Glendene Academy
Safeguarding Children and
Young People Policy
March 2015
(review March 2015)
Rationale:
This policy sets out how the Governing Body of Glendene Arts Academy is carrying out its statutory
responsibility to safeguard and promote the welfare of children in accordance with ‘Keeping Children safe in
Education’, April 2014, ‘Safer recruitment in Education’ 2007 and the Education Act 2002. It should be read
alongside Working Together to Safeguard Children 2013.
For clarification, Durham Safeguarding classifies Young People as children until they leave school if they
have additional needs (including all of those in attendance at a Special School). This means that all
students at Glendene Arts Academy regardless of age are classed as children should a referral into First
Contact be required.
This policy applies to all staff (teaching and non-teaching), governors and volunteers, temporary and
supply/visiting staff working in the school. It will be reviewed regularly by the Governing Body.
Aims:
 To ensure that all necessary internal and inter-agency Safeguarding procedures are in place as
required
 To give guidance to staff to ensure best practice
 To demonstrate the links with other relevant policies to safeguard the general welfare of children
and young adults
 To provide a clear statement of the school’s responsibilities in the event of a concern about the
conduct of a member of staff
 To identify key individuals and their specific role
Principles:
 Glendene Academy recognises its responsibility to protect and safeguard the welfare of the children
and young people entrusted to its care by establishing a safe environment in which children can
learn and develop. The policy applies to all children and young people whose care and education
comes within the remit of this school.
 The staff and Governing Body of this school are committed to establishing and maintaining an
environment where everyone feels secure, are encouraged to talk, and are listened to. We will
ensure that children and young people know that there are adults in the school who they can
approach if they are worried and that the principles of confidentiality are made clear to children and
young people. The school promotes a positive, supportive and secure ethos, giving pupils a sense
of being valued.
 We recognise that because of the day to day contact with children and young people, staff in school
are well placed to observe the signs of possible abuse and therefore need to be constantly vigilant.
 The Academy recognises its responsibility to discuss with Social Care any significant concerns
about a child or young person which may indicate physical abuse, emotional abuse, sexual abuse
or neglect, in accordance with the Local Safeguarding Children Board child protection procedures
and to attend any child protection conferences, initial and review, and core group meetings and
child in need conferences that may be called. All staff will receive appropriate training to ensure that
these procedures are followed as required.
 This school also recognises its duty to work with other agencies in protecting children from harm
and in responding to concerns about possible abuse, including the Police, Child and Adolescent
Mental Health Services, Educational Psychology Service and other agencies/services coming into
school to support individual pupils/groups of pupils
 The Academy’s Safeguarding Children and Young People Policy is made available to parents.
Ethos:
In support of the ethos of Glendene Academy, the staff and trustees are committed to the following
principles:



The welfare and well-being of each person is of paramount importance.
We respect and value each young person as an individual.
We are a listening academy and encourage an environment where children and young people feel
free to talk, knowing that they will be listened to.


The protection of children and young people from abuse is a whole academy issue and the
responsibility therefore of the entire academy community.
We will use the academy’s curriculum to resource our children and young people to protect
themselves from abuse, both as victims and as potential perpetrators.
The Designated Safeguarding Lead
 The Designated Safeguarding Lead for Child Protection is currently Mr. Mark McNichol, Strategic
Manager.
 The school has identified Vanessa Elcock, Assistant Head, Becky Newbold, Assistant Head and
Deborah Darwin as Designated Safeguarding Lead Deputies.
 The DSL will co-ordinate action on Safeguarding within the school. This includes ensuring that all
staff, teaching and non-teaching (including supply staff) know who the Designated Safeguarding
Leads are and that they are aware of their individual responsibility to be alert to the signs of abuse
and to discuss any concerns with a Designated Member of Staff. Also that they are aware of what
happens once a concern has been raised.
 The DSL will keep a written record of any actions taken as a result of concerns raised.
 The DSL will ensure that the Academy’s Safeguarding policy is put on the agenda of the Governing
Body once a year for discussion, monitoring, review and renewal.
 The Governing Body authorises the Designated Safeguarding Lead to carry out his/her
responsibilities as outlined in ‘Safeguarding Children and Safer Recruitment in Education’, January
2007, recognising the importance of the role and arranging appropriate support and training.
 The DSL has specific roles and responsibilities (See Appendix 3).
Procedures (see Appendix 4 for additional information):
 Any member of staff who has concerns about the safety or potential abuse of a child must report
their concerns to the Designated Safeguarding Lead without delay. This can be done verbally,
initially to prevent delays in acting on the information. This concern must then be submitted in writing
on the agreed EST3 ‘Confidential Child Protection Concern proforma’ so that all concerns and
subsequent actions are documented.
 In accordance with the Local Safeguarding Children Board procedures, the agreement of the family
for an external referral should normally be sought where possible. However, if it is felt that seeking
any such agreement would increase the level of significant risk of harm to the child, the matter
should be discussed with Social Care and their advice sought. This must not contribute to a delay in
making a referral.
 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 school will work to maintain effective links with relevant agencies and co-operate as appropriate
with their enquiries regarding child protection matters including attendance at and reports for Initial
Child Protection Case Conferences, core groups/care team meetings and Child Protection Review
Conferences.
 Where a child and family would benefit from co-ordinated support from more than one agency
example education, health, housing, police) there should be an inter-agency assessment. These
assessments should identify what help the child and family require to prevent needs escalating to a
point where intervention would be needed via a statutory assessment under the Children Act 1989.
The Early Help Assessment should be undertaken by a lead professional who could be a teacher,
special educational needs co-ordinator, General Practitioner (GP), family support worker, and/or
health visitor.
 We will keep detailed chronologies of concerns about children, noting the date, event and action
taken, even where there is no need to refer the matter to Social Care immediately. These will be kept
separate to the child’s school record.
 The school will ensure that the relevant social worker or Initial Response team is notified if there is
an unexplained absence of more than two days or one day following a week-end, of a pupil who is
currently subject to a child protection plan. When discussing concerns in respect of a child who is
Looked After by the Local Authority, the child’s named social worker must be informed.
Concerns relating to a member of the school staff or other person in a Position of Trust:
 If suspicions in any way involve a member of staff, the matter needs to be brought to the attention of
the Designated Safeguarding Lead immediately who will act in accordance with procedures issued to
all schools by the Local Authority Designated Officer (LADO). This guidance is available at
www.durham-lscb.org.uk.
 The DSL will attend any Position of Trust/Strategy Meetings relating to allegations against staff.
 The Sexual Offences (Amendment) Act 2000 established a criminal offence of the abuse of trust
affecting teachers and others who are in a relationship of trust with 16-18 year olds. A relationship of
trust is one where a teacher, member of education staff or volunteer is in a position of power or
influence over a pupil or student by virtue of the work or nature of the activity being undertaken.
 The legislation is intended to protect young people in education who are over the age of consent but
under 18 years of age. ‘Grooming’ a child or young person under 18 with a view to a future sexual
relationship may also be an offence in this context.
 The principle of equality embedded in the legislation applies irrespective of sexual orientation:
neither homosexual nor heterosexual relationships are acceptable within a position of trust. Any
concern raised by a parent, child or young person will be listened to and taken seriously.
Concerns relating to the Principal:
 Should the concerns relate to the Principal the matter needs to be brought to the attention of the
DSL immediately and advice needs to be sought from the LADO.
 The Chair of the Trustees must be informed.
Concerns out of Academy Hours:
 During the standard Academy day the DSL or a nominated deputy will always be available on site to
deal with any disclosures or concerns.
 During extra-curricular activities (i.e. after school clubs, residential visits, external hirers of the
building etc.) the members of staff/hirers will be given contact details for the DSL or a Deputy who is
available to deal with any disclosures or concerns via phone.
Concerns raised off site:
 Should a group be off site during the standard Academy day and a concern or disclosure is made
the person concerned should call the Academy and speak to the DSL (or a nominated deputy if they
are unavailable) to deal with the disclosures or concern.
 Individual Risk Assessments for visits must document who will be the nominated Safeguarding Lead
for the duration of the trip and how to contact them.
Record Keeping:
 Any member of staff receiving a disclosure of abuse from a child or young person, or noticing signs
or symptoms of possible abuse in a child or young person, will make notes as soon as possible
(within the hour), writing down as exactly as possible using the child’s own words, what was said or
seen, putting the scene into context, and giving the time and location. Dates and times of events
should be recorded as accurately as possible, together with a note of when the record was made. All
records must be signed and dated clearly. Children will not be asked to make a written statement
themselves or to sign any records.
 All records of a child protection nature (handwritten or typed) will be given to the DSL for
safekeeping, including written records of any concerns. Access to any records will be authorised only
by the DSL or one of his deputies. All records will be securely held, separate from the main pupil file,
and in a secure place.
 When a child who has had a child protection plan leaves the school and/or transfers to another
school, the DSL will inform the child’s new school immediately and discuss with the child’s social
worker the transfer of any confidential information the school may hold, retaining a copy of the
Chronology for one year.
 When a child leaves Glendene Academy, their records will be retained for 35 years from the date of
closure.
Confidentiality
Pupils occasionally make personal disclosures, either in class or to individual teachers. Teachers, support
staff and visitors may come to possess sensitive information about pupils, some of it about illegal activity.
All parties need to be clear about the rules of confidentiality which apply in these circumstances
Glendene Academy will strive to ensure that:
 unconditional confidentiality is never offered to pupils, parents or staff
 pupils are informed that unconditional confidentiality cannot be offered by staff or visitors
 information about behaviour likely to cause harm to the pupil or others will be passed on to the
appropriate agency
 in the case of illegal activity, action will be taken in the best interest of the pupil
 where the teacher believes a child to be at moral or physical risk or in breach of the law, they will
ensure pupils are aware of those risks and encourage them to seek support from their parents/carers
or other appropriate agencies
 visitors to the school are made aware of the school’s policy on disclosures and confidentiality and
that they abide by this
 in lessons, ground rules are established which ensure that disclosures are not made publicly and
that no pupil is pressurised by another to do so.
 Information about individuals (pupils, parents, staff and visitors) will be treated with discretion as
dictated by the Data Protection Policy.
The Principal or Designated Members of Staff will disclose information about a pupil to other members of
staff on a ‘need to know’ basis only.
All staff must be aware that information a child discloses regarding abuse of themselves or another child
must be shared as appropriate and cannot be kept secret.
Physical control and restrictive physical intervention: (refer to Behaviour Policy)
It is important to allow children to do what they can for themselves, but depending on age and
circumstances (i.e. a child who is hurt, who needs instruction in the use of a particular instrument/piece
of equipment, safety issues such as the need to prevent a child hurting themselves, running into the
road etc.), it may be necessary for some physical contact to take place.
Section 93 of the Education and Inspections Act 2006 enables school staff to use ‘reasonable force’ to
prevent a pupil from :
a) committing any offence ;
b) causing personal injury to , or damage to the property of, any person (including the pupil himself ) ;
c) prejudicing the maintenance of good order and discipline at the school or among any pupils
receiving education at the school, whether during the teaching session or otherwise.
We have a core group of staff who are Team Teach trained. They are called upon in extreme
circumstances, whenever pupils need to be safely moved to an area where they can calm down and talk to
staff.
The Academy’s Policy on Physical Restraint of Pupils gives guidance on:
 when staff may use physical control and restraint
 who is allowed to use physical control and restraint
 what forms physical control and restraint may take in particular circumstances
 what forms of physical control and restraint are not acceptable
 recording of incidents where physical handling has been used
The Policy also makes it clear that corporal punishment is NOT allowed.
Safe Touch – Touching Children other than to Restrain
Glendene Academy has policy on ‘Safe Touch’ and ‘Intimate Care’ and this includes such points as:
 assisting in the washing of children who have wet/soiled themselves
 intimate care risk assessments for certain children with medical needs or disabilities.
 using physical contact to demonstrate exercises or techniques, for example, in PE, sports
coaching, CDT
 administering First Aid
 supporting younger children and children with special needs who may need physical prompts
or help
 giving appropriate comfort to a child who is distressed
 recognising that physical contact is a sensitive issue for some cultural groups



acknowledging that physical contact becomes increasingly open to question as children reach
and go through adolescence
ensuring a consistent approach where staff and pupils are of different genders
acknowledging that innocent and well-intentioned physical contact can sometimes be
misconstrued
The Academy also has a prescribed Moving and Handling policy for children requiring complex or repeated
physical handling, with specific training for staff who deal with them.
Bullying:
Our Anti-Bullying policy is reviewed regularly by the Governing Body. Bullying in whatever form is
unacceptable at our school. We believe that pupils have the right to be happy and safe, to be themselves
and to enjoy peace of mind. We acknowledge that to allow or condone bullying may lead to consideration
under child protection procedures.
Racist Incidents:
Our Equality Policy is reviewed regularly by the Governing Body. We acknowledge that repeated racist
incidents or a single serious incident may lead to consideration under child protection procedures.
E-safety (refer to policy ‘E-Safety’):
Children and young people may expose themselves to danger, whether knowingly or unknowingly,
when using the internet and other technologies. Additionally, some young people may find themselves
involved in activities which are inappropriate or possibly illegal.
We, as a school, have a major responsibility to educate our pupils; teaching them the appropriate
behaviours to enable them to remain both safe and legal when using the internet and related
technologies, particularly social networking sites. It is also important to include parents as much as
possible in this process given that children often have access to computers at home.
With modern technologies come modern concerns such as cyberbullying, sexting, on-line grooming
etc. Because of these concerns, Glendene Academy does not allow access to or the use of social
networking sites such as Facebook, MSN, Twitter etc.
The school cannot accept responsibility for inappropriate behaviours on such sites; that is a parental
responsibility. In the event of such behaviour, parents will be encouraged to involve the police.


It is appropriate to take photographs of children to capture a curriculum activity or a
celebration of school life using school equipment providing we have permission to do so
from the parents. Staff must not however use their personal mobile phone, camera (still
or moving images) or other devices to take, edit or store images of children from this
school.
Staff should not communicate with pupils through private email accounts, personal
phones or social networking sites, even on educational matters, but must use official
email and networking sites sanctioned by the school. Staff should be extremely careful in
their personal use of social networking sites and must not discuss school business or any
issues relating to pupils.
Training and supporting staff to equip them to appropriately recognise, respond to and support
children who are vulnerable and may be in need of safeguarding:
 This academy complies with the advice laid down in ‘Keeping children safe in education’ April
2014 and ‘Safer Recruitment in Education’ 2007 to undertake regular training.
 Every member of staff, including temporary, supply staff, contracted staff and volunteers,
should receive an induction covering signs and symptoms to be aware of, response to
disclosures and the need for accurate recording. They will be informed who the Designated
Teachers for Child Protection are and what this role entails. Safeguarding responsibilities of
all staff will be re-enforced before they start work. All staff will be made aware of the
government documents ‘Guidance on Safer Working practice for Adults who Work with
Children and Young People’, DCSF and ‘Keeping Children Safe in Education’ 2014.




All adults working in the Academy receive regular safeguarding and child protection training.
Training for Designated Members of Staff is undertaken every 2 years as recommended in
’Safeguarding and Safer Recruitment in Education’ (2007) and in Keeping Children Safe in
Education (2014)
Names of attendees at these sessions are recorded in the Safeguarding file along with the
Single Central Record.
In addition, adults are regularly reminded of key messages in order to maintain heightened
awareness of safeguarding and child protection issues. We do this in the following ways: Staff
meetings, phase briefings, curriculum workshops, CPD and Safeguarding First Newsletters.
The Nominated Governor with responsibility for Child Protection is Miss Vanessa Elcock.
Safer Recruitment of staff and volunteers and maintaining appropriate Disclosure and Baring
Service checks:
 The school will ensure that safer recruitment practices are in place and followed in checking
the suitability of all staff and volunteers to work with children, including relevant members of
the Governing Body. Evidence of these checks (the Single Central Record) will be maintained
as required by the current Guidance as outlined in ‘Safeguarding Children and Safer
Recruitment in Education’ (January 2007).
 The school will ensure that all staff and volunteers are aware of the need for maintaining
appropriate and professional boundaries in their relationships with pupils and parents.
 The Trustee’s have agreed that DBS’s will be updated on a 5 year cycle. Staff who’s DBS’s
are outside of this time frame will have the tracking number for their DBS and proof of ID
added to their Personnel File until such time as a renewed DBS comes in.
Appendix 1: Types of abuse and neglect
Definition of Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child by
inflicting harm, or by failing to act to prevent harm. They may be abused by an adult or adults or
another child or children.
Physical abuse: a form of abuse which may involve hitting, shaking, throwing, poisoning,
burning or scalding, drowning, suffocating or otherwise causing physical harm to a child.
Physical harm may also be caused when a parent or carer fabricates the symptoms of, or
deliberately induces, illness in a child.
Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe
and adverse effects on the child’s emotional development. It may involve conveying to a child
that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of
another person. It may include not giving the child opportunities to express their views,
deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may
feature age or developmentally inappropriate expectations being imposed on children. These
may include interactions that are beyond a child’s developmental capability as well as
overprotection and limitation of exploration and learning, or preventing the child participating in
normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may
involve serious bullying (including cyberbullying), causing children frequently to feel frightened
or in danger, or the exploitation or corruption of children. Some level of emotional abuse is
involved in all types of maltreatment of a child, although it may occur alone.
Sexual abuse: involves forcing or enticing a child or young person to take part in sexual
activities, not necessarily involving a high level of violence, whether or not the child is aware of
what is happening. The activities may involve physical contact, including assault by penetration
(for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing
and touching outside of clothing. They may also include non-contact activities, such as involving
children in looking at, or in the production of, sexual images, watching sexual activities,
encouraging children to behave in sexually inappropriate ways, or grooming a child in
preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by
adult males. Women can also commit acts of sexual abuse, as can other children.
Neglect: the persistent failure to meet a child’s basic physical and/or psychological needs, likely
to result in the serious impairment of the child’s health or development. Neglect may occur
during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may
involve a parent or carer failing to: provide adequate food, clothing and shelter (including
exclusion from home or abandonment); protect a child from physical and emotional harm or
danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure
access to appropriate medical care or treatment. It may also include neglect of, or
unresponsiveness to, a child’s basic emotional needs.
Appendix 2: Specific safeguarding issues
Expert and professional organisations are best placed to provide up-to-date guidance and practical
support on specific safeguarding issues. For example NSPCC offers information for schools and
colleges on the TES website and also on its own website www.nspcc.org.uk Schools and colleges can
also access broad government guidance on the issues listed below via the GOV.UK website:
 child sexual exploitation (CSE)
 bullying including cyberbullying
 domestic violence
 drugs
 fabricated or induced illness
 faith abuse
 female genital mutilation (FGM)
 forced marriage
 gangs and youth violence
 gender-based violence/violence against women and girls (VAWG)
 mental health
 private fostering
 radicalisation
 sexting
 teenage relationship abuse
 trafficking.
Appendix 3: Roles and Responsibilities of the Designated Safeguarding Lead
Training
Roles and Responsibilities In line with Durham
LSCB (R & R Section 2)
Roles and Responsibilities In line with Keeping
Children Safe in Education (2014; Annex B)
Designated member of staff with responsibility
for Child Protection
Designated Deputy with responsibility for Child
Protection
Attend relevant 2 yearly training in
Safeguarding (Durham LSCB Training)
Attend relevant 2 yearly training in
Safeguarding (Safeguarding First Ltd DSL
Briefings)
Responsible for arranging Safeguarding
Training for all staff and Governors
Responsible for maintaining records in
relation to Staff and Governor
Safeguarding Training
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 child
protection policy and procedures
(especially new and part
time staff)
Be alert to the specific needs of children in
need*, those with special
educational needs and young carers.
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
Designated Safeguarding Lead/Deputy
with Responsibility
Mark
Vanessa
Becky
Deborah
McNichol
Elcock
Newbold
Darwin
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Managing Referrals
Roles and Responsibilities In line with Durham
LSCB (R & R Section 2)
Roles and Responsibilities In line with Keeping
Children Safe in Education (2014; Annex B)
Refer child protection concerns into
Children’s Care
Refer cases of concern to the local
authority designated officer (LADO) for
child protection concerns
(all cases which concern a staff member)
Refer all cases in to the Disclosure and
Barring Service (cases where a person is
dismissed or left due to risk/harm to a
child)
Refer cases in to Police (cases 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
Be able to keep detailed, accurate, secure
written records of child protection
concerns and referrals
Produce internal child protection
procedures for all staff (including
volunteers, governors and visitors)
Ensure all Child Protection procedures are
freely available to all staff (including
volunteers, governors and visitors)
Ensure that an induction process is in
place for new and temporary staff to
ensure they are familiar with protection
responsibilities (including secretarial staff,
midday supervisors, caretakers,
volunteers, etc.)
Keep all staff updated with current
procedures and changes
Ensure all Child Protection procedures are
freely available to parents/carers and
pupils
Act as a source of support, advice and
expertise to staff on matters of safety and
safeguarding when deciding whether to
make a referral by liaising with relevant
agencies
Designated Safeguarding Lead/Deputy
with Responsibility
Mark
Vanessa
Becky
Deborah
McNichol
Elcock
Newbold
Darwin
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Raising Awareness
Roles and Responsibilities In line with Durham
LSCB (R & R Section 2)
Roles and Responsibilities In line with Keeping
Children Safe in Education (2014; Annex B)
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 LSCB to make sure staff
are aware of training opportunities and
the latest local policies on safeguarding
2.3 Inform Children’s Care of proposed or
actual change of school
2.3 Ensure complete records are sent
safely to the receiving school or college,
whether a child changes as a natural
progression or for any other reason
(retaining a copy of the chronology for one
full academic year).
2.3 Monitor attendance and development
of children whose names are currently on
the Child Protection List
2.3 Ensure that all relevant information
about a child is disseminated
appropriately to staff within the school
2.3 Ensure attendance at relevant review
meetings
Ensure minutes of TAC, TAF, CIN and CP
meetings are maintained on the individual
case file
Act as a source of support, advice and
expertise to all staff on matters of safety
and safeguarding
Act as a source of support, advice and
expertise to all Governors on matters of
safety and safeguarding
Designated Safeguarding Lead/Deputy
with Responsibility
Mark
Vanessa
Becky
Deborah
McNichol
Elcock
Newbold
Darwin
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
* Section 17(10) Children Act 1989: those unlikely to achieve a reasonable standard of health and development without local
authority services, those whose health and development is likely to be significantly impaired without the provision of such services,
or disabled children.
Appendix 4: Referral Process (KCSIE, DfE, 2014).
Appendix 5: Tabled Changes
Academic
Year
Designated
Safeguarding Lead
Named Deputies
2013-2014
Craig Platt
Acting Academy Leader
Vanessa Elcock,
Acting Deputy
Academy Lead
Nominated
Safeguarding
Governor
Mrs. E. Coxon,
Mr. M. McNichol
Strategic Manager
2014 -
Mark McNichol
Strategic Manager
Mrs. A. Walker
Vanessa Elcock
Head of Primary
Becky Newbold
Head of Secondary
Deborah Darwin
Review Date
Changes made

November 2014




March 2015



Policy Review in light of changes re: Keeping
Children Safe in Education Document (April
2014).
Designated Lead and Deputies reassigned.
Clarification around allegations against the
Head others in a position of trust
Minor formatting changes
Update to remove PRICE and add in TeamTeach
Added in information for disclosures during
extra-curricular or offsite activities
Clarification regarding age of Children within
Durham LA.
Update around 5 year cycle for DBS renewals.
Ratification by
Governing Body