Safeguarding Lead Role

There is a requirement for Academy Trusts to have a Safeguarding Trustee. To support the Safeguarding Trustee the Trust Board has delegated Academy Committees to have a Lead Safeguarding Academy Committee member. 

The Safeguarding Academy Committee member would have broad responsibility to champion all aspects of safeguarding in the school including e-safety. 

The remit for this role includes: 

• To be familiar with guidance and policy relating to Safeguarding and Child Protection and associated issues, and to attend training for nominated Safeguarding and Child Protection ACMs. To ensure that the Academy Committee puts in place a suitable Safeguarding and Child Protection Policy and associated procedures. 

• To champion safeguarding and child protection issues within the school. 

• To encourage other members of the Academy Committee to develop their understanding of the Academy Committee’s responsibilities with regard to Child Protection and assist them to perform their functions in respect of Safeguarding Children and Young People. 

• To ensure that the Academy Committee remedies any deficiencies in the school’s safeguarding practices which may be brought to ACMs’ attention by the Principal’s report, a member of school staff, a parent, or from any other source. 

• To meet with the senior member of the school’s leadership team who has lead responsibility for Child Protection issues (Designated Safeguarding Lead DSL), in order to monitor the effectiveness of the Academy’s Safeguarding and Child Protection policy. It is recommended that this is at least a termly meeting and should cover the implementation of the school’s safeguarding and child protection policy and procedures including: 

  • • • • Arrangements for ensuring that the school’s safeguarding and child protection policy is communicated to, and implemented by, all staff. 

        • Ensuring that the designated member of staff with lead responsibility for Child Protection is part of the school’s leadership team, and has sufficient time and resources at their disposal to carry out their duties effectively. 

        • Ensuring that a deputy designated person is identified. 

        • Ensuring that the DSL and deputy receive training every two years. 

        • Training in Child Protection undertaken by ALL staff, including LunchTime Supervisors, clerical staff and other ancillary staff, every year. 

        • Arrangements are in place for the inclusion of child protection procedures in an induction programme for all people working in the school, no matter for how long, nor the status of that individual. 

        • Arrangements to ensure safe recruitment procedures and appropriate checks on new staff, third party providers and volunteers. 

        • The number of pupils currently on the Child Protection register. 

        • How Safeguarding and Child Protection issues are addressed through the curriculum. 

        • The provision of information to the Trust about how the Academy Committee’s duties in respect of Safeguarding and Child Protection have been discharged. 

The Chair of the Academy Committee will liaise with the Principal and the Trust over matters regarding confidential child protection issues involving allegations against staff. 

Questions a Safeguarding Lead Academy Committee member might ask during their visit: 

You don't need to, and shouldn't, ask all these questions in one meeting. Ask these questions in meetings and visits throughout the year.

Do pupils feel protected and safe? How do you know?

What you might expect in a response

• That people know how to complain, and understand the process for doing so

• Pupils report that adults listen to them and take their concerns seriously

• Where children are at risk, a trusted adult helps to keep them safe

The designated safeguarding lead (DSL) might refer to evidence such as:

• Answers from a pupil questionnaire or discussions with pupils on whether they feel safe at school and know who to go to if they want to complain

• Answers from a pupil questionnaire or discussions with pupils on who they can go to if they do not feel safe

• Signage around the school that helps pupils understand who to speak to if they're worried

Are there effective safeguarding, pupil behaviour and staff behaviour policies that are well understood by everyone?

What you might expect in a response

• Safeguarding systems are explained to staff as part of their induction, including our child protection policy, pupil behaviour policy, staff code of conduct, the safeguarding response to children who go missing from education, and the role and identity of the DSL and any deputies

• All staff receive appropriate child protection training, which is regularly updated

• All staff receive regular child protection updates (at least annually)

The DSL might refer to evidence such as:

• Answers from a staff questionnaire or discussions with staff on induction and training

• A training log showing regularly updated training records

Are there systems in place for children to confidently report abuse and for their concerns to be treated seriously?

What you might expect in a response

• These systems are included within the school's child protection policy

• Staff are trained on how to respond to a disclosure

• Staff understand the systems that are in place

• These systems are well promoted, easily understood and easily accessible

The DSL might refer to evidence such as:

• Answers from a staff questionnaire or discussions with staff on induction and training

• The  child protection policy

Are staff and other adults clear about procedures where they're concerned about the safety of a child, including if children go missing from school?

What you might expect in a response

• Adults respond robustly and proactively to reduce the risk of harm or actual harm

• Adults know and understand the indicators that may suggest that a child or young person is suffering, or is at risk of suffering, abuse, neglect or harm

• Adults take appropriate and necessary action in accordance with local procedures and statutory guidance

• Staff members take the attitude of ‘it could happen here’ where safeguarding is concerned

• All staff receive child protection training, which is updated regularly

• All staff receive regular child protection updates (at least annually)

• All staff report concerns about female genital mutilation (FGM) to the DSL or deputy.

• There's a procedure for children who go missing from home or education, and staff know and can implement it.

The DSL might refer to evidence such as:

• Answers from a staff questionnaire or discussions with staff on safeguarding

• Discussions with staff regarding safeguarding procedures

• The report to Academy Committees

Do you have effective procedures in place for identifying possible mental health problems among pupils, and do all staff know what these procedures are?

What you might expect in a response

• The school's process for identifying possible mental health problems includes a clear referral and accountability system

• All staff are made aware of this process

The DSL might refer to evidence such as:

• How they use data to identify and act upon changes in pupils' patterns of attainment, engagement or behaviour

• (During coronavirus) A register, accessible to all staff, that keeps track of family circumstances during lockdown to help flag any issues that might have impacted pupils' mental health

• A child protection policy that outlines:  How staff can escalate concerns about mental health and take decisions about what to do next 

Do staff receive training on protecting children?

What you might expect in a response

• Staff have appropriate child protection training, including about online safety, which is updated regularly

• Staff also receive regular child protection updates (at least annually)

• Staff receive regular supervision and support if they are working directly and regularly with at-risk children

• Staff have the skills and knowledge to identify:

• Children who may benefit from early help

• Signs of abuse and neglect, and what to do if a child makes a disclosure

• Induction processes include child protection and Prevent training, sharing of all relevant policies such as child protection and the staff code of conduct

The DSL might refer to evidence such as:

• Training records that show regularly updated child protection and Prevent training

• Induction packs, which include the relevant information 

How do you make sure written records are made in a timely way, kept up to date, stored securely and shared appropriately?

What you might expect in a response

• Any child protection or safeguarding concerns are recorded and shared with the relevant agency immediately, and the referral is recorded

• The DSL keeps child protection files up to date and in line with KCSIE (Annex C). This includes:

• Recording a clear and comprehensive summary of the concern, how it was followed up and resolved, and a note of any action taken

• Making sure files are only accessed by those who need to see them

• Making sure where a child leaves the school, that their child protection file is transferred to the new school as soon as possible, and they have considered whether they need to share any additional information with the new school before the child leaves

• Any agreed action following a referral is taken promptly

• Parents are made aware of any concerns, except where this would increase the risk of harm to a child

• There is a written plan with agreed procedures to protect a child

The DSL might refer to evidence such as:

• Report to ACM’s from DSL on safeguarding incidents and referrals

• Systems of recording e.g cpoms

• Key point to remember: 

• Not to ask to see a record itself – this is a breach of data protection and confidentiality. Information about individual referrals are not needed to carry out your monitoring role

How are safeguarding risks known by adults and shared with external agencies where appropriate?

What you might expect in a response

• Staff know of the risks associated with pupils e.g  self-harming, going missing, being vulnerable to radicalisation or being criminally or sexually exploited

• When these risks are identified, the school shares them with relevant agencies, such as the children’s social care service of the local authority (LA)

• Plans and support are in place to reduce the risk of harm or actual harm, and there is evidence that the impact of risks is being minimised

• Risks are kept under regular review

The DSL might refer to evidence such as:

• Safeguarding policy outlining procedures for sharing information with relevant agencies

• Plans in place to reduce risk

• Training records show staff have received training on identifying safeguarding risks and how to respond

Do all staff have a copy of and understand the written procedures for managing allegations of abuse against staff? Do these procedures cover the 2 levels of concern?

What you might expect in a response

• Staff and volunteers feel able to raise concerns about poor or unsafe practice relating to safeguarding

• Appropriate safeguarding and whistle-blowing procedures are in place so concerns can be raised with the management team

• Safeguarding and whistle-blowing policies are in place

• Staff are aware of other whistle-blowing channels if they feel unable to raise an issue with their manager or where their concerns are not being addressed

• There are procedures in place to make a referral to the Disclosure and Barring Service (DBS) if a person in regulated activity has been dismissed or removed due to safeguarding concerns (or would have been if they had not resigned)

• Procedures cover the 2 levels of concern:

• Allegations that may meet the harm threshold

• Allegations/concerns that do not meet the harm threshold (also known as 'low level concerns')

The DSL might refer to evidence such as:

• Answers from a staff questionnaire or discussions with staff that show understanding of whistle-blowing procedures

• The school's child protection policy

Are safer recruitment procedures in place?

What you might expect in a response

• Written recruitment and selection policies and procedures are in place that comply with safer recruitment rules

• This includes policies and procedures that deter and prevent people who are unsuitable to work with children from applying or securing employment/volunteering opportunities

The DSL might refer to evidence such as:

• Single central record (SCR) shows that appropriate pre-appointment checks have been carried out

• Training records show staff have received safer recruitment training

• The safer recruitment policy 

How are discrimination and peer-on-peer abuse tackled in school?

What you might expect in a response

• The school is working to develop a whole-school culture where abuse is recognised and not tolerated - they might be doing this by reviewing their vision

• Staff receive regularly updated training, which includes how to identify peer-on-peer abuse

• The school's curriculum (such as the relationships and sex education (RSE) curriculum) addresses issues associated with peer-on-peer abuse

• Any discriminatory behaviours are challenged and children are supported to understand how to treat others with respect

• The behaviour policy outlines measures to prevent bullying, including cyber-bullying, prejudice-based and discriminatory bullying

• Clear procedures are in place for addressing and minimising the risk.

The DSL might refer to evidence such as:

• Procedure for dealing with peer-on-peer abuse in child protection/safeguarding policy

• Lesson plans from RSE lessons

• Answers from a staff questionnaire or discussions with staff show understanding of peer-on-peer abuse

• Behaviour policy is in place

• Report to Academy Committee from Principal on bullying incidents

What online safety measures are in place?

What you might expect in a response

• Adults understand that technology might be used to bully, groom, radicalise or abuse children and learners

• There are strategies in place to keep children safe (including when they are online at home) and to support them to understand risks and learn how to keep themselves and others safe

• Leaders oversee the safe use of technology and act immediately where there is a concern about a child’s wellbeing

• There is a clear policy around the use of mobile technology in schools

• In early years settings, procedures cover the safe use of mobile phones and cameras

The DSL might refer to evidence such as:

• Policy on the use of mobile phones, social media and the acceptable use of IT 

• Evidence of teaching pupils about online safety or sharing information to keep them safe when they are online at home 

How is the Prevent duty implemented? Are there clear procedures in place to protect children at risk of radicalisation?

What you might expect in a response

• Robust safeguarding policies are in place to identify pupils at risk and refer them to relevant authorities

• Staff work in partnership with local bodies and follow LA inter-agency procedures

• Staff are trained to identify pupils at risk of being drawn into terrorism, challenge extremist ideas and refer children to appropriate authorities where necessary

• Internet filters are in place to block extremist material

• There are clear protocols for ensuring that visiting speakers are suitable and appropriately supervised

The DSL might refer to evidence such as:

• Safeguarding policy addresses the risks of being drawn into terrorism

• A training log of staff who have received up-to-date training

Can you tell me how you teach children about safeguarding, and is this training contextualised for more vulnerable children?

What you might expect in a response

• The school should explain how pupils are taught about safeguarding, including online safety.

• These lessons should be personalised/ contextualised for more vulnerable children, victims of abuse and some children with special educational needs (SEN) and/or disabilities, where needed.

The DSL might refer to evidence such as:

• The school's curriculum, such as its RSE curriculum, which should tackle issues such as:

• Healthy and respectful relationships

• What respectful behaviour looks like

• Consent

• Gender roles, stereotyping and equality

• Body confidence and self-esteem

• Prejudiced behaviour

• Sexual violence and sexual harassment

• Online safety week/events in school

• Lesson plans on what they cover with pupils at different ages

• Case studies of lessons, or how lessons were tailored for specific pupils

Other questions to consider:

What is the role of the DSL?

Do children know who to go to if they are worried about something?

Who is responsible for checking and updating the single central record and are ACMs included? 

When are new DBS checks carried out on existing staff?

What were the outcomes of your last safeguarding audit? What actions have been completed so far?

What is attendance like for Safeguarding children?  

What systems does the school have in place for visitors to the school? How do we ensure they safeguard our children?