Safeguarding
In Schools
Good Enough or Best
Practice?
August 2014
-1-
Contents
1.
Purpose
Page 3
2.
Role & Responsibilities
Page 4-7
3.
Training
Page 7-8
4.
Guidance, Policies & Procedures
Page 9-10
5.
Identifying & Responding to Concerns
Page 10-15
6.
Recording, Record Keeping & Confidentiality
Page 15-18
7.
Allegations Against Staff
Page 18-20
8.
Safe Recruitment
Page 20-23
9.
Pupils Safety & Safe Practices
Page 23-24
10.
On & Off-Site Safety
Page 25
11.
Useful Contacts
Page 26-30
-2-
1.
Purpose
The purpose of this guidance document is to set out some of the key
responsibilities of the school, Governing Body and the Designated
Safeguarding Lead (DSL). It focuses on what would be seen as ‘Good Enough’
to what has been highlighted as ‘Best Practice’. The hope is that schools can
ensure that they have policies, procedures and practices in place that are
meeting minimum requirements, but then that schools will aspire to adopt the
best practice and become outstanding in terms of safeguarding.
‘Safeguarding in Schools: Best Practice’ (Ofsted 2011) highlighted the
following:
 Weaknesses in safeguarding are usually related to broader failings in
leadership, management and governance. Common themes include:
 A failure to maintain a single central record of recruitment and vetting
checks covering all adults who had regular contact with children
 Insufficient child protection training
 Key risk assessments not completed
 Failure by the governing body to monitor and review the policies to
protect children
Common Features of Outstanding Schools:
 A culture where safeguarding is everyone’s business and everyone’s
responsibility
 Safeguarding policies written in plain English, often exceeding
minimum requirements
 Training is high priority and goes beyond basic requirements
 Accountability is established at all levels in the school
 QA is integral to daily practice and any findings are acted upon quickly
 Parents and children are involved at all levels
 Security is “tight but not obtrusive … visitors feel welcomed rather than
scrutinised”
-3-
2.
Roles & Responsibilities
 Good Enough:
Designated Safeguarding Lead (DSL)
All schools must have a named Designated Safeguarding Lead. The role of the
DSL is to take lead responsibility for managing child protection issues,
providing advice and support to other staff, liaising with the local authority
and working with other agencies. The DSL should be a member of the senior
management team however they do not have to be a teacher.
The broad areas of responsibility as stated in KCSE (2014) for the designated
safeguarding lead are:
Managing referrals
• Refer all cases of suspected abuse to the local authority children’s social
care and the local authority designated officer (LADO) for child protection
concerns which concern a staff member; Disclosure and Barring Service
where a person is dismissed or left due to risk/harm to a child; and/or
Police where a crime may have been committed
• Liaise with the head teacher or principal to inform him or her of issues
especially ongoing enquiries under section 47 of the Children Act 1989
and police investigations
• Act as a source of support, advice and expertise to staff on matters of
safety and safeguarding and when deciding whether to make a referral by
liaising with relevant agencies
Training
The designated safeguarding lead should receive appropriate training carried out
every two years in order to:
• Understand the assessment process for providing early help and
intervention, for example through locally agreed common and shared
assessment processes such as early help assessments
• Have a working knowledge of how local authorities conduct a child
protection case conference and a child protection review conference and
be able to attend and contribute to these effectively when required to do
so
• Ensure each member of staff has access to and understands the school’s
or college’s child protection policy and procedures, especially new and
part time staff
-4-
• Be alert to the specific needs of children in need, those with special
educational needs and young carers
•
Be able to keep detailed, accurate, secure written records of concerns and
referrals
•
Obtain access to resources and attend any relevant or refresher training
courses
•
Encourage a culture of listening to children and taking account of their
wishes and feelings, among all staff, in any measures the school or
college may put in place to protect them
Raising Awareness
• The designated safeguarding lead should ensure the school or college’s
policies are known and used appropriately:
• Ensure the school or college’s child protection policy is reviewed annually
and the procedures and implementation are updated and reviewed
regularly, and work with governing bodies or proprietors regarding this
• Ensure the child protection policy is available publicly and parents are
aware of the fact that referrals about suspected abuse or neglect may be
made and the role of the school or college in this
• Link with the Local Safeguarding Children Board to make sure staff are
aware of training opportunities and the latest local policies on
safeguarding
• Where children leave the school or college ensure their child protection file
is copied for any new school or college as soon as possible but transferred
separately from the main pupil file
Best Practice:
All schools should have more than one person DSL trained so that if the DSL
is not available there is at least one deputy who has full access to the files,
understands the policies and processes and takes an active role in
Safeguarding within the school. This person is not always a member of the
senior management team however they should if not report directly to the
DSL.
-5-
With regard to the broad responsibilities referred to above:
Managing Referrals
•
•
Ideally the DSL and any deputy(s) work as a team to have discussions
about thresholds, interventions and referrals, and these decisions are
supported by tools such as the Continuum of Need and the Assessment
Framework (included later in this document)
The DSL could produce a half-termly Safeguarding Report to the
Governing Body or equivalent (Could be within HT Report). This would
present the safeguarding issues being managed within the school eg.
Number of children on CAFs
Raising Awareness
•
•
To ensure that the school’s child protection policy is available it should
be available on the School Website so that all members of the school
community can access it when required
When transferring Child Protection files to a new education
establishment this should be done by hand and a copy should be kept
until the child’s 25th birthday
Training
•
•
•
•
To ensure that the DSL or Head fully understand the role of the
Calderdale Safeguarding Children Board they could volunteer to be a
member of the Board or one of the sub-groups. Completion of the
Section 11 audit would be good evidence that the school works with
the Board and understands its monitoring role
To ensure that staff have good working knowledge around
Safeguarding, the DSL should provide annual top-up training at the
start of each academic year, either delivered by them or a trainer
approved by the Calderdale Safeguarding Children Board.
To ensure that the DSL keeps up to date and informed, as well as
attending the mandatory refresher training every two years they could
also attend Multi-Agency training provided by the Calderdale
Safeguarding Children Board, access other training opportunities
identified to meet the needs and issues of their school community, and
regularly attend and contribute to the termly DSL Network Meetings.
Schools should also be accessing training specific to their own
identified needs or issues eg. If school has particular concern around
self-harm.
Everyone within the school community including teaching staff, non-teaching
staff, governors, volunteers, parents and children should be aware of who
both the DSL and the deputy DSL are.
-6-
Ideally this should be displayed around the school and below is an example of
a poster/leaflet that could be used for this purpose:
We are here to talk to if you feel unsafe or if you
are worried about someone else
Designated Safeguarding Lead (DSL)
Mr Maths
Deputy DSL
Mrs English
Sunshine
Primary
School
The posters should be at child height to ensure that the children in the school
can actually see them. It would be unrealistic to think that children will always
and only go to these people however it is important that they know that
certain people have this role and that if they tell someone else something
then they understand that these people may be told.
The school website is also a really helpful place to have this information so
that parents can see who these people are and can gain some understanding
of what the role involves.
Safeguarding newsletters or similar can be really effective to keep parents
engaged with the Safeguarding Policies or Procedures or to involve them if
you are focusing on a particular issue or topic within the curriculum eg.
Bullying. On these newsletters you can have the DSL and deputy DSLs names
and contact details as a footer again to reinforce this role within the school
community. The school community should also be aware of who the
Safeguarding Governor is.
3.
Training
 Good Enough:
Training for the DSL is updated every two years and all staff have appropriate
and relevant training which is regularly updated.
-7-
Best Practice:
Regular and up to date training is essential to ensure that there is a
Safeguarding ethos within school and that everyone involved with the school
sees it as a priority. Ideally whole school training should genuinely involve all
staff including teaching and non-teaching staff, lunchtime supervisors,
Governors and volunteers. As previously mentioned the DSL could deliver an
annual ‘top-up’ session at the start of each academic year for all staff, and
then coordinate whole school training every three years provided by someone
external. Online training can be used for this annual ‘top-up’ or as an effective
mop-up arrangement. It is essential that any safeguarding training attended
is recorded for all staff.
The following documents are examples of how this information could be
recorded:
Designated Safeguarding Lead – Training Record
Course/Forum Title
Date Completed
DSL Initial Training
Sexually Harmful Behaviour
CEOP Introduction
DSL Refresher Training
DSL Network Meeting
CAPE Conference
10.09.11
20.03.13
05.06.14
08.09.13
12.07.14
13.03.14
Whole School Safeguarding – Training Record
Course/Forum Title
Delivered by
No. of
Date
Staff
Completed
Whole School Basic Awareness
Schools Safeguarding
35
11.09.11
Advisor
Mop-Up Session
Schools Safeguarding
10
09.11.11
Advisor
Individual On line Training
n/a
4
03.03.12
Safeguarding ‘Top-up’
DSL
45
04.09.12
Safeguarding ‘Top-up’
DSL
46
04.09.13
Date for
Renewal
10.09.13
08.09.15
Date for
Renewal
11.09.14
As Above
As Above
04.09.13
04.09.15
(next year due for
external delivery)
-8-
4.
Guidance, Policies & Procedures
 Good Enough:
All schools need a Safeguarding and/or Child Protection Policy and this should
be reviewed on an annual basis.
Best Practice:
Policies should be available to everyone in the school community, ideally
through the school website. The Safeguarding Policy should comply with
‘Working Together to Safeguard Children’ 2013, the Calderdale Safeguarding
Children Board procedures and the West Yorkshire Interagency Safeguarding
Procedures, and ‘Keeping Children Safe in Education’ 2014. There are
example policies and procedures available from the Schools Safeguarding
Advisor.
A good policy should include a statement of belief, vision and aspiration.
There should also be detailed procedures which are the framework and
explain how the policy is going to be met. A school policy does not exist once
written, it is only a policy if developed and ratified by the Governing Body or
equivalent, and ideally developed in consultation with partner agencies. A
policy often does not change significantly from one year to the next, however
any new guidance, wording and contact details should be checked and
updated to ensure that it demonstrates that the school is up to date and
aware.
There are other Safeguarding policies which schools may need, and it is
important that your policies are cross-referenced and again reviewed
annually. All policies should be made available to staff, and best practice
suggests that a register is kept and signed by staff as evidence that they have
read and thus agreed to adhere to any policies.
The following is a list of policies that the school may need but please be
aware that this is not an exhaustive list but merely a guide of what can be
expected. This format can be a helpful record to ensure that all policies are
up to date and reviewed appropriately, and ratified by the Governors.
-9-
Policy
Date of
Production
Date of
Review
Review
Completed
By
Governor
Signed Off
Date
Safeguarding & Child Protection
Anti-bullying Policy
Behaviour Policy
Health & Safety Policy
E-Safety Policy
School Trips, Work Experience &
Off-Site Activities Policy
Medical Needs & Administration
of Medicine Policy
School Security Policy
Attendance Policy
Managing Allegations Against
Staff
Special Educational Needs Policy
Whistle Blowing Policy
Staff Code of Conduct
5.
Identifying & Responding to Concerns
 Good Enough:
All staff are aware of the different types of abuse and pass concerns to the
DSL. The DSL refers to the Multi-Agency Screening Team (MAST) if they have
serious concerns about a child. This decision is based on one persons’ opinion
using their judgement.
Best Practice:
All staff and volunteers within school are clear on the key signs and
symptoms of the different types of abuse and/or safeguarding concerns, and
this information is refreshed through whole school training. They are then
clear on what they do if they then identify a concern or receive a disclosure,
as this is clearly set out in the procedures contained within the
Safeguarding/Child Protection policy.
The DSL receives concerns through a consistent and rigorous process and this
works exactly the same whether the DSL is present or not. The DSL then uses
the Continuum of Need and the Assessment Framework to make a decision
about what level of risk and need the child is at.
- 10 -
The following flowchart is an example of how the process may work within
school – this can be made relevant to each school by adding names and other
details and then ensuring that it is regularly updated:
- 11 -
Concern identified or
disclosure received
Information passed to DSL
or deputy DSL and
Record of Concern form
completed if necessary
Discussion with
parents – DSL to
decide who does this
Discussion with child –
DSL to decide who
does this
Monitoring – where is
this being recorded?
Actions and review
information recorded
on Record of Concern
and CP file created
Decision made about threshold
level using the Continuum of
Need
Level 1
Universal –
needs met
Continue to
monitor
through school
no further
intervention
needed
Level 2
Low Risk
Single agency,
single need
Low level
intervention at
school
Level 3
Medium Risk
Instigate Single
Assessment/
CAF process
- CAF lead
professional in
school is ...
Level 4
Medium/High
Risk
Refer to MAST as
a Child In Need
- Targeted or
Specialist
intervention
Escalate if referral
not taken at level
required
Feedback given to
person who brought
initial concerns
- 12 -
Level 5
High Risk
Immediate
referral to
SCD as Child
Protection
concerns
If the concern is at a lower level the DSL and other key members of staff are
aware of other interventions available either through the school or by
referring to the Early Intervention Panels.
The DSL and other key members of staff understand the Early Intervention
process and engage in this when appropriate.
If the DSL is unsure about which threshold a child is at you can now contact
the MAST Information and Advice helpline to discuss this further. This will
help to determine whether a referral meets the threshold for Social Care
intervention and will be recorded as a Contact. The outcome of this phone call
will be a decision about whether a Referral is required or not.
You can contact the Multi-Agency Screening Team (MAST) on:
Secure e-mail: MAST@calderdale.gcsx.gov.uk
Fax: 01422 392875
Telephone: 01422 393336
- 13 -
Here are a few things which may improve your Request for Service/Referral
to MAST if this is deemed necessary:
• Put your main concern or need first – why are you referring today?
• If you refer, be available for a phone-call back or provide an alternative
number where you or someone who knows about the referral can be
contacted
• Use plain English and remember that they do not know the child
• Don’t forget the basics – full name/alias, dob, address
• Include the Unique Pupil Number (UPN)
• Include information about attendance
• Only include key information
- Who, what, where, when
- If this is about an injury – is there a visible bruise?
- Is this current/historical or both?
- You don’t need to include all the historical information – need to
set context but other than that MAST may already have or they
can contact you for more if you indicate that there is some
- Chronology
• Say what has already been tried eg. school interventions or services
provided by others.
• Say whether parents have been spoken to and if not why not – be
clear about whether you have consent
• Family composition – really helpful to link to siblings or other referrals
• Check if sibling’s schools have any concerns or information
• Don’t just list – analyse - focus on Risk and Protective Factors
• Proof read your referral
• If it’s gut instinct/expert judgement that’s driving you, say so
• If you’re not getting the response you want – is it clear what you want
or is what you want realistic?
• If you have referred before or you know the child is known to Social
Care and you have their CASS Reference Number include it
• Escalate/Challenge – research from SCRs, often initial referrals are not
followed up
Always remember to thank anyone who brings a concern to the attention of
the DSL or deputy DSL, this increases people’s confidence to do so in the
future and reinforces the fact that safeguarding is a priority. It is also
important that the person who raises that concern receives some feedback.
This does not need to be detailed or constant, however this person may be
upset, anxious or just worried that they have done the right thing so
reassurance that something is happening is incredibly valuable.
If you are sending information by email you are advised to use either a
secure email address or to password protect any documents which you
attach. If you do have a GCSX email address, please remember that this is
only secure if the person receiving the email also has a secure system. Some
commonly used secure email systems are listed below:
- 14 -
Probation Email addresses ending with gsi.gov.uk
Health Email addresses ending nhs.net
Police Email addresses ending in pnn.police.uk
CAFCASS Email addresses ending with gsi.gov.uk
Local Authority Email addresses ending gcsx.gov.uk
If you have children subject to a Child Protection Plan these will be managed
by the Locality Teams. It is vital for working together that the DSL and the
Social Worker establish and maintain a positive working relationship with the
best interests of the child at the forefront. If you have a child subject to a
Child Protection Plan it is vital that you can evidence that you contribute to
and prioritise Initial and Review Child Protection Case Conferences and Core
Groups.
Likewise if you have a child that is Looked After, it is vital that you can
evidence that you contribute to and prioritise Children Looked After reviews.
If you are receiving and sending information related to Child Protection or
Children Looked After this should be done securely using the School ‘drop
box’ or ‘portal’. This should be checked regularly and you need to ensure that
the appropriate people have access and receive the alert emails.
If there are concerns with Children’s Social Care you can always escalate
these to the Team Manager for the relevant team in the first instance. If
resolution is not reached at this stage, the Service Manager would then look
to resolve the issue.
6.
Recording, Record Keeping & Confidentiality
 Good Enough:
Records are kept of all concerns and these are placed in Child Protection files
for the child they concern. These records are kept in a locked cabinet with
limited access.
When a child is transferred to another school, the Child Protection file is sent
separately to the main pupil file.
The DSL is aware of what safeguarding issues the school has and can provide
this information if requested.
- 15 -
Best Practice:
All child protection concerns should be recorded on a ‘Record of Concern’ or
‘Cause for Concern’ form. These should be completed by the person who
encountered the concern either through observation or a disclosure. The DSL
should then receive this form as soon as possible so that they can act on the
information it contains. The information in the form should clearly distinguish
between fact, observation, allegation and opinion, and should clearly state the
name, the date, the event, a record of what was said and any action taken.
This should provide a chronological record of what happened next. Ideally
these forms should be printed on coloured paper to distinguish them from all
the white paper used within schools.
If a ‘Record of Concern’ form or similar is completed then a file should be
started for that child or young person and this would then become their Child
Protection file. All Child Protection files should be kept separately and securely
in a locked cabinet with access limited to the Head teacher, the DSL and the
deputy DSL.
When a child is transferred to another school, the Child Protection file, where
possible, should be delivered by hand and always separately to the main pupil
file. A synopsis/chronology should then be kept until the child’s 25th birthday,
so as to provide a clear audit trail. If the child is moving outside the district
then the file can be posted however ensure that this is sent by recorded
delivery with the ‘Signed For’ facility. The following form can be a useful
record of file transfer to keep with the retained synopsis/chronology:
Name of Child:
School
Transferred from:
Date of Transfer:
File Transferred
Hand/Post
by:
Person delivering/sending file:
Name:
Person receiving file:
Name:
Date of
Birth:
School
Transferred
to:
Date File
Transferred:
Date File
Received:
Signature:
Signature:
- 16 -
Some schools choose to colour code their Child Protection files. This can be
an effective way to ensure that you are aware of how many children are at
each stage, and to ensure that you respond to any new concerns efficiently.
One example is:
Pre-CAF – All files have blue strip
CAF – All files have green strip
CIN – All files have yellow strip
CP – All files have red strip
LAC – All files have purple strip
If you then have a School Community list which contains all the children and
young people who have a Child Protection file you can ensure that these
match and you keep on top of each child and their particular needs. If you
have fewer children at these different stages this colour coding could be used
within one Master file for each category.
In terms of completing the ‘Record of Concern’ form or similar, it can be quite
daunting for staff as they may only complete a small number if any
throughout their time at your school. Some schools have therefore found it
useful to dedicate a staff meeting to some tips in completing the forms and/or
providing some good and not so good examples.
It is important for the DSL to have a full understanding of the school
community and the issues that particular children may have. A School
Community list can be a useful way to keep and maintain this record, and
have the information to hand to report to the Governing Body for example.
Below is an example of what a School Community List could look like:
Colour Number
Code
Issue
Number of children with concerns (pre-CAF)
Number of children subject to a CAF/Single Assessment
Number of children at Child In Need
Number of children subject to a Child Protection Plan
Number of Looked After Children
Number of children with a SEN statement
Number of children with specific medical needs
Number of CAF’s completed
Number of Child In Need meetings attended
Number of Child Protection Case Conferences attended
Number of Child Protection Core Groups attended
Number of referrals to MAST
Number of referrals to LADO
Number of reported bullying incidents & type of bullying
- 17 -
Other
info/details
Another alternative is to have an electronic system for recording concerns
which should allow all the organisation referred to above and allow you to
draw down reports. These reports can then be used to keep on top of the
safeguarding issues you have within school, as well as for reporting purposes
to the Governing body. CPOMS is an excellent example of this type of system
currently available.
7.
Allegations Against Staff
 Good Enough:
All allegations made about a member of staff should be directed to the Head,
or to the Chair of Governors if about the Head. These should be taken
seriously and a referral should be made to the LADO if they meet the criteria.
Best Practice:
The school should have a specific ‘Managing Allegations Policy/Procedures’, or
this should be included in the Safeguarding/Child Protection Policy, and
reference should be made to the ‘Code of Safe Professional Practice’, ‘Staff
Code of Conduct’ or equivalent. In terms of a process the following sets out
the procedure as it should happen:
Initial
•
•
•
•
•
Concern
Concern reported to Head Teacher/COG/DSL
Head Teacher and/or COG must be made aware
Initial consideration internally i.e. does it meet criteria?
Advisory discussion with LADO recommended
Decision – if safeguarding issues are present refer to LADO
Local Authority Designated Officer (LADO)
The LADO should be consulted if the following criteria are met:
“Where it is alleged that a person who works with children (this includes volunteers)
have:
• Behaved in a way that has harmed a child or may have harmed a child
• Possibly committed a criminal offence against a child
• Behaved towards a child in a way that indicates he or she would pose a risk
of harm if they work regularly or closely with children”
The Local Authority Designated Officer for Calderdale is Keith Watson and he
can be contacted on 01422 394086
or by keith.watson@calderdale.gov.uk
- 18 -
Referral to Local Authority Designated Officer
• Need a clear account of the concerns
• Need personal details of the employee and any child concerned
• Need summary of employment history and any previous concerns
• Need details of other contact with children (own children, other jobs)
• Need to complete key information in writing
Local
•
•
•
Authority Designated Officer Process
Discuss concern and jointly identify whether it falls within procedures
Jointly identify any immediate action required to safeguard children
If a child may have been harmed - LADO holds Strategy Discussion
with Children’s Social Care
• If a crime may have been committed – LADO holds Strategy Discussion
with Police Safeguarding Team
• Decision – is a Strategy Meeting required to enable multi-agency
discussion/decision?
• Plan agreed (e.g. action by employer, Strategy Meeting etc)
Strategy Meeting
• Chaired by Local Authority Designated Officer
• Ideally, takes place before any investigation
• Employers must be present (must be able to make decisions)
• HR Provider
• Children’s Social Care may be present
• Police may be present
• Enables joint decision about action to be taken by employer and
partner agencies
Possible Outcomes following investigation(s)
Children’s Social Care:
• May not meet threshold for referral
• Investigation or assessment and no concerns
• May identify support needs but no child protection concerns
• May identify that the employee has harmed or poses a risk to children
(may result in suspect being asked to leave the home, CP Conference,
court proceedings)
• Support for victim
Police
•
•
•
•
No investigation
Investigation but no charge
Cautioned
Charged with an offence
Management Investigation
• No case to answer
• Remedial measures by employer (e.g. additional training)
• Formal verbal or written warning
• Dismissal
- 19 -
It is important that staff are aware that these processes are in place and that
the procedure is there to protect children but also staff members as it ensures
that allegations are investigated thoroughly and objectively.
Alongside these processes it is important that the school has considered and
included within the policy what support and guidance will be offered to the
member of staff who the allegation has been made against eg. referral to
OHU, contact with Union.
Staff should be aware that they have a responsibility to report any concerns
that they have about a colleague, and that the welfare of the children within
the school should be their priority over and above loyalty to staff members or
volunteers. Serious Case Reviews such as Nigel Leat (2010) can help highlight
these points.
8.
Safe Recruitment
 Good Enough:
It is imperative that schools have Safe Recruitment procedures in place to
ensure that everything possible has been done to ensure that any staff and
volunteers who work directly with children are safe and appropriate to do so.
At least one member of any interview panel should have completed Safer
Recruitment Training, and ideally this training ashould be attended by the
Chair of Governors, the Headteacher and any other member of the Senior
Management Team who may be involved in the recruitment process.
Every school should also have a record of all staff and volunteers who work
within the school and have contact with children within the school community,
and this should be in the form of a Single Central Record, sometimes known
as the Register. This should include:
- all staff (including supply staff) who work at the school: in
colleges, this means those providing education to children;
- all others who work in regular contact with children in the
school or college, including volunteers;
- for independent schools, including academies and free schools,
all members of the proprietor body.
For most appointments, an enhanced DBS (check with barred list information
will be appropriate as the majority of staff will be engaging in regulated
activity. The Department for Education (DfE) has published separate statutory
guidance on supervision and regulated activity which schools and colleges
should have regard to when considering which checks should be undertaken
on volunteers. This is set out at Annex D of ‘Keeping Children Safe in
Education’ (2014).
- 20 -
In addition to the DBS checks, anyone who is appointed to carry out teaching
work will require an additional check to ensure they are not prohibited from
teaching. This can be done using the NCTL (National College for Teaching and
Leadership) Prohibited List.
Best Practice:
It is vital that the Single Central Record is regularly checked, reviewed and
updated and that someone has clear responsibility for this. There is an
example Single Central Record available from the Schools Safeguarding
Advisor. There are a few aspects of the Single Central Record which seem to
cause issues:
Overseas checks
If you appoint anyone who has lived or worked abroad recently then you
must do the following checks:
a) DBS certificate
b) DBS Barred list check
c) check of the NCTL Prohibited list (only if they are employed as a teacher)
d) a police check or 'certificate of good conduct' from the country where they
have been living or working
e) at least one reference must be from that country
f) if it is a country with no availability of police checks and/or a reference is
not possible, you must risk assess and put in place additional safeguards
You can get information on the Home Office website about the police checks
available for each country in the world. Please note that 'overseas checks'
also apply to new recruits from the Republic of Ireland.
Barred list checks
a) If you allow someone to start work pending their enhanced DBS certificate
you MUST undertake a Barred list check before their first day
b) if you appoint someone straight from a similar role in a similar setting and
decide to accept their existing DBS certificate, you MUST still undertake a new
Barred list check
c)if you offer a supply person a permanent or temporary contract, and allow
them to continue in school while waiting for a new enhanced DBS certificate,
you must do your own Barred list check before the first day that they are
employed by you rather than the agency
d) if you appoint someone who is registered with the DBS update service and
you do an online check you must still do a Barred list check.
- 21 -
If you are your own registered body you may already be able to do standalone barred list checks. Alternatively, you may already be buying into
Teachers Pensions Online (TPS online) and able to access the Barred list that
way. If you use an umbrella body to process your enhanced DBS certificates,
ask them whether and how they can facilitate stand-alone Barred list checks
for you.
NCTL Prohibited List
The law changed during the summer of 2013. All teachers recruited since
02/02/2013 must be checked against the NCTL prohibited list accessed via
the Employer Access Online website. The legislation also states that schools
must record this check on their SCR. This means that you need to add an
extra column to your SCR. There is no requirement to check teachers whose
start date was on or before the 1st September 2013. NB Neither an enhanced
DBS certificate nor a DBS Barred list check includes a check of the NCTL
prohibited list.
The Single Central Register (SCR)
Since September 2012, independent schools and academies have been
required to include two extra columns on the SCR; 'start date' and 'role'. My
understanding is that this is so the inspector can a) check easily that
everyone's Barred list check precedes their start date; b) see which staff are
teachers and should have been checked against the prohibited list and c)
which staff/volunteers are in regulated activity so that d) they can judge
whether you are doing inappropriate or unlawful checks for volunteers (i.e.
checking supervised volunteers against the Barred list).
Schools must obtain written notification from any agency, or third-party
organisation that they use, that the organisation has carried out the checks
on an individual that the school would ordinarily perform. This must include,
as necessary, a barred list check, prior to appointing that individual. They
must also check that the person presenting themselves for work is the same
person on whom the checks have been made.
In terms of Safer Recruitment, there should be at least two people within
school trained although the more people trained the more flexibility you have
in terms of who can sit on an interview panel. Calderdale Council and the
Calderdale Safeguarding Children Board would recommend that you use the
revised DfE training which has been updated by CAPE, Lucy Faithful
Foundation, NASS and the NSPCC, rather than sourcing your own, as this has
been produced by people working within education and safeguarding and is
the one based on the original materials, updated to reflect changes in
legislation and guidance, lessons from serious case reviews and other best
practice within safeguarding in education.
- 22 -
Safer Recruitment should also start from the advert for a job, go through to
appointment, and include things like value-based interviews within your
interview process, and then continue beyond appointment, rather than
assuming that once someone has met all the checks they are safe.
Safer Recruitment Training should be undertaken with the Calderdale
Safeguarding Children Board’s recommended training delivered by accredited
trainers. This will be available through the Local Authority.
9.
Pupils Safety & Safe Practices
 Good Enough:
Governing bodies and proprietors should consider how children may be taught
about safeguarding, including online, through teaching and learning
opportunities, as part of providing a broad and balanced curriculum. This may
include covering relevant issues through personal, social health and economic
education (PSHE), and/or – for maintained schools and colleges – through sex
and relationship education (SRE).
Best Practice:
In order to ensure that children within your school feel safe there needs to be
an agreed understanding of what that means. This includes a shared
definition of bullying, e-Safety and other safeguarding issues. It is essential
therefore that as a school the curriculum includes a focus on safeguarding
issues. This may be through assemblies, PSHE, PSHEE, focus weeks eg. AntiBullying Week displays, or focus days.
There should then be evidence of this curriculum so that parents and visitors
to the school are aware of the work taking place. Communicating with
parents is incredibly valuable in reinforcing safeguarding messages within
school so ensuring that they too are involved in discussions around definitions
for example can be very useful.
Specific resources to access would be the Safe Hands CSE secondary course,
which can be delivered to whole year groups and for targeting those
identified as more vulnerable in Year 9, 10 or 11. Further to this there is a
Year 6 curriculum being created around protective behaviours to be delivered
in primary schools.
In addition you could access the NSPCC Childline Schools Service, who can
provide an assembly and workshop focused on the different types of abuse
for Year 5 and 6 children.
- 23 -
In terms of E-Safety, the Yorkshire and Humber Grid for Learning (YHGFL)
provide lots of resources to support schools with e-safety, and can come and
visit your school to do an audit and provide some training. The Schools
Safeguarding Advisor attends the YHGFL Regional Meetings and will also
disseminate resources from these.
Likewise CEOP (Child Exploitation & Online Protection) provide some excellent
resources, which schools can access via their website. It is also possible to
access an online audit tool for e-safety following the link below:
http://www.e2bn.org/esafety/245/e-security-audit-tool.html
Other examples of good practice for ensuring and evidencing pupil’s safety
include sending regular safeguarding newsletters, inviting parents into
assemblies and through the use of simple questionnaires to ensure that
communication is effective, and that procedures that are in place are
achieving what is intended.
Example Questions for Parents
-
Who would you speak to if you were worried about your child’s safety in
school?
What is the role of the Designated Safeguarding Lead?
Do we tell you enough about how we keep your child safe in school?
Do you think your child’s safety is a priority for the school?
How well do the school deal with bullying?
Example Questions for Children
-
What makes you safe/unsafe in and out of school?
What would you do if you didn’t feel safe?
Who is the DSL/deputy?
Who could you speak to in school if you didn’t feel safe?
Who could you speak to outside of school if you didn’t feel safe?
What do the school do about bullying?
What have you learnt about in school that will help keep you safe?
External agencies such as the NSPCC Childline Schools Service can be
effective in starting conversations with children around abuse types, how to
identify them and who can help.
- 24 -
10.
On & Off-Site Safety
 Good Enough:
The school needs to ensure that security arrangements are appropriate for
the school in terms of the practicalities of the school grounds and perimeter.
Risk Assessments should be in place to cover all aspects of the school’s work,
such as premises and equipment, on-site activities, off-site activities and the
venues used, use of mini-buses and other forms of transport. In the case of
school trips again Risk Assessments should be in place taking into account the
risks that the trip may present as well as any particular risks for the specific
children taking part eg. health needs.
Some headings which form a useful starting point for a Risk Assessment
template may include:
Hazard
Observed
Risk Before
Control
Measures
Persons At
Risk
Control Measures
Comments
/Actions
Residual Risk
Rating
low/med/high
Best Practice:
The school perimeter should be regularly checked by a governor as an
additional check to ordinary maintenance checks, and arrangements should
be in place to ensure that is an issue was highlighted it could be fixed or
responded to immediately.
In order to maintain on and off-site safety it is important that senior
managers are visible round the school and accessible to children, staff,
families and visitors, again this maximises the chances of people speaking
about the small things rather than waiting for situations to exacerbate.
Security is “tight but not obtrusive … visitors feel welcomed rather than
scrutinised”. Schools cannot ask to see DBS certificates from visitors and it is
under the schools discretion as to how they appropriately supervise visitors.
Ensuring school remains a safe place also concerns being clear about what
items are allowed on site, prohibited items and what the school will do if it is
suspected that a prohibited item or an item of concern is on site.
Schools (particularly Secondary schools) should ensure that their Behaviour
Policy makes reference to the “Searching, Screening and Confiscation” (Feb
2014) DfE guidance, which clarifies what can be done in relation to prohibited
items eg. Weapons, alcohol, and also in relation to items that a member of
staff reasonably suspects could be linked to a criminal offence eg. mobile
phone containing indecent images. Schools should ensure that pupils are
aware of this guidance and this aspect of the Behaviour Policy.
- 25 -
11.
Useful Contacts
Name & Role
Useful for
Telephone
Number
01422 392134
Email Address
Rezina Kelly
Schools
Safeguarding
Advisor
Advice &
Guidance
Safeguarding
Training
Sue Dent
PA to Safeguarding
& Quality Assurance
Team
Booking places
on
Safeguarding
Training for
Education
LADO Referrals
01422 394088
sue.dent@calderdale.gov.uk
01422 394086
keith.watson@calderdale.gov.uk
Laura Knights
Service Manager
Safeguarding &
Quality Assurance
Advice &
Guidance in
absence of
Rezina/Keith
01422 394104
Laura.knights@calderdale.gov.uk
MAST
Multi-Agency
Screening Team
Referrals to
Children’s
Social Care
01422 393336
Fax: 01422
392875
MAST@calderdale.gcsx.gov.uk
Rachel Brady
Deputy Team
Manager MAST
Wayne Logan
First Response
Team Manager
Michelle Pickles
Lower Valley Social
Care Team Manager
MAST
01422 393336
rachel.brady@calderdale.gov.uk
FRT
01422 393340
wayne.logan@calderdale.gov.uk
Social Care
01422 261205
michelle.pickles@calderdale.gov.uk
David Chambers
Central & West
Social Care
Team Manager
Social Care
01422 266056
david.chambers@calderdale.gov.uk
Michelle McNally
North & East Social
Care Team Manager
Social Care
01422 266179
michelle.mcnally@calderdale.gov.uk
David Chambers
Upper Valley Social
Care Team Manager
Social Care
01706 548175
david.chambers@calderdale.gov.uk
Keith Watson
LADO
- 26 -
rezina.kelly@calderdale.gov.uk
Carol Stone
Early Intervention
Service Manager
Steve Woodhead
Service Manager for
Family Support
Early Intervention
Jeff Rafter
Head of Youth
Offending Team
Early Intervention
Parveen Akhtar
Early Intervention
Service Manager
Jamiila Sims
Service Manager
MAST/FRT/EDT
01422 392495
carol.stone@calderdale.gov.uk
01422 392510
steve.woodhead@calderdale.gov.uk
01422 368279
jeff.rafter@calderdale.gov.uk
01422 394094
parveen.akhtar@calderdale.gov.uk
01422 392813
jamiila.sims@calderdale.gov.uk
Early
Intervention
Panel
Early
Intervention
Panel
Early
Intervention
Panel
Lower Valley
Early
Intervention
Panel
Concerns if not
resolved by
Team Managers
Sean Walsh
Locality Service
Manager
sean.walsh@calderdale.gov.uk
David Whalley
Head of Service
Learning Services
Advice and
guidance
01422 392716
david.whalley@calderdale.gov.uk
Stuart Smith
Director, Children
and Young People's
Services
Confidential
informal advice
and case
discussions for
Head teachers
and Chairs of
governors
Confidential
informal advice
and case
discussions for
Head teachers
and Chairs of
governors
Advice &
Guidance
01422 392500
stuart.smith@calderdale.gov.uk
01422 392722
beate.wagner@calderdale.gov.uk
01422 394108
julia.caldwell@calderdale.gov.uk
Beate Wagner
Head of Service
Early Intervention
and Safeguarding
Julia Caldwell
CSCB Business
Manager
- 27 -
Allison Waddell
CSCB Safeguarding
Training Officer
Multi-agency
Training
01422 394088
allison.waddell@calderdale.gov.uk
Julie Hartley
Administrative
Assistant
Online Training
Multi-Agency
Training
01422 394149
julie.hartley@calderdale.gov.uk
Duncan Thorpe
Senior Education
Welfare
Children
Missing
Education
01422 266129
duncan.thorpe@calderdale.gov.uk
Cheryl Baxter
Team Manager IRO
Service
ICPCC
01422 394156
cheryl.baxter@calderdale.gov.uk
Jacinta Kent
ChildLine Schools
Service
Area Coordinator
Assembly and
Workshops for
Schools
07834 498 324
jkent@nspcc.org.uk
CAMHS
Broad Street Plaza,
Halifax
Referrals for
Tier 2 or 3
services
01422 261332
http://calderdalecamhs.org.uk/
Jill Pilling
MARAC Coordinator
Any concerns
about Domestic
Abuse
01422 337029
jill.pilling@westyorkshire.pnn.police.uk
Emma Holmes
Safe Hands
Any concerns
about Child
Sexual
Exploitation
07715 122 762
egh@childsoc.org.uk
Sue Stevens
Virtual School Head
- Children Looked
After
- Children subject
to Child Protection
Plan
LAC children
PEPs
Designated
Person for LAC
training
01422 394123
sue.stevens@calderdale.gov.uk
Debby Simpson
Governor Support
Admin Officer
Governor
Services
01422 394059
debby.simpson@calderdale.gov.uk
joe.hanney@leedscounselling.org.uk
allison.brown@leedscounselling.org.uk
- 28 -
Debbie Addinall
YHGFL
(Yorkshire &
Humber Grid for
Learning)
E-Safety
debbie.addinall@yhgfl.net
CEOP
E-Safety
(Child Exploitation &
Online Protection)
http://ceop.police.uk/
- 29 -
If you have any further questions, queries or concerns about
this document or any of its content please do not hesitate to
contact me:
Rezina Kelly
Schools Safeguarding Advisor
rezina.kelly@calderdale.gov.uk
01422 392134
- 30 -