Safeguarding In
Schools
Thursday March 3rd 2011
Jo Bentley
Single Central Record
1 - IS THE SCR IN PLACE?
-Who completes it and keeps it up to
date?
-How often is it updated and checked?
-Who monitors it and is ultimately
responsible for it?
Single Central Record
2 - IDENTITY CHECKS
-What documents were seen?
-Are the documents recorded
acceptable?
-Who saw them?
Note: Although recording addresses and NI details are
good practice, they are not requirements.
Single Central Record
3, 4, 5 – CRB / List 99 checks
-Have all staff (all those paid to work
at the school) who have regular and
unsupervised access to children
been appropriately checked?
8 – DETAILS OF CHECK
-Record when check carried out.
-Record who carried out the check.
Single Central Record
6 – SUPPLY TEACHERS
-Is it clear on the SCR if the supply
teacher is from an agency or
employed by the school directly?
-Does the school have written
confirmation that the required checks
have been carried out by the agency?
Single Central Record
6 – SUPPLY TEACHERS
-If employed by the school directly,
have the appropriate checks been
made?
Single Central Record
7 – OTHERS
-Are those who work regularly or
intensively with children included on
the SCR?
*volunteers
*governors who
work regularly in school as volunteers
Single Central Record
9 - QUALIFICATIONS
-Does SCR record the qualifications
required to do the job?
Have all teachers evidenced their QTS?
Has headteacher evidenced NPQH?
HLTA, Business Manager, TAs…
*Record n/a where there is no qualification required to do the job.
Single Central Record
10 – ‘RIGHT TO WORK’
-Does the school employ anyone who is
not a national of a European Economic
Area?
-Evidence of eligibility to work in UK e.g.
passport (driving licence not acceptable)
Single Central Record
And Finally…
-Do not leave any empty cells.
-Use Excel to flag up when ‘renewals’ are
due.
-Never delete an employee or volunteer –
paste their details onto a ‘left’ page.
Single Central Record
- Organise in tabs or pages according to
roles in school.
- Make use of the SCR to evidence your
training record.
Single Central Record
Policy
1. Aims and purpose.
2. Secure framework for the workforce.
Code of Conduct
3. Links to other policies (see list).
4. Wider provision.
5. Responsibilities and expectations
when identifying and reporting
concerns.
Policy
6. Named Designated Leads.
7. Procedures – Cause for Concern and
Allegations against staff.
8. Whistleblowing.
9. Reporting and recording concerns
(within school and to outside agencies).
Policy
10. Training (inc. temporary staff).
11. Role of governing body (see
governor monitoring record).
12. Implementation, monitoring and
evaluation.
13. Parents and carers (link to contact
sheet).
14. Accessible and easy to understand.
Policy
Cause for Concern
1. Identifying a cause for concern
A cause for concern is an action,
observation or discussion that makes you
feel anxious or worried about the wellbeing or safety of a child. This could be a
change in behaviour or a comment from a
young person.
Cause for Concern
2. Recording a Concern
Written record by the person with the
concern using the
CAUSE FOR CONCERN FORM.
Paper copies must be kept in classrooms.
Discuss and pass written record to
designated lead asap.
Cause for Concern
3. Dealing with the concern
No investigation, just clarification.
Immediate and follow-up action taken
and recorded on the Cause for
Concern form.
Cause for Concern
4. Monitoring the concern
Share information as appropriate and
record.
Set up Vulnerable Pupil File.
Complete Monitoring Record Sheet for
all further action.
Cause for Concern
5. Monitoring and evaluating the
impact of action taken.
Monthly monitoring meeting to review
live and dormant cases.
-Monitor agreed actions have taken place.
-Evaluate impact of these actions.
-Agree next steps.
-Quality assure written records.
Safeguarding Pupils
at Hoyland Common
Primary School
HCPS Single Central Record
IDENTITY
Address
Evidence of
Date of Birth and eligibility to work
Evidence
in the UK
NI Number
NI Evidence
Brown Mrs
33,Black Lane z43 1gt
28/10/1948 Passport
Wage Slip
Green Mrs
24,White Street S74 0BL
White Mrs
15 S70 5JS
CLERICAL/ADMIN SUPPORT
15/05/1977 Passport
JOB ROLES
SAP Number
Job Title
00012492
Admin Officer
00021355
Parent Link Worker
10008872
Business Manager
Passport
ABC123456
31/01/1964 Passport
Wage Slip
Passport
Wage Slip
QUALIFICATIONS
Date Commenced
Date Left
Qualification Required
Qualification Evidenced
29/10/1984
n/a
pre Sept -09
01/12/2003
n/a
pre Sept -10
16/02/2010
AAT

SAFE RECRUITMENT CHECKS
CRB Evidence
seen (date/by CRB Clearance
whom)
Confirmed
CRB Disclosure Ref no/Date
Received
VH
VH
BMBC
BMBC
001258457065 - 16/11/09
001260362177 - 01/12/09
16/11/12 pre Sept -09
01/12/12 pre Sept -09
pre Sept -09
pre Sept -09
16/11/09
16/11/09
16/11/12
16/11/12
PA
BMBC
001239205460 - 15/06/09
15/06/12 

16/11/09
16/11/12
Renewal Date
Written Reference Written Reference
1
2
Safeguarding Training Renewal Date
Safeguarding and
Child Protection Policy
• Very clear intent
•Named people
•Cause for concern procedure in
place
•Additional guidance at back
•Went through step by step with all
staff and governors
•Needs to be school specific
•Works for you and your pupils
2010
Hoyland Common Primary School
Safeguarding and Child Protection Policy
T. Banham & S. Harrison
Reviewed by Governing body:
11/25/2010
Cause for Concern
Procedure
Cause for Concern Procedures
A ‘Cause for Concern’ is an action, observation or discussion that makes you feel anxious or worried
about the well-being or safety of a child.
• Agreement on what a cause for
concern is
• A clear definition
• Step by step process
All causes for concern must be recorded immediately and in writing on the cause for concern record
sheet by the person with the concern.
This must then be passed to the designated teacher immediately, who will decide on the appropriate
actions, completing the ‘for designated teacher use’ section of the cause for concern sheet.
Even if this results in no further action a vulnerable pupils and family file would be raised. This will
include:
 Vulnerable Pupil Information Sheet
 Monitoring record sheet
 Cause for Concern Form
 Sticker on the front of the folder indicating any other siblings
 This folder is placed in the ‘live’ Vulnerable pupils and families section
 Make other staff aware that a Vulnerable pupils and families file has been raised – raise in staff
meeting/ briefing
Any further discussions, telephone calls or meetings in relation to the child must be recorded on the
monitoring record sheet.
Designated teachers and other appropriate adults will hold a monthly meeting to discuss and review all
live and dormant case files. This provides the opportunity for designated teacher to:
 Monitor that agreed actions have taken place
 Evaluate the impact of these actions
 Agree next steps
 Quality assure written records
All further involvement and documentation must be stored in this file and nowhere else. Files will be
stored in a secure place.
Procedure in case of designated teacher absence:
Contact other designated leads, if not possible
Phone designated teacher and ask permission to access files
Cause for Concern
Sheets
•In all classrooms
•Brief training for all staff
•First section completed by person
with concern
•Second section completed by
Designated lead
Cause For Concern Form
CONFIDENTIAL
Note: Please do not interpret what is seen or heard; simply record the facts. After completing the form,
pass it immediately to the Acting Co-Head Teachers (T. Banham & S. Harrison)
Name of child:
Class:
Siblings:
Name of staff member completing form:
Day:
Date:
(of observed behaviour / discussion / disclosure)
Time:
For Designated Teacher use
Date & time received by designated teacher:
Action Taken:
By whom:
Outcome:
Discuss with child (if necessary):
SEN Register /CAF / Agency involvement:
Information shared with:
Child’s Date of Birth:
Address of Child:
Name and Address of Child’s Parent or Carer (if different from above):
Refer to Social Services: (when – date time, person spoken to, agreed actions)
Cause for Concern
record log
•Attached to cause for concern
sheet
•Record any other issues/
conversation/ telephone calls/
multiagency work in relation to that
child
•Date, with actions, outcomes and
people responsible
Vulnerable Pupils
Information sheet
• Created after any child has been
raised as a cause for concern
•Front sheet in childs CFC folder
•Useful information all at hand,
particularly when talking to other
agencies
•Folder contains all information in
chronological order
•On front of folder also name and
date of birth of any siblings
Vulnerable Pupil Information Sheet
Details of any interventions or appointments relating to this child should be added to
the
‘Supporting Vulnerable Pupils Record Sheet which is stored in
Teachershared/ SAFEGUARDING/Supporting Vulnerable Pupils – Record Sheets
Surname
Forenames
Dates of Birth
Home Address
Home Telephone Number
Parents’ Names
Date added
Register of Vulnerable Children
Other Agencies Involved
Named Contact
Date of Initial
Involvement
Vulnerable pupils and
families meeting
• Held last Monday of each month –
Without fail!
• Designated leads
• SENCo
• Learning Mentor
• Parent Link worker
• Review all CFC children
• Record anything on record log,
aslo record nothing on log
• 3 Months of nothing – file goes
dormant
• Files locked securely
• Organised in alphabetical order
• In Live, dormant and closed
Involving Governors
How?
• Termly meetings with named
Safeguarding Governors
• Agreed focus – initially evaluating
procedures against policy
Why?
• Named Safeguarding Governors
report back to Full Governing Body
meeting
• Governors fully informed and able to
discuss Safeguarding at school with
outside agencies
• Policy and procedures regularly
reviewed and high profile maintained
• Checks policy and procedures
ensuring clarity of purpose and impact
• Allows Governors to fulfil role as
critical friend
• Safeguarding is the Governors
statutory responsibility. Involvement
non-negotiable
Governor monitoring record
Governor: DM & G S
Date: 25.11.10
Role: Safeguarding Governors
Focus of Monitoring visit: Review of Policy and Procedure of Safeguarding
Key lines of Enquiry:
Findings
Does the school comply with the
safeguarding policy?
Yes/No
Does the policy have clear principles
Implications
The policy principles are clearly
articulated
that safeguard children and staff?
Does the policy clearly identify
Designated safeguarding staff?
Does the policy clearly identify
Designated safeguarding governors?
Does the policy look at safer
recruitment?
Are safer recruitment procedures
followed?
Does the policy ensure the continued
safety of pupils in relation to volunteers?
Person/ people are identified:
Clearly outlines the designated leads
role:
Explains how they will be effective
designated leads:
Explains the roles and responsibilities of
the designated safeguarding governor
Procedures are in place to ensure that
volunteers are vetted and safe to be in
school
How is induction and training used to
ensure children are safeguarded?
A clear programme of training is outlined
for all staff
Are concerns dealt with effectively and
with a high degree of tenacity?
Are procedure for recording concerns
robust?
Are procedures followed effectively?
In the case of the designated leads not
being available is there a suitable
procedure in place?
Is safeguarding embedded in practice
throughout school?
Including pre and after school clubs
Contractors
During lessons
Is priority given to ensure the ongoing
confidentiality and sharing of appropriate
information?
Does the policy outline an expected
code of conduct for staff?
Does the policy refer to measure of
when physical contact and restraint need
to be used?
Does the policy clearly identify the
process to be followed if there are
allegations against a member of staff?
Are appropriate signing in procedures in
place?
Are parents and carers fully aware of
safeguarding procedures?
Date to fed back to FGB:
Cause for Concern
Ofsted
Briefing for section 5 inspectors on
safeguarding children.
See pointers for inspectors selfevaluation checklist.
See appendices for interview
question prompts.
Next Steps
Consider carefully how you will
implement, monitor, evaluate and
review the model to make your
safeguarding practice robust and
relevant to your school.
Final Note
An outstanding tool will only have
an outstanding impact in the hands
of an outstanding practitioner
under outstanding leadership.