Safeguarding

Keeping children safe is our first priority. Underpinning this is teaching children to recognise risks in their world and develop resilience to deal with those risks.

Great importance is placed on identifying opportunities in the taught curriculum for children to learn about safeguarding.

Our broad curriculum gives pupils opportunities to experience life in all its diversity, to acquire knowledge, understanding and skills that significantly impact on personal development, behaviour and welfare and equips every child with the knowledge and skills required for personal safeguarding.

Jigsaw

Jigsaw our PSHE programme, supports children to stay safe, both through the direct teaching of information and through the experiential learning children will enjoy.

The mapping of safeguarding opportunities covered in Jigsaw is highlighted below, including links to the statutory RSHE curriculum:

Whitefield Safeguarding

In addition we have a range of visitors, programmes and support to ensure that within our local context children are supported to stay safe. 

This includes practical safeguarding staff pull out as opportunities arise (see below)

The whole safeguarding mapping can be found below:

This document outlines how different aspects of safeguarding are covered in the school’s curriculum, what content is covered and when.

Teachers are also expected to identify opportunities to embed the teaching of safeguarding in other areas of the curriculum where relevant and also take advantage of unexpected learning opportunities related to safeguarding.

Safeguarding Pupil Voice

Core to our safeguarding practice are half termly lessons when we give every child a chance to share their voice to the adults who support them.

The Three Houses tool is a resources used widely in health and social care to help a child or young person identify things in their life they feel positive about, things they are worried about, and what their hopes and goals are.

"Things I want my teacher to know about me" is presented in a similar way so children can share worries, dreams, positives and negatives.

The Blob Tree is a tool that can be used to help students articulate their feelings and help facilitate their development. It consists of many blob figures on or around a tree. The tree represents a setting, such as a school or group, and the blobs represent different emotions and feelings. Teachers can use this as a self-reflection tool for their students by getting them to observe the blob characters on the tree and select which one expresses how they currently feel.

Safeguarding through strands

Child on Child abuse

The teaching here is built on positive relationships and what to do in a context when you are not being treated as you want to be. This can be found through Jigsaw and is evidenced on seesaw and floor books. Consent is introduced also. Links closely to Bullying.

Online behaviour around harmful relationships or sharing of images online is picked up through Online safety Curriculum and the LGFL Undressed song through school

Key that children are given opportunities to disclose to a trusted adult also - hence the half termly activity linked to three houses or blob tree and the NSPCC/Childline Speak out stay safe assembly.

SAFE SKILLS ON LGFL - supports years 5 & 6 

The teaching of online safety is also woven through PSHE JIGSAW lessons and is mapped below. 

Multi-agency Practice Principles for responding to child exploitation and extra-familial harm