Annual Refresher for Whole School Staff:
Safeguarding Children
Duration: 1 hour
Audience: All school staff – paid or voluntary. Anybody within the school community
who may come into contact with children and young people.
Aim: To build on the three year Safeguarding Children training and refresh knowledge
of the staff role in safeguarding and promoting children’s welfare.
Intended Outcomes:
To be familiar with the school’s Child Protection Policy
To understand their safeguarding responsibilities
To be aware of the indicators of abuse
Structure of the session
1.
2.
3.
4.
5.
6.
Introduction (2 minutes)
Quiz (5 minutes)
Revisiting School’s Child Protection Policy (10 minutes)
Revisiting indicators of abuse (15 minutes)
Reflective practice: Case Studies (25 minutes)
Reflective questions for staff (3 minutes)
Appendix A: Quiz & answers
Appendix B: Primary Case Studies
Appendix C: Secondary Case Study
Appendix D: What next? Further ideas for activities relating to practice issues.
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1. Introduction
 Why am I here?
Explain that everyone in the education service shares an objective to help keep children
and young people safe by contributing to:
 providing a safe environment
 identifying children and young people who are suffering or likely to suffer
significant harm and taking appropriate action
(Safeguarding Children and Safer Recruitment in Education, DfES 2006).
Explain the aims, objectives and intended outcomes of today’s session.
2. Quiz
 What do I know?
Use the quiz in Appendix A as an opportunity for staff to reflect on previous
Safeguarding Children training, draw on their own knowledge and experiences, whilst
exploring issues of equality and diversity, prejudice and cultural considerations.
The prevalence of myths such as these can reduce our vigilance and delay our
response to children who may be at risk. For example, indicators of abuse in disabled
children are often missed or misinterpreted because a presumption is made that
abusers do not target disabled children.
3. Revisiting the School’s Child Protection Policy
 Why do I need to be familiar with it?
Under the 2002 Education Act, local authorities and school governing bodies have a
statutory duty to safeguard children and are legally accountable for the safeguarding
arrangements they make.
Safeguarding Children and Safer Recruitment in Education (DfES 2006) stipulates that
every school must have a Child Protection Policy, that is reviewed annually and staff
need to have accessed it. Additionally, any member of school staff could be
interviewed during an Ofsted inspection and must be able to demonstrate that they are
familiar with basic safeguarding arrangements in school.
A key finding from local and national serious case reviews is that policies and
procedures are not followed. Either established policies or procedures are not known
about or are not followed by front line staff.
It is therefore essential that staff are aware of internal, local and national safeguarding
policies and procedures and that these are embedded in school practice.
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Things to consider:
1. Have staff seen, read and understood the current Child Protection policy? Do
they know where they can access this?
2. Are they aware of other related safeguarding policies? Do they know where they
can access these?
3. Are they aware of relevant legislation, local and national guidance?
4. Do they know who the DSP and deputy DSP are in the school?
5. Are they clear about their responsibilities in the following areas?:
-recognising ***
-responding: including dealing with a disclosure, reporting and recording
6. Are they familiar with the indicators of abuse? ***
7. Do they know who they can seek support from?
8. Are they clear about issues of confidentiality?
9. Would they know what to do in the event of an allegation/if they were concerned
about a colleagues conduct? Do they know who the Chair/Vice Chair of Governors
is?
4. Revisiting indicators of abuse ***
 Why do I need to know?
In order to fulfil your professional role, recognition and response is key. One of the
main findings of local and national serious case reviews is that staff do not have
knowledge, understanding and awareness of the indicators of abuse and often do not
realise that what they are seeing is significant
(Learning lessons, taking action: Ofsted’s evaluations of serious case reviews 1 April
2007 to 31 March 2008 ).
Following on from the re-cap of the school’s Child Protection Policy, use this session as
an opportunity for staff to reflect and refresh their knowledge of the various indicators of
child abuse.
Suggestion for an activity
Get each staff member to list:
a.)
b.)
c.)
d.)
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One sign of possible physical abuse (apart from visible injuries)
One sign of possible emotional abuse
One sign of possible neglect
One sign of possible sexual abuse
Staff to feedback (possibly record on flipchart paper?), compare their suggestions to the
list of indicators in the Child Protection Policy. Remind staff that they can also find a full
list of indicators in the Safeguarding Children School Staff Information Pack they
received at their last 3 year refresher Safeguarding Children training session.
5. Reflective Practice: Case Studies
For this section of the session, focus on the learning needs of staff at your school.
Have there been any practice issues in the last academic year? Use these to structure
thinking within a case study. Examples of case studies can be found in Appendices B
and C. Where appropriate, please adapt these to suit your setting or use a real-life
case.
Examples of practice issues may include:
Recognising – Knowledge of the indicators of abuse, including issues of equality and
diversity, prejudice or cultural considerations?
Responding:
 Reporting – Is my concern significant? When should I report a concern? Failure
to report? Reporting in a timely manner?
 Clarifying information - Talking to children? Dealing with a disclosure? Issues of
confidentiality?
 Recording
Safer Working Practice
You may want to choose one case study to initiate a whole group discussion or split
staff into small groups to look at each different case study and then feedback.
6. Reflective questions for staff
 Am I clear enough about my role in school and that of other key people?
 Am I clear about the relevant policies and procedures in school?
 Am I clear about what I should do if I am concerned about a child’s welfare?
 Am I clear about the appropriate sources of advice and support available to me?
 Is there anything I need to speak to the DSP about?
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Appendix A
Quiz
Myth
1) Strangers
present the
greatest risk to
children
2) If children are
really being
harmed they will
find someone to
tell
3) Abusers can
be from any
class, culture and
background
4) Women do not
abuse children
5) Some sexual
abuse is
committed by
children
6) Disabled
children are
rarely on their
own and so they
are less likely to
become victims
of abuse
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Reality
Not sure
Answers:
1. Myth. The majority of child abuse is committed by someone else to the child…a
family member, friend, neighbour, sports coach, childminder etc.
2. Partly true. About 50% of children do not disclose abuse at the time it is
happening. Many people keep their abuse secret for most of their life.
3. True. While cases of practical neglect occur more frequently in low-income
families, other types of abuse are found in all sections of society.
4. Myth. While males commit most sexual abuse, females are equally responsible
for other types of abuse and neglect.
5. This is true. 25% of all cases of sexual abuse involved a perpetrator who is
under the age of 18
6. Myth. Disabled children are at least three times more likely to be abused and
neglected.
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Appendix B
Primary Case Studies
Case study 1: Rama
Rama is three years old. He lives with his mum and dad and three siblings, very close
to the school. He is bright and cheerful little boy who has a slight speech impairment.
He will sometimes become frustrated when people do not understand him.
Like most children, Rama occasionally has bruises on his arms and legs. He is very
active and particularly enjoys playing in his garden at home, and riding the bikes at high
speed on the playground.
Today at 2pm, you find Rama silently weeping in the corridor. At first he would not say
why he was upset, but after some gentle coaxing, he tells you he is frightened to go
home because he ‘has made daddy angry and will be punished’.
What will you say to Rama?
What are your safeguarding responsibilities?
What action will you take?
Case study 2: Kia
Kia is a popular pupil in Year 6 and is hardworking and sensible with an infectious
giggle. She lives with mum and step dad and her little sister Jody, just around the
corner from the school. Her parents have been helping out with the ‘build a pond for the
playground’ project and you have got to know them quite well.
You have been spending some time with Kia for the past term because she needs extra
help to get through her SATS.
Over the last few days, Kia had been day-dreaming. She has lost her sparkle and
seems preoccupied. It is nothing dramatic but, because you know her well, you can
sense that something is just not right. Kia and your daughter both go to the swimming
club on Fridays but Kia was not there last week or the week before.
Would you do or say anything at this stage?
On Thursday, you are working with Kia as usual. She is trying hard to concentrate, but
she looks tense so you decide to ease off the pressure and suggest you both take a five
minute break to stretch your legs.
Would you do or say anything at this stage?
Kia suddenly asks if she can talk to you. Without a pause she tells you that her stepdad is doing ‘horrible things’ to her. She looks really frightened and wants you to swear
not to tell anyone
What would you say and do at this point?
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Case study 3: Dean
Part A is what you know about Dean.
Part B is what Dean would want to tell you if he could.
Staff should consider part A first, then be given part B and consider whether Dean’s
comments would have altered how they managed the case, if they had known Dean’s
views at the outset.
Part A
Dean is 10. He was born in Liverpool and moved to Hertfordshire four years ago,
following the break up of his parent’s marriage. He now lives with his mum, Rachel.
His father Alex has remained in Liverpool and lost all contact with his son.
Dean’s teacher at his special school in Liverpool had been concerned that Dean was
witnessing domestic violence between his parents and then acting out the scenario in
school. On several occasions he had attempted to hit or slap girls in the class, and
called them ‘pig’ or ‘lazy cow’.
Dean has never found life easy. He is anxious and restless boy and his behaviour can
be very challenging at times. On entry to school he was thought to have learning
disabilities, but was later assessed as having ADHD. Since moving to Hertfordshire he
had been assessed yet again and is believed to be on the autistic continuum.
His use of speech is intermittent and inconsistent and he generally communicates his
needs and wishes by pointing and other gestures. He shows very little interest in using
symbols, apart from ones relating to food.
Dean’s current school (a day special school) has tried very hard to meet his needs, but
he was temporarily excluded a month ago after he was seen fondling another boy’s
genitals when they were sitting in assembly. The staff had not noticed any sexualised
behaviour prior to this incident, but were deeply concerned when the other boy said that
it had happened before but he was too frightened to tell anyone.
Rachel refuses to believe that her son has behaved in this way and thinks that the
school has over-reacted because they want him to be permanently excluded. She has
decided to educate him at home. She loves Dean unconditionally and has lost faith in
the education system because she feels that everyone views Dean as a ‘problem’ and
forgets that he is a little boy.
Rachel looks after Dean very well and has never asked for support from anyone. She
works part time and has recently let out the spare room to a young man who works with
her, to provide her with some money to buy Dean’s Christmas presents.
The Police have just received a call from a concerned neighbour who had witnessed
Dean ‘touching up younger boys’ at the local playground.
What do you think might be happening in Dean’s life?
What interventions could have been tried prior to Dean’s exclusion?
What do you think about Rachel’s decision to home school Dean?
Is Dean at risk of significant harm?
When you have discussed these questions, read part B.
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Part B
This is what Dean would say, if anyone asked him and if he had the requisite language
and vocabulary:
‘People think I’ve forgotten my dad, but I haven’t. I still miss him loads. I’m trying to be
a good boy so he will want t o come back and live with me.
My mum and dad used to argue a lot, mostly about me, so if I’m good there won’t be
any need for them to argue.
I liked school, but I don’t go anymore. I don’t know why. No one has told me.
Mitch (mum’s lodger) is my new friend now. I suppose he is my only friend. He doesn’t
talk to me (I find talking confusing)/he just strokes me and it feels nice.
I’ve started stroking other boys now, because I want to be their friend’.
(Case studies taken from The Child Protection & Safeguarding Handbook for SchoolsAnn Raymond, Optimus Education)
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Appendix C
Secondary Case Study
Case study 1: Tom
Read Part 1 and answer the following questions (add in any other relevant
issues):
What are you observing?
What might this mean?
What, if anything, should you do at this stage?
Then read Part 2 and see if any of your answers to the above questions would
change.
Finally, read Part 3 and answer the questions at the end of the case study.
Background
Tom is 13 years old. He has two sisters, Megan (3) and Katie (15 months).
Megan has learning disabilities and communication impairment. The three children live
with their mother, Helen, who is a teacher. Helen and her husband separated shortly
after Katie’s birth and Helen had to give up work for a while. Tom has only irregular
contact with his father and he has said he misses his father a lot. Helen has recently
returned to work part time. She teaches one day a week in a local school and on
evening a week at an adult education centre. The children have always appeared
happy and well cared for.
The concluding paragraph of Tom’s last school report reads: ‘Tom is a likeable, studios
and caring young man. I am very pleased with his progress and I am sure he will
continue to do well.’
Part 1
26th April
Tom says he is pleased to be back at school. He did not say too much about what he
did over Easter, but he did mention that his Grandma had looked after him and his
sisters for a few days when his mum went on holiday with her new boyfriend. Tom says
his Grandma is really lovely and he enjoys staying with her.
7th May
I have noticed that Tom seems to be having a few problems with his friends.
He is usually the one who looks after everyone else and helps them out, but this week I
have seen him arguing with a couple of boys and then I heard him tell one to f* off. This
is not like Tom at all. I have asked him if everything is ok. He says he is fed up with
everyone relying on him all the time but he agreed to apologise to the boy he swore at.
15th May
Tom was involved with a fight on the playground today. He and the other boy were
given detention, which is the automatic sanction for fighting.
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19th May
Another member of staff has expressed concern about Tom. He feels Tom is
preoccupied and his work is not up to the usual standard.
Part 2
22nd May
I have had a chat with Tom, to try and find out why is arguing with everyone. He says
he still misses his father and he does not get on with his mum’s boyfriend. The
boyfriend is called John and is a builder. Tom says John is nothing like his dad and he
does not know why his mum needs a boyfriend. It seems that John thinks boys should
be tough and he playfights with Tom a lot.
3rd June
Tom said he stayed with his Grandma for most of half term, and his sisters stayed at
home. I said I thought that was nice (thinking he would have been pleased to have
been out of John’s way for a few days). Tom then shocked me by saying ‘God, you’re
so stupid. You’re all just f*ing stupid’. He walked out on me, but of course I cannot let
him behave like that. I have agreed with the Head Teacher that I should ring Tom’s
mother.
4th June
I had a very helpful conversation with Tom’s mother. She has been concerned about
Tom’s behaviour at home, but she knows he is finding it difficult to accept John being
around so much. We agreed that Tom needs a lot of support at the moment, which we
will readily give. I did point out that we could not ignore Tom’s swearing and fighting but
said we would do all we could to help.
12th June
Tom was involved in another fight today. The teacher on duty in the playground pulled
the boys apart and marched them into school. The other boy calmed down quickly and
was told to go back to class. The teacher said he held onto Tom’s arm and said he was
not going to let him go until he apologised for his behaviour.
13th June
Tom’s mother telephoned the head teacher today. It appears that Tom has several
bruises on his arms. He told his mother that the teacher had grabbed him and shook
him and said something to the effect of ‘I’m the teacher here and you’ll damn well do as
you’re told. I don’t care what problems you’ve got, if you swear at me again, you’ll be
sorry.’
Part Three
16th June
It seems that half the school knows about the allegation Tom has made against the
teacher. The teacher des have a bit of a ‘tough-guy’ reputation, but we also know how
challenging Tom has been recently.
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18th June
The PSHE lesson today focused on relationships in the family. Later in the day Tom
asked to see me. He said that the lesson was wrong because different families had
different relationships. I knew, of course, about his mum and John and I was pleased
that he had finally been able to approach me to talk about his feelings. Nothing could
have prepared me, however, for what he told me. He said that John liked to get Megan
on her own so he could ‘touch her up’. Tom cried as he told me how he had tried and
failed to protect his little sister.
What should you do now?
Think about what you would say to Tom.
Would you ask him questions? If so, how would you phrase them?
Who would you speak to?
What would you write down?
How do you feel?
(Case study taken from (The Child Protection & Safeguarding Handbook for SchoolsAnn Raymond, Optimus Education)
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Appendix D : What next?
Further ideas for activities relating to practice issues
 Recognition and Response
Aim: To consider what influences judgements in relation to safeguarding and
promoting welfare.
To develop staff confidence in sharing their concerns.
To reinforce their role with respect to clarifying information
This exercise asks participants to express opinions and may create anxiety about
“getting it right”. Reassure them that this is an opportunity to explore views and that
everyone may have a different point of view. It is not about looking for right answers,
but a chance to think about what influences their judgements and their role with respect
to concerns about children in the school.
Activity: Cause for concern?
Divide participants into groups.
Ask them to consider the scenario (given below) and discuss:
1. Is there a possible concern about abuse?
2. What are the issues?
3. How would they respond to the child/young person or parent? What would they
say?
4. What information would you need to share and with whom?
Emphasise the importance of seeking advice in worries about a child’s welfare rather
than acting in isolation. Their role is to share information they have with the DSP.
Check that the staff know who to contact and aware of in house procedures, including
the process for recording any concerns.
Remind staff of the importance that they:
 Reassure but do not promise confidentiality
 Do not ask leading questions
Primary Examples
1. A three year old arrives late at nursery when he is usually on time. His mother
appears distressed and says they overslept.
The child becomes unusually tearful when mother leaves and wants only to sit and look
out of the window.
Later that morning you observe the child in the home corner with two dolls bashing them
together and repeating “you dirty cow”.
The child sees you watching, stops playing and bursts into tears.
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2. A six year old has been getting into arguments and fights with other children both in
the classroom and in the playground. This is out of character for this child who is
unable to talk about the fight and cries when asked to explain.
The child has also had an increased number of absences of late and appears to be
losing weight and frequently arrives without prescribed glasses.
The child is brought and collected from school by father’s new partner who has two
secondary age children.
Secondary Example
A pupil in your class tells you that her 14 year old friend is worried that she might be
pregnant. She tells you that he friend’s boyfriend said he would by her an I-pod and he
has promised other presents. The pupil is asking you where her friend can get
contraception.
 Safer Working Practice Activity
Aim:
To consider areas of vulnerability and ways to minimise these in the
school setting.
In order to create and maintain a safeguarding culture, it is important that children are
safe and staff feel supported, rather than vulnerable to allegations. There will be times,
because of stresses in life outside as well as the stresses of the job, when staff
members will need support.
 Ask staff to consider whether there are there situations in which they feel children
are vulnerable to abuse, by other children or adults, or they, themselves feel
vulnerable?
 If so, how could these be minimised?
 Would they feel able to self report if they felt concerned about a colleagues
practice?
 What would help them to do so?
Use this to develop your code of conduct/ staff handbook as a collaborative activity.
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