vulnerable pupils
  • ensure that there is a consistent approach to safeguarding and child protection across the school
  • ensure that the curriculum for safeguarding reflects the risks for young people in the area
  • ensure that safer recruitment processes are in place
  • ensure that the single central record is compliant.

Actions to take where staff have concerns

Staff working with children are advised to maintain an attitude of 'it could happen here' where safeguarding is concerned. When concerned about the welfare of a child, staff should always act in the best interests of the child.

The guidance explains that concerns should be raised with the designated safeguarding lead, who will make decisions about referrals. Where a child and family would benefit from co-ordinated support, an inter-agency assessment should be made.

However, it emphasises: 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. If the 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.

The guidance also gives examples of poor practice, such as failing to act early, poor record keeping, failing to listen to the views of the child, sharing information too slowly and failing to challenge those who are not taking action.

Types of abuse and neglect

  • Abuse
  • Physical abuse
  • Emotional abuse
  • Sexual abuse
  • Neglect

The document includes links to advice and help on specific safeguarding issues such as domestic violence, gangs and youth violence, and sexting.It also includes further information on children missing from education, child sexual exploitation (CSE), FGM and preventing radicalisation.

This includes details of the statutory duty to report FGM from October 2015, and schools' duties under the Counter-Terrorism and Security Act as of July 2015.

You will find more information about these duties in the following articles :

Need-to-know: statutory duty to report FGM from October 2015

The Prevent Strategy - A Parents Guide