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CHILD PROTECTION AND
SAFEGUARDING
POLICY STATEMENT 2022-2023
Adopted from the NYCC policy document: September 2022
Approved by the Trust Board: 11 October 2022
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Child Protection and Safeguarding Policy
STAR MULTI ACADEMY TRUST
CHIEF EDUCATION OFFICER: Ian Yapp
Named personnel with designated responsibility for Child Protection for the STAR MAT
Designated
Safeguarding
Lead (DSL)
Deputy
Safeguarding Lead
Prevent lead
Safeguarding
Trustee
Chair of the
Trust Board
Cayte Mulhern,
Safeguarding,
Equalities,
Inclusion,
Diversity and
Wellbeing
Lead
Ian Yapp, CEO
Nick Sheppard
Clare Thornton-
Eckford
Named personnel with designated responsibility for Child Protection for each school
School
Designated Safeguarding
Lead & Chair of Governor
Email/Tel No. for DSL
Safeguarding
Governor(s)
Appleton Roebuck
01904 501906
Anna
Williamson
Brayton CE
DSL: Allyson Buckton
DDSL: Melanie Walmsley
DDSL: Vicky Burnell
CofG – Wendy Thompson
and Anna Pearce (Co Chairs)
01757 704308
Patricia Jarvis
Kellington
01977 661127
Ed Ball
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Kirk Fenton CE
01937 557228
Carole
Middleton
Monk Fryston CE
uk 01977 682388
Ann Jesty &
Peter Roberts
Riverside
DSL: Nick Styles
DDSL: Jen McCombe
DDSL: Caroline Wyatt
DDSL: Jo Brown Bolton
CofG – Carolyn Walker
01937 832899
Carolyn Walker
Saxton CE
01937 557396
Ann Jesty
Sherburn High
01977 682442
Alison Davey
Sherburn Hungate
DSL: Julia Weights
DDSL: Martyn Broom
DDSL: Fiona MacKay
DDSL: Bobbi Walker
CofG – Martyn Sibley
01977 682434
Martyn Sibley
South Milford
uk 01977 682559
Helen Bryan
Tadcaster Grammar
DSL: Riain Vernon (DHT)
DDSL: Dawn Naylor
DDSL: John Fox
CofG – Philip Turnpenny
01937 833466
Chris Burt
David Gluck
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Policy Review dates
Review Date
Changes made
By whom
Date Shared with staff
September 2020
In line with Keeping Children Safe
in Education September 2020
Cayte Mulhern,
Safeguarding &
Inclusion Lead
Shared with Headteachers on 10
September 2020
September 2021
In line with Keeping Children Safe
in Education September 2021
Cayte Mulhern,
Safeguarding &
Inclusion Lead
Shared with Headteachers on
1 November 2021
September 2022
Full update to reflect Keeping
Children Safe in Education
September 2022
Cayte Mulhern,
Safeguarding,
Equalities, Inclusion,
Diversity and
Wellbeing Lead
Dates of Staff Training and details of course title and training provider
(Please see individual school websites for this information)
Whole School
Designated
Safeguarding Lead
Deputy Designated
Safeguarding Lead
Headteacher
Key School Contacts – please see individual school websites for this information
Headteacher
Chair of Governors
Safeguarding Governor
Designated Safeguarding Lead
Deputy Safeguarding Lead
Mental Health Lead
Key Person(s) (EYFS) (if applicable)
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Key County Contacts
North Yorkshire County Council Children & Families Service: Early Help
Locality Telephone Numbers
Early Help East
Scarborough, Whitby, Ryedale
01609 534852
Early Help West
Harrogate, Craven, Knaresborough, Ripon
01609 534842
Early Help Central
Hambleton, Richmondshire, Selby
01609 534829
Professional Consultation Line
When contacting the North Yorkshire Multi-Agency Screening Team (MAST) for a consultation
you will be put through to a qualified social worker where your query will be discussed, with the
child’s details remaining anonymous.
Professional’s Consultation Line number is available between 10am and 4pm on 01609 535070
Make a Referral to the Local Authority
North Yorkshire Children and
Families Service
01609 780780
Out of Hours
Emergency Duty Team
01609 780780
For making a referral outside of North Yorkshire this online tool directs to the relevant
local children’s social care contact number.
North Yorkshire Police
In an emergency call 999
For all non-emergencies call 101 (Ask for
the Serious Crime Team in your area)
Safeguarding Unit
Safeguarding Unit Manager
Emma Phillips
Designated Officers for Managing Allegations (LADOs)
Duty LADO contact details
(consultations, new referrals and
urgent matters)
01609 533080
[email protected]ov.uk
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LADO Manager: Susan Crawford
LADO: Julie Kaye
LADO: Andy Kenyon
LADO: Marie Pettman
Business Support including CME
Coordinator (Children Missing Education)
Safeguarding[email protected]
01609 533080
NYCC HUMAN RESOURCES
01609 798343
NYHR@northyorks.gov.uk
North Yorkshire Safeguarding Children Partnership
NYSCP Business Unit
1. Introduction and Aims
This policy applies to all adults, including volunteers, working in or on behalf of the STAR Multi
Academy Trust. It will provide a framework for staff to meet their statutory duties and to ensure
consistency of good practice.
Safeguarding and promoting the welfare of children is everyone’s responsibility. Everyone who comes
into contact with children and their families and carers has a role to play. In order to fulfil this
responsibility effectively, all professionals should make sure their approach is child-centred. This means
that they should consider, at all times, what is in the best interests of the child.
Keeping Children Safe in Education (KCSIE) DfE 2022
Safeguarding includes the establishment and implementation of procedures to protect children from
deliberate harm, however, safeguarding also encompasses all aspects of pupil/students’ health, and
safety and well-being (see the School Child Protection Manual).
Safeguarding and promoting the welfare of children is defined as:
● Protecting children from maltreatment;
● Preventing impairment of children’s mental and physical health or development;
● Ensuring that children grow up in circumstances consistent with the provision of safe and
effective care; and
● Taking action to enable all children to have the best outcomes.
(Children includes everyone under the age of 18)
The STAR Multi Academy Trust Commitment
The STARMAT is committed to ensuring the welfare and safety of all children in our schools. We will
protect and support our vulnerable children, children who need support through Early Help, Children
in Need and children who have a Child Protection Plan. The STARMAT follows the North Yorkshire
Safeguarding Children Partnership procedures. The schools will, normally, endeavour to discuss all
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concerns with parents or carers about their child or children. However, there may be exceptional
circumstances when a school will discuss concerns with Social Care and/or the Police without
parental/carer knowledge (in accordance with Child Protection procedures and in line with Part 2 of
KCSIE). The school will, of course, always aim to maintain a positive relationship with all parents/carers.
The STARMAT’s Child Protection policy is available publicly via our website
https://web.starmat.uk/policies/ and also via each school’s website.
2. School Commitment and Values
STARMAT staff, Governors/Trustees/Board Members and Volunteers are committed to safeguarding
and promoting the welfare of all of our pupils/students. Each pupil/student’s welfare is of paramount
importance. We recognise that some children are potentially at greater risk of harm (KCSIE para 167
onwards). We recognise that children who are abused may find it difficult to develop a sense of
selfworth and to view the world in a positive way. Whilst at school, their behaviour may be challenging.
We recognise that some children who have experienced abuse may harm others. We will always take
a considered and sensitive approach in order that we can support all of our pupils/students.
We will adopt a child-centred approach to our work, we will act in the best interests of our children
and we will ensure that everyone is aware of their safeguarding responsibilities.
Multi-agency working in North Yorkshire
Our schools work in partnership with the North Yorkshire Safeguarding Children Partnership (NYSCP).
Our schools have a pivotal role to play in multi-agency safeguarding arrangements NYSCP, and
contributes to multi-agency working in line with the statutory guidance ‘Working Together to
Safeguard Children 2018’.
The three statutory safeguarding partners (North Yorkshire County Council, Health, and Police) have
made arrangements to allow all schools and colleges in the local area to be fully engaged, involved and
included in the new safeguarding arrangements. As a named relevant agency we are under a statutory
duty to co-operate with the published arrangements.
OUR SCHOOLS ARE AWARE OF AND WILL ALWAYS ACT IN LINE WITH THE NYSCP POLICIES AND
PROCEDURES AND PRACTICE GUIDANCE
3. Roles and Responsibilities
School Governance
The Governing Bodies have a strategic leadership responsibility for safeguarding and will comply with
their duties under the legislation and guidance. They will facilitate a whole school approach to
safeguarding and ensure that safeguarding and child protection are at the forefront and underpin all
relevant aspects of process and policy development and that all systems, processes and policies
operate with the best interests of the child at their heart.
The Governing Bodies are responsible for all aspects of the implementation, maintenance and review
of this policy and will ensure that staff will receive appropriate levels of training and support to
undertake their roles as outlined in this policy and that a log of their training is maintained. They will
ensure that all safeguarding related policies and procedures are transparent, clear and easy to
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understand for staff, visitors, pupils/students, parents and carers.
The Trust Board ensures that all governors and trustees receive appropriate safeguarding and child
protection training (including online) at induction that equips them with the knowledge to provide
strategic challenge to test and assure themselves that the safeguarding policies and procedures in
place in our school are effective and support the delivery of a robust whole school approach to
safeguarding. Their training is regularly updated and a log of governor training is maintained.
The Governing Bodies ensure that the following:
● There are appropriate policies and procedures in place in order for appropriate action to be
taken in a timely manner to safeguard and promote children’s welfare;
● There are effective related child wellbeing and safeguarding policies and procedures in place
including: this Child Protection and Safeguarding policy, a Behaviour policy, Access to
Education for Children with Medical Needs policy, Designated Staff for Looked After Children
Policy, Early years foundation stage (EYFS) policy, Special Educational Needs policy,
Accessibility Plan, Supporting pupil/students with medical conditions policy, the STARMAT
code of conduct, safeguarding response to children who go missing from education policy,
Emotional Wellbeing Guidance and Procedures, Whistleblowing policy, Safer recruitment
policy, guidance on how long school registers will remain open, E- safety policy, guidance on
employment of ex-offenders, Low-level concerns guidance, procedures with regards to child
on child abuse, Educational visits policy;
● These policies, along with Part One, Part Five and Annex B of KCSIE, and information on the role
and identity of the DSL are provided to all staff on induction. A proportionate and risk based
approach will be taken to the level of information that is provided to temporary staff,
volunteers, and contractors, but all will be expected to read a school based safeguarding
document that is issued on induction and/or induction to the school.
● Child Protection Files are maintained in line with Annex C of KCSIE;
● Appropriate Safer Recruitment Policies are in place in accordance with Part Three of KCSIE and
are embedded and effective;
● The schools hold more than one emergency contact number for each pupil/student (where
reasonably possible);
● This Child Protection and Safeguarding Policy reflects the whole school approach to child-on-
child abuse, including child-on-child sexual violence and sexual harassment, whether or not
this has been reported;
● The child protection procedures are in accordance with government guidance and refer to the
North Yorkshire multi-agency safeguarding arrangements;
● These procedures reference online safety and special educational needs and disabilities
discreetly;
● These procedures reflect serious violence guidance;
● The schools have appropriate safeguarding arrangements in place to respond to children who
go missing from education, particularly on repeat occasions;
● Staff safeguarding training (including online safety) is integrated, aligned and considered as part
of the whole school safeguarding approach and wider staff training and curriculum planning;
and
● This policy is reviewed annually (as a minimum) and updated if needed, and available publicly
either via the Trust website or school website
● Governing Bodies are aware that suicide is the leading cause of death in young people and that
we play a vital role in helping to prevent young suicide.
● Governing Bodies have an awareness that children who are witnesses to domestic violence
are also victims
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The STARMAT want to ensure that pupils/students and staff are safe from self-harm and as suicide
safe as possible, and that our governors, parents and carers, teaching staff, support staff,
pupils/students and other key stakeholders are aware of our commitment to be Self-Harm and
Suicide-Safe schools.
The Governing Bodies understand the obligations under the Human Rights Act 1998 and the Equality
Act 2010 (including the Public Sector Equality Duty) specifically those outlined in KCSIE para 83-93 and
summarised below.
● Under the Human Rights Act they understand that it is unlawful for schools and colleges to act
in a way that is incompatible with the convention. The specific convention rights applying to
schools and colleges are:
o Article 3: the right to freedom from inhuman and degrading treatment (an absolute right);
o Article 8: the right to respect for private and family life (a qualified right) includes a duty
to protect individuals’ physical and psychological integrity;
o Article 14: requires that all of the rights and freedoms set out in the Act must be
protected and applied without discrimination, and
o Protocol 1, Article 2: protects the right to education.
● Being subjected to harassment, violence and or abuse, including that of a sexual nature, may
breach any or all of these rights, depending on the nature of the conduct and the
circumstances Human Rights | Equality and Human Rights Commission
● Under the Equality Act they understand that:
o they must not unlawfully discriminate against pupils/students because of their sex, ace,
disability, religion or belief, gender reassignment, pregnancy and maternity, or sexual
orientation (protected characteristics);
o they must carefully consider how they are supporting their pupils and students with regard
to particular protected characteristics - including disability, sex, sexual orientation,
gender reassignment and race;
o they can take positive action, where it can be shown that it is proportionate, to deal with
particular disadvantages affecting pupils or students with a particular protected
characteristic in order to meet their specific need, this includes a duty to make
reasonable adjustments for disabled children and young people, including those with
long term conditions Equality Act 2010: advice for schools.
● Under the Public Sector Equality Duty they understand that:
o this places a general duty on schools and colleges to have due regard to the need to
eliminate unlawful discrimination, harassment and victimisation (and any other conduct
prohibited under the Equality Act), to advance equality of opportunity and foster good
relations between those who share a relevant protected characteristic and those who
do not;
o the duty applies to all protected characteristics and means that whenever significant
decisions are being made or policies developed, specific consideration must be given to
the equality implications of these such as, for example, the need to eliminate unlawful
behaviours that relate to them such as sexual violence and sexual harassment,
misogyny/misandry and racism;
o the schools must be conscious of disproportionate vulnerabilities and will integrate this
into our safeguarding policies and procedures Technical Guidance on the Public Sector.
● All staff should consistently respond to prejudice based incidents, hate incidents and hate
crime and schools should record, analyse and respond to any emerging issues. All North
Yorkshire Schools are encouraged to report any hate incidents and hate crime to North Yorkshire
County Council using the online reporting tool where it will be shared with the multi-agency
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Inclusive Communities Working Group, in order to identify common themes and inform future
approaches to tackling hate crime. All schools will report prejudice based incidents, hate
incidents and hate crime as appropriate. Further supporting guidance for schools can be
accessed here.
The Governing Body understands the obligations under the Data Protection Act 2018 and UK General
Data Protection Regulation (UK GDPR), and the duty to process personal information fairly and lawfully
and to keep the information they hold safe and secure.
Governors/Trustees/Board Members recognise the importance of information sharing between
practitioners and local agencies
The Governing Bodies will ensure that relevant staff have due regard to relevant data protection
principles to enable them share (and withhold) personal information, including:
Being confident about the processing conditions for storing and sharing information for
safeguarding purposes, including sensitive and personal information that should be treated
as “special category personal data”;
● Understanding that the “safeguarding of children and individuals at risk” is a processing
condition that allows practitioners to share special category personal data. Information can be
shared without consent where this is good reason to do so, to enhance the safeguarding of a
child in a timely manner, if it is not possible to gain consents, or cannot be reasonably expected
that a practitioner gains consent, or if to gain consent would place a child at risk of
harm; it would be legitimate to share information without consent where: it is not possible to
gain consent; it cannot be reasonably expected that a practitioner gains consent; and, if to gain
consent would place a child at risk; and
● Not providing pupils/students’ personal data where the serious harm test under the legislation
is met, for example where the child is in a refuge or another form of emergency
accommodation.
The Governing Bodies recognises the expertise staff build by undertaking safeguarding training and
managing safeguarding concerns on a daily basis.
The Governing Bodies will ensure that the school or college contributes to multi-agency working in
line with Working Together to Safeguard Children (2018)
The Governing Bodies understands their role within the local safeguarding arrangements, and the
senior leadership team and DSLs are aware of and follow the local arrangements.
Governors/Trustees Board Members understand their statutory duty to co-operate and will act in
accordance with the arrangements published by the Safeguarding Partnership.
Governors/Trustees Board Members will allow access to children’s social care services from the host
local authority, and where appropriate, a placing local authority, to conduct, or consider whether to
conduct, a Section 17 (S17) or a Section 47 (S47) assessment.
The Governing Bodies understand that it is essential that children are safeguarded from potentially
harmful and inappropriate online material. The Governing Body will do all they reasonably can to limit
children’s exposure to the above risks from the school’s or college’s IT system. The governing body will
ensure the school has appropriate filters and monitoring systems in place.
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The Governing Bodies will ensure that children are taught about safeguarding, including online safety,
and recognise that a one size fits all approach may not be appropriate for all children, and a more
personalised or contextualised approach for more vulnerable children, victims of abuse and some
children with SEND might be needed.
The Governing Bodies are aware of the Ofsted Education Inspection Framework and the guidance to
inspectors on inspecting safeguarding: Inspecting safeguarding in early years, education and skills
settings.
The Headteacher
The Headteacher ensures that:
● The safeguarding related policies and procedures adopted by the Governing Body are fully
implemented and followed by all staff, pupils/students and visitors;
● They liaise with the LADO and partner agencies in the event of allegations of abuse being made
against a member of staff or volunteer other than themselves (this role sits with the chair of
governors in the event of an allegation being made against themselves);
● They receive appropriate safeguarding and child protection training which is regularly
updated;
● They promote a strong culture of safeguarding across the school.
Designated Safeguarding Lead (DSL) and Deputies
The DSL role is set out in full in KCSIE 2022 Annex C. The DSL role is explicit in their job description. The
role carries a significant level of responsibility and the Governing Body have ensured that they are a
senior member of staff on the school’s leadership team and that they take lead responsibility for
safeguarding and child protection (including online safety).
The DSL has the appropriate status and authority within the school to carry out their duties. The DSL is
given the additional time, funding, training, resources and support they need to carry out the role
effectively. Their additional responsibilities include providing advice and support to other staff on child
welfare, safeguarding and child protection matters, taking part in strategy discussions and interagency
meetings, and/or supporting other staff to do so, and contributing to the assessment of children.
The DSL and Deputies will:
● Manage referrals and refer cases:
o Of suspected abuse and neglect to the local authority children’s social care as required
and support staff who make referrals to local authority children’s social care;
o To the Channel programme where there is a radicalisation concern as required and
support staff who make referrals to the Channel programme;
o Where a person is dismissed or left due to risk/harm to a child to the Disclosure and
Barring Service as required; and
o Where a crime may have been committed to the Police as required.
● Work with others to:
o Act as a source of support, advice and expertise for all staff;
o Act as a point of contact with the safeguarding partners. The DSL and Deputies will liaise
with safeguarding partners and work with other agencies in line with Working Together to
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Safeguard Children (2018);
o Liaise with the Headteacher to inform him or her of issues- especially ongoing enquiries
under Section 47 (S47) of the Children Act 1989 and police investigations; and they will be
aware of the requirement for children to have an Appropriate Adult PACE Code C 2019.
o Liaise with the “case manager” (as per Part four) and the local authority designated officer(s)
(LADO) for child protection concerns in cases which concern a staff member when required;
o Liaise with staff (especially teachers, pastoral support staff, school nurses, IT Technicians,
senior mental health leads and special educational needs coordinators (SENCOs), on
matters of safety and safeguarding and welfare (including online and digital safety) and
when deciding whether to make a referral by liaising with relevant agencies so that
children’s needs are considered holistically;
o Liaise with the senior mental health lead and, where available, the Mental Health Support
Team, where safeguarding concerns are linked to mental health;
o Promote supportive engagement with parents and/or carers in safeguarding and promoting
the welfare of children, including where families may be facing challenging circumstances;
o Work with the Headteacher and relevant strategic leads, taking lead responsibility for
promoting educational outcomes by knowing the welfare, safeguarding and child
protection issues that children in need are experiencing, or have experienced, and
identifying the impact that these issues might be having on children’s attendance,
engagement and achievement at school or college. This includes:
• Ensuring that the school knows who its cohort of children, who have or have had a
social worker, are understanding their academic progress and attainment, and
maintaining a culture of high aspirations for this cohort; and,
• Supporting teaching staff to provide additional academic support or reasonable
adjustments to help children who have or have had a social worker reach their
potential, recognising that even when statutory social care intervention has ended,
there is still a lasting impact on children’s educational outcomes.
● Share information and manage the child protection file
o The DSL is responsible for ensuring that child protection files are kept up to date.
Information is kept confidential and stored securely. Concerns and referrals are kept in a
separate child protection file for each child.
o Records are in line with Annex C of KCSIE and include:
• A clear and comprehensive summary of the concern;
• Details of how the concern was followed up and resolved;
• A note of any action taken, including the timeframe for the follow up actions and who
carried out these actions, the decisions reached and the outcome.
o They will ensure the file is only accessed by those who need to see it and where the file or
content within it is shared, this is in line with information sharing advice as set out in Part
one and Part two of KCSIE;
o Where children leave the school, the DSL will ensure the child protection file is transferred
to the new school or college as soon as possible, and within 5 days for an in-year transfer
or within the first 5 days of the start of a new term. DSL will also ensure secure transit, and
confirmation of receipt should be obtained. This will be transferred separately from the
main pupil/student file;
o In addition to the child protection file, the DSL will consider if it would be appropriate to
share any information with the new school or college in advance of a child leaving; and
o The DSL understands the relevant data protection legislation and regulations, especially
the Data Protection Act 2018 and the UK General Data Protection Regulation (UK GDPR
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● Raise Awareness by:
o Ensuring each member of staff has access to, and understands the school’s child
protection policy and procedures, especially new and part time staff;
o Ensuring the Child Protection and Safeguarding Policy is reviewed annually (as a minimum)
and the procedures and implementation are updated and reviewed regularly, and work
with governing bodies and staff regarding this;
o Ensuring the Child Protection and Safeguarding Policy is available publicly and
parents/carers are aware of the fact that referrals about suspected abuse or neglect may
be made and the role of the school in this;
o Linking with the safeguarding partner arrangements to make sure staff are aware of
training opportunities and the latest local policies on safeguarding arrangements; and
o Helping to promote educational outcomes by sharing the information about the welfare,
safeguarding and child protection issues that children (including children who have or
have had a social worker) are experiencing, with teachers and school staff.
● Ensure that they and Deputies have the training, knowledge and skills to carry out the role
o The DSL and their deputies will undergo training to provide them with the knowledge and
skills required to carry out the role. This training will be updated at least every two years.
The DSL will undertake Prevent awareness training. Deputy DSL(s) is trained to the same
standard as the DSL. The ultimate lead responsibility of the role however, will remain with
the DSL and will not be delegated.
o Training will provide them with a good understanding of their own role, how to identify,
understand and respond to specific needs that can increase the vulnerability of children
as well as specific harms that can put children at risk, and the processes, procedures and
responsibilities of other agencies, particularly children’s social care, so they:
• Understand the assessment process for providing early help and statutory
intervention, including local criteria for action and local authority children’s social
care referral arrangements;
• Have a working knowledge of how local authorities conduct a child protection case
conference and a child protection review conference and are able to attend and
contribute to these effectively when required to do so;
• Understand the importance of the role the designated safeguarding lead has in
providing information and support to children social care in order to safeguard and
promote the welfare of children;
• Understand the lasting impact that adversity and trauma can have, including on
children’s behaviour, mental health and wellbeing, and what is needed in responding
to this in promoting educational outcomes;
• Are alert to the specific needs of children in need, those with special educational
needs and disabilities (SEND), those with relevant health conditions and young
carers;
• Understand the importance of information sharing, both within the school and
college, and with the safeguarding partners, other agencies, organisations and
practitioners;
• Understand and support the school with regards to the requirements of the Prevent
Duty and are able to provide advice and support to staff on protecting children from
the risk of radicalisation; and
• Are able to understand the unique risks associated with online safety and be
confident that they have the relevant knowledge and up to date capability required
to keep children safe whilst they are online at school.
o They will refresh their knowledge and skills routinely - this might be via e-bulletins, the
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Trust Weekly Bulletin updates, Trust DSL meetings and supervision, reading and
digesting safeguarding developments and news such as those provided by the
NYSCP(https://www.safeguardingchildren.co.uk/professionals/nyscp-e-bulletin/) and
NSPCC) at regular intervals, as required, but at least annually, to allow them to
understand and keep up with any developments relevant to their role.
● Provide Support to Staff
o The DSL and Deputies will always be available during school hours for staff to discuss any
safeguarding concerns. The Headteacher will arrange adequate and appropriate cover for
out of hour’s activities;
o The DSL and Deputies will ensure that staff are supported during the referrals processes;
and
o The DSL and Deputies will support staff to consider how safeguarding, welfare and
educational outcomes are linked, including to inform the provision of academic and
pastoral support.
● Understand the views of children
o The DSL and Deputies encourage a culture of listening to children and taking account of
their wishes and feelings, among all staff and in any measures the school may put in place
to protect them; and
o The DSL and Deputies understand the difficulty children may have in approaching staff
about their circumstances and consider how to build trusted relationships which facilitate
communication, for example, where children may not feel ready or know how
to tell someone they are being abused, exploited or neglected and / or where they may
not recognise their experiences as harmful
The Designated Teacher
Each school has appointed a designated teacher who works with the Local Authority to promote the
educational achievement of registered pupils/students who are looked after. With the
commencement of sections 4 to 6 of the Children and Social Work Act 2017, designated teachers have
responsibility for promoting the educational achievement of children who have left care through
adoption, special guardianship or child arrangement orders or who were adopted from state care
outside England and Wales. The designated teacher has the appropriate training and the relevant
qualifications and experience.
The Designated Teacher works with the Virtual School Head, who manages pupil premium plus for
looked after children. The designated teacher works with the virtual school head to discuss how
funding can be best used to support the progress of looked after children in the school to meet the
needs identified in the child’s personal education plan. The designated teacher works with the virtual
school head to promote the educational achievement of previously looked after children. In other
schools and colleges, an appropriately trained teacher should take the lead.
Roles and Responsibilities of All School Leaders, Staff and Volunteers
It is essential that everybody working at our school understands their safeguarding responsibilities.
Staff will read at least Part one and Part five of KCSIE 2022 (or Annex A, if appropriate) and Annex B of
KCSIE 2022. Staff confirm that they have received, read and understood the school safeguarding
policies and procedures and these records are maintained.
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All School staff:
● Know the systems in school which support safeguarding and these are explained to them as
part of staff induction. This includes the:
o Child Protection and Safeguarding policy, which should amongst other things also
include the policy and procedures to deal with child on child abuse;
o Behaviour policy (which should include measures to prevent bullying, including
cyberbullying, prejudice-based and discriminatory bullying);
o STARMAT Code of Conduct and Safer Working Practices
o Safeguarding response to children who go missing from education; and
o Role of the designated safeguarding lead (including the identity of the designated
safeguarding lead and deputies).
● Are aware of their local early help process and understand their role in it;
● Are aware of the process for making referrals to children’s social care and for statutory
assessments under the Children Act 1989, especially Section 17 (S17) and section 47 (S47) that
may follow a referral, along with the role they might be expected to play in such assessments;
● Know what to do if a child tells them he/she is being abused, exploited or neglected;
● Know how to manage the requirement to maintain an appropriate level of confidentiality. This
means only involving those who need to be involved, such as the DSL and children’s social care.
Staff never promise a child that they will not tell anyone about a report of any form of abuse, as
this may ultimately not be in the best interests of the child;
● Are able to reassure victims that they are being taken seriously and that they will be supported
and kept safe. A victim is never to be given the impression that they are creating a problem by
reporting abuse, sexual violence or sexual harassment. Nor is a victim ever be made to feel
ashamed for making a report;
● Are aware that children may not feel ready or know how to tell someone that they are being
abused, exploited, or neglected, and/or they may not recognise their experiences as harmful.
This will not prevent staff from having a professional curiosity and speaking to the DSL if they
have concerns about a child. Staff will always determine how best to build trusted relationships
with children and young people which facilitate communication;
● Understand that they have a responsibility to provide a safe environment in which children can
learn;
● Are prepared to identify children who may benefit from early help; and
● Staff understand that where a child is suffering, or is likely to suffer from harm, it is important
that a referral to local authority children’s social care (and if appropriate the police) is made
immediately. For this reason, all staff are trained to ensure that they know how to make a
referral in the unlikely event that they are unable to speak with our DSL or their deputies.
4. Safeguarding Children and Young People
Multi–agency working
● Each school has a duty alongside the safeguarding partners to work together to safeguard and
promote the welfare of children. We will be fully engaged and involved in safeguarding
arrangements;
● Each school understands and will follow the processes for early help assessments and the
criteria, including level of need, for when cases should be referred for assessment and for
statutory services under S47 and S17;
● Each school understands and will follow the procedures and processes for cases relating to
exploitation of children, children managed in the youth secure estate and disabled children;
and
● Each school will work with social care, the police, health services and other services to promote
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the welfare of children and protect them from harm, including providing a coordinated offer
of early help when additional needs of children are identified and contributing to inter-agency
plans to provide additional support to children subject to child protection plans.
Information Sharing
● Each school recognises that information sharing is vital in identifying and tackling all forms of
abuse and neglect, in promoting children’s welfare, including educational outcomes. We
understand our powers to share, hold and use information for these purposes;
● Each school understands that The Data Protection Act 2018 and UK GDPR do not prevent the
sharing of information for the purposes of keeping children safe. Fears about the sharing of
information will not be allowed to stand in the way of the need to safeguard and promote
the welfare and protect the safety of children;
● Arrangements are in place to set out the processes and principles for sharing information within
each school, with children’s social care, safeguarding partners and other organisations,
agencies and practitioners as required; and
● Each school is proactive in sharing information as early as possible to help identify, assess and
respond to risks or concerns about the safety and welfare of children.
Staff Training
● All staff will undergo safeguarding and child protection training (including online safety) at
induction. The training will be regularly updated. Induction and training will be in line with any
advice from the safeguarding partners;
● Staff receive appropriate safeguarding and child protection training (including online safety) at
induction and a record of this is maintained. The training will be regularly updated at least
annually. In addition, all staff receive safeguarding and child protection (including online
safety) updates: these maybe in the form of bulletin/emails, additional staff briefings and
online training opportunities as required to provide them with relevant skills and knowledge
to safeguard children effectively;
● Opportunity will be provided for staff to contribute to and shape safeguarding arrangements
and the Child Protection and Safeguarding policy;
● The schools’ Governing Bodies have regard to the Teachers’ Standards which set out the
expectation that all teachers manage behaviour effectively to ensure a good and safe
educational environment and require teachers to have a clear understanding of the needs of
all pupils/students.
Opportunities to teach safeguarding
● Each school will teach about safeguarding, including online safety, and it is recognised that
effective education is tailored to the specific needs and vulnerabilities of individual children,
including children who are victims of abuse, and children with special educational needs or
disabilities;
● Safeguarding will be considered as part of providing a broad and balanced curriculum, including
covering relevant issues for schools through Relationships Education (for all primary pupils)
and Relationships and Sex Education (for all secondary students) and Health Education;
● Relevant topics will be included within Relationships Education (for all primary pupils), and
Relationships and Sex Education (for all secondary students) and Health Education. In teaching
these subjects schools will have regard to the statutory guidance;
● We recognise that each school plays a crucial role in preventative education, in the context of a
whole-school approach that prepares pupils/students for life in modern Britain and creates a
culture of zero tolerance for sexism, misogyny/misandry, homophobia, biphobia and sexual
violence/harassment. Each school has a clear set of values and standards, these are upheld
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and demonstrated throughout all aspects of school life. They are underpinned by each school’s
behaviour policy and pastoral support systems, as well as by a planned programme of
evidence-based PSHE delivered in regularly timetabled lessons and reinforced throughout the
whole curriculum. Schools’ programmes are fully inclusive and developed to be age and stage
of development appropriate (especially when considering the needs of children with SEND and
other vulnerabilities);
● Where we invite external organisations and/or visitors to enrich the safeguarding curriculum,
we ensure that we review the educational value and age appropriateness of what they will
deliver; and,
● Our schools’ programmes tackle the following issues (at an age appropriate
stage): o healthy and respectful relationships
o boundaries and consent
o stereotyping, prejudice and equality
o body confidence and self-esteem
o how to recognise an abusive relationship, including coercive and controlling
behaviour
o the concepts of, and laws relating to- sexual consent, sexual exploitation, abuse,
grooming, coercion, harassment, rape, domestic abuse, so called honour-based
violence such as forced marriage and Female Genital Mutilation (FGM), and how to
access support, and
o what constitutes sexual harassment and sexual violence and why these are always
unacceptable.
Online Safety
● Each school has an effective whole school approach to online safety to protect and educate
pupils/students and staff in their use of technology and establishes mechanisms to identify,
intervene in, and escalate any concerns where appropriate;
● Each school understands that online safety can be categorised into the four areas of risk
outlined in para 135 of KCSIE; and
● Each school has online safety as a running and interrelated theme whilst devising and
implementing the whole school approach to safeguarding and related policies and procedures.
We consider how online safety is reflected in all relevant policies and consider online safety
whilst planning the curriculum, any teacher training, the role and responsibilities of the
designated safeguarding lead and any parental engagement.
Use of Mobile/Smart Technology Policy and Remote Working
● Each school has a clear policy and procedures on the use of mobile and smart technology,
including smart watches. We understand that access means some children, whilst at school,
sexually harass their peers via their mobile and smart technology, share indecent images
consensually and non-consensually (often via large chat groups) and view and share
pornography and other harmful content. We carefully consider how this is managed on our
premises and reflect this in our mobile and smart technology policy and our Child Protection
and Safeguarding Policy;
● Where children are being asked to learn online at home the schools will use the information
provided by DfE, NSPCC and PSHE Association to do so safely; and
● Regular communications with parents and carers will be used to reinforce the importance of
children being safe online and we will help them understand what systems school is using to
filter and monitor online use. Schools will ensure that parents and carers are aware of what
their children are being asked to do online, including the sites they will be asked to access
and be clear who from the school (if anyone) their child is going to be interacting with online.
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Information Security, Filters, Access and Monitoring
● Each school has appropriate filters and monitoring to reasonably limit exposure to risks from the
school’s IT system. In applying appropriate controls each school considers the age range of
their children, the number of children, how often they access the IT system and the
proportionality of costs vs safeguarding risks;
● The appropriateness of any filters and monitoring systems will be informed in part, by the risk
assessment required by the Prevent Duty;
● Each Governing Body understands that whilst it is essential that they ensure that appropriate
filters and monitoring systems are in place, they should be careful that “over blocking” does
not lead to unreasonable restrictions as to what children can be taught with regard to online
teaching and safeguarding;
● The leadership team and relevant staff have an awareness and understanding of the provisions
in place and manage them effectively and know how to escalate concerns when identified;
● Each school will apply the appropriate level of security protection and procedures in place, in
order to safeguard our systems, staff and children. These arrangements will be reviewed
periodically to ensure their effectiveness and to keep up-to-date with evolving cyber-crime
technologies: and
● Each school will carry out an annual review of our approach to online safety, supported by an
annual risk assessment that considers and reflects the risks their children face.
Inspection
● The Governing Body is aware of the Ofsted Education Inspection Framework and the guidance
to inspectors on inspecting safeguarding: Inspecting safeguarding in early years, education and
skills settings.
Safeguarding Concerns or Allegations about staff members
● Each school has procedures in place to manage any safeguarding concerns (no matter how
small), and allegations that do not meet the harm threshold against staff (including supply staff
and volunteers and contractors). These are known as Low Level Concerns will be addressed as
set out in Section two of Part four of KCSIE and in line with NYSCP procedures;
● Concerns and allegations that may meet the harm threshold will be addressed as set out in
Section one of Part four of KCSIE and in line with NYSCP procedures;
● 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 had they not resigned. The Trust is aware that this is a legal duty and failure
to refer when the criteria are met is a criminal offence. Where the STARMAT dismisses or
ceases to use the services of a teacher because of serious misconduct, or might have dismissed
them or ceased to use their services had they not left first, we will consider whether to refer
the case to the Secretary of State.
Child on Child Abuse
● All staff recognise that children are capable of abusing their peers (including online);
● All staff are clear about our policy and procedures with regard to child on child abuse;
● This Child Protection and Safeguarding Policy identifies and links to:
o Procedures to minimise the risk of child on child abuse;
o The systems in place for children to confidently report abuse, knowing their concerns will
be treated seriously which are well promoted, easily understood and easily accessible
o How allegations of child on child abuse will be recorded, investigated and dealt with;
o Clear processes as to how victims, perpetrators and any other children affected by child
on child abuse will be supported;
o A recognition that even if there are no reported cases of child on child abuse, such abuse
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may still be taking place and is simply not being reported;
o A statement which makes clear there should be a zero-tolerance approach to abuse, and it
should never be passed off as “banter”, “just having a laugh”, “part of growing up” or
“boys being boys” as this can lead to a culture of unacceptable behaviours and an unsafe
environment for children;
o Recognition that it is more likely that girls will be victims and boys’ perpetrators, but that
all child on child abuse is unacceptable and will be taken seriously; and
● This Child Protection and Safeguarding Policy identifies the different forms child on child abuse
can take, such as:
o Bullying (including cyberbullying, prejudice-based and discriminatory bullying);
o abuse in intimate personal relationships between peers;
o Physical abuse which can include hitting, kicking, shaking, biting, hair pulling, or otherwise
causing physical harm;
o sexual violence and sexual harassment
o Consensual and non-consensual sharing of nude and semi-nude images and/or videos (also
known as sexting or youth produced sexual imagery): the policy includes the school or
college’s approach to it.
o Consensual image sharing, especially between older children of the same age, may
require a different response. It might not be abusive but children still need to know it is
illegal, whilst non-consensual is illegal and abusive. UKCIS provides detailed advice about
sharing of nude and semi-nude images and videos.
o Causing someone to engage in sexual activity without consent, such as forcing someone
to strip, touch themselves sexually, or to engage in sexual activity with a third party;
o Upskirting which typically involves taking a picture under a person’s clothing without
their permission, with the intention of viewing their genitals or buttocks to obtain sexual
gratification, or cause the victim humiliation, distress, or alarm; and
o Initiation/hazing type violence and rituals; and
o The different forms child on child abuse can take, such as those listed in the previous
bullet point.
The use of ‘reasonable force’
● The STARMAT is aware that there are circumstances when it is appropriate for staff in the schools
to use reasonable force to safeguard children. ‘Reasonable force’ covers the broad range of
actions used by staff that involve a degree of physical contact to control or restrain children.
‘Reasonable’ in these circumstances means ‘using no more force than is needed’. The use of
force may involve either passive physical contact, such as standing between pupils/students
or blocking a pupil/student’s path, or active physical contact such as leading a pupil/student
by the arm out of the classroom;
● The STARMAT does not have a ‘no contact’ policy as this can leave staff unable to fully support
and protect their pupils and students. We adopt policies, which allow and support the staff to
make appropriate physical contact. The decision on whether or not to use reasonable force to
control or restrain a child is down to the professional judgement of the staff concerned within
the context of the law and should always depend on individual circumstances; and
● We understand the risks presented by incidents involving children with Special Educational
Needs or Disabilities (SEND), mental health or with medical condition and recognise the
additional vulnerability of these groups. We consider our duties under the Equality Act 2010
in relation to making reasonable adjustments, non-discrimination and their Public Sector
Equality Duty and makes reasonable adjustments, and by planning positive and proactive
behaviour support, seeks to reduce the occurrence of challenging behaviour and the need to
use reasonable force.
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Use of school or college premises for non-school/college activities
● Where a school hires or rents out school facilities/premises to organisations or individuals (for
example to community groups, sports associations, and service providers to run community
or extra-curricular activities) they will ensure that appropriate arrangements are in place to
keep children safe; and
● When services or activities are provided by the school, under the direct supervision or
management of our school staff, our arrangements for child protection will apply. However,
where services or activities are provided separately by another body, we will seek assurance
that the body concerned has appropriate safeguarding and child protection policies and
procedures in place (including inspecting these as needed); and ensure that there are
arrangements in place to liaise with the school or college on these matters where appropriate.
We will apply this regardless of whether or not the children who attend any of these services
or activities are children on our school rolls. We will ensure that safeguarding requirements
are included in any transfer of control agreement (i.e. lease or hire agreement), as a condition
of use and occupation of the premises; and that failure to comply with this will lead to
termination of the agreement.
Alternative Provision
● The STARMAT recognises that the cohort of pupils/students in Alternative Provision often have
complex needs and we are aware of the additional risk of harm that their pupils/students may
be vulnerable too. We will have regard for DfE statutory guidance for commissioners of
Alternative Provision.
Children potentially at greater risk of harm
● Each school understands that whilst all children should be protected, it also recognises that
some groups of children are potentially at greater risk of harm for example children who need
a social worker. Children may need a social worker due to safeguarding or welfare needs.
Children may need this help due to abuse, neglect and complex family circumstances. A child’s
experiences of adversity and trauma can leave them vulnerable to further harm, as well as
educationally disadvantaged in facing barriers to attendance, learning, behaviour, and mental
health;
● The Local Authority will share the fact a child has a social worker, and the DSL will hold and use
this information to make decisions in the best interests of the child’s safety, welfare and
educational outcomes; and
● Where children need a social worker, this will inform decisions about safeguarding (for example,
responding to unauthorised absence or missing education where there are known
safeguarding risks) and about promoting welfare (for example, considering the provision of
pastoral and/or academic support, alongside action by statutory services).
Children missing from education
Each school understands that children missing from education, particularly persistently, can
act as a vital warning sign to a range of safeguarding issues including neglect, sexual abuse and
child sexual and criminal exploitation – particularly county lines. Schools will respond to
children missing from education, support identifying such abuse and also helps prevent the
risk of them going missing in the future. This includes when problems are first emerging but
also where children are already known to local authority children’s social care and need a
social worker, where going missing from education may increase known safeguarding risks
within the family or in the community.
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Elective Home Education (EHE)
● Each school recognises that many home educated children have an overwhelmingly positive
learning experience and expect the parents’/carers’ decision to home educate be made with
their child’s best education at the heart of the decision. However, this is not the case for all,
and home education can mean some children are less visible to the services that are there to
keep them safe and supported in line with their needs; and
● Schools will inform the Local Authority of all deletions from their admission register when a child
is taken off roll and will work with key professionals to coordinate a meeting with
parents/carers where possible. Ideally, this will be before a final decision has been made, to
ensure the parents/carers have considered what is in the best interests of each child. This is
particularly important where a child has special educational need or a disability, and/or has a
social worker and / or is otherwise vulnerable.
Children requiring mental health support
● The STARMAT recognises that each school has an important role to play in supporting the mental
health and wellbeing of their pupils/students and recognise that Mental Health problems can,
in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect
or exploitation;
● Schools will ensure that clear systems and processes are in place for identifying possible mental
health problems, including routes to escalate and clear referral and accountability systems and
there is an integrated, whole school approach to social and emotional wellbeing, which is
tailored to the needs of our pupils/students: and
● There is a commitment from our schools to have a senior mental health lead, they are
supported in their role and have access to senior mental health leads’ training.
Looked after children and previously looked after children
● Schools will ensure that staff have the skills, knowledge and understanding to keep looked after
children safe and they understand that the most common reason for children becoming looked
after is as a result of abuse and/or neglect. Schools will ensure that staff have the information
they need in relation to a child’s looked after legal status (whether they are looked after under
voluntary arrangements with consent of parents, or on an interim or full care order) and the
child’s contact arrangements with birth parents or those with parental responsibility. Staff also
have information about the child’s care arrangements and the levels of authority delegated to
the carer by the authority looking after him/her. The DSL has the details of the child’s social
worker and the name of the virtual school head in the authority that looks after the child;
● Staff are aware that a previously looked after child potentially remains vulnerable and have the
skills, knowledge and understanding to keep previously looked after children safe; and
● The designated teacher works with the virtual school head to promote the educational
achievement of registered pupils/students who are looked after, who have left care through
adoption, special guardianship, or child arrangement orders, or were adopted from state care
outside England and Wales. The designated teacher works with the virtual school head to discuss
how pupil premium funding can be best used to support the progress of looked after children in
the school to meet the needs identified in the child’s personal education plan.
Care leavers
● The DSL has details of the Local Authority Personal Advisor appointed to guide and support any
care leavers and will liaise with them as necessary regarding any issues of concern affecting
the care leaver.
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Children with Special Educational Needs or Disabilities (SEND) or certain health issues
● The STARMAT ensures that the Child Protection and Safeguarding Policy reflects the fact that
additional barriers can exist when recognising abuse and neglect in this group of children.
Children with special educational needs or disabilities (SEND) or certain health conditions can
face additional safeguarding challenges. These can include:
o Assumptions that indicators of possible abuse such as behaviour, mood and injury
relate to the child’s condition without further exploration;
o These children being more prone to peer group isolation or bullying (including
prejudice-based bullying) than other children;
o The potential for children with SEND or certain medical conditions being
disproportionately impacted by behaviours such as bullying, without outwardly
showing any signs;
o Communication barriers and difficulties in managing or reporting these challenges;
and
o Cognitive understanding – being unable to understand the difference between fact and
fiction in online content and then repeating the content/behaviours in the school or
the consequences of doing so.
● There will be close liaison between the DSL and the SENCO where there are any reports of
abuse involving children with SEND; and
● We ensure that the Child Protection and Safeguarding Policy reflects and addresses these
additional challenges and the school or college considers extra pastoral support and attention
for these children, along with ensuring any appropriate support for communication is in place.
Children who are lesbian, gay, bi, trans or queer (LGBTQ+)
● The Governing Body understands the fact that a child or a young person who may be LGBTQ+ is
not in itself an inherent risk factor for harm. However, children who are LGBTQ+ can be
targeted by other children. In some cases, a child who is perceived by other children to be
LGBTQ+ (whether they are or not) can be just as vulnerable as children who identify as
LGBTQ+;
● We understand that the risks can be compounded where children who are LGBTQ+ lack a trusted
adult with whom they can be open. Staff will endeavour to reduce the additional barriers
faced, and provide a safe space for them to speak out or share their concerns with members
of staff; and
● LGBTQ+ inclusion is part of our statutory Relationships Education, Relationship and Sex
Education and Health Education curriculum.
5. Identifying children and young people who are suffering or likely to suffer significant harm and
ensuring early help
Teachers and other adults in school are well placed to observe any physical, emotional or behavioural
signs which indicate that a child may be suffering significant harm. The relationships between staff,
pupils/students, parents/carers and the public which foster respect, confidence and trust can lead to
disclosures of abuse, and/or school staff being alerted to concerns.
The definitions we use in our schools to define abuse and neglect are exemplified in KCSIE para 26-30.
Our staff are trained to have an awareness of safeguarding issues that can put children at risk of
harm. Behaviours linked to issues such as drug taking and/or alcohol misuse, deliberately missing
education, serious violence (including that linked to county lines), radicalisation and consensual and
non-consensual sharing of nude and semi-nude images and/or videos can be signs that children are
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at risk. Staff are trained on all issues outlined in KCSIE para 32-48 and contained within KCSIE Annex
B.
All staff have an understanding of Early Help. Any child may benefit from early help, but all staff are
particularly alert to the potential need for early help for any children identified in para 20 of KCSIE.
Our requirements of staff are aligned to para 21-24 of KCSIE, to ensure that;
● All staff have an understanding of abuse and neglect;
● All our staff are aware of indicators of abuse and neglect to assist in the early identification of abuse
and neglect and staff are able to identify cases of children who may be in need of help or
protection;
● Staff are aware that harm can include ill treatment that is not physical as well as the impact of
witnessing the ill treatment of others, for example, all forms of domestic abuse.
● If staff are unsure, they always speak to the designated safeguarding lead, or deputy;
● All staff should be aware that abuse, neglect and safeguarding issues are rarely standalone events
and cannot be covered by one definition or one label alone. In most cases, multiple issues will
overlap with one another, therefore staff should always be vigilant and always raise any concerns
with their designated safeguarding lead (or deputy);
● All staff are aware that safeguarding incidents and/or behaviours can be associated with factors
outside the school or college and/or can occur between children outside of these environments.
All staff, but especially the designated safeguarding lead (and deputies) should consider whether
children are at risk of abuse or exploitation in situations outside their families. Extra-familial harms
take a variety of different forms and children can be vulnerable to multiple harms including (but not
limited to) sexual abuse (including harassment and exploitation), domestic abuse in their own intimate
relationships (teenage relationship abuse), criminal exploitation, sexual abuse, serious youth violence
and county lines; and
● All staff are aware that technology is a significant component in many safeguarding and wellbeing
issues. Children are at risk of abuse online as well as face to face. In many cases abuse will take
place concurrently via online channels and in daily life. Children can also abuse their peers online,
this can take the form of abusive, harassing, and misogynistic messages, the non-consensual
sharing of indecent images, especially around chat groups, and the sharing of abusive images and
pornography, to those who do not want to receive such content.
In all cases, if staff are unsure, they always speak to the designated safeguarding lead (or deputy).
6. Procedures
Taking action to ensure that children are safe at school and at home
All staff and volunteers follow the NYSCP Child Protection Procedures and Practice Guidance which are
consistent with Keeping Children Safe in Education; Working Together to Safeguard Children 2018 and
What To Do If You Are Worried A Child is Being Abused 2015.
Extra Familial Harm – (Contextual Safeguarding)
All staff should be aware that safeguarding incidents and/or behaviours can be associated with factors
outside the school and/or can occur between children outside of these environments. All staff, but
especially the DSL and deputies should consider whether children are at risk of abuse or exploitation
in situations outside their families. It is important that schools provide as much information as possible
so that assessments can consider any harm in contexts outside the home. Extra familial harms take a
variety of different forms and children can be vulnerable to multiple harms including (but not limited
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to) sexual abuse (including harassment and exploitation), domestic abuse in their own intimate
relationships (teenage relationship abuse), criminal exploitation, sexual abuse, serious youth violence
and County Lines.
Staff should recognise that children with SEN, disabilities and certain health conditions can face
additional safeguarding challenges. They must not assume that indicators of possible abuse such as
behaviour, mood and injury relate to a child’s disability without further exploration. They must remain
alert to the fact that children with SEN, disabilities and certain health conditions can be more prone to
peer group isolation and disproportionately impacted by behaviours such as bullying, without
outwardly showing any signs and may have communication barriers and difficulties overcoming these
barriers.
It is not the responsibility of the school staff to investigate or determine the truth of any disclosure or
allegation of abuse or neglect. This includes allegations of child on child abuse. All staff, however, have
a duty to recognise concerns and maintain an open mind. Accordingly, all concerns indicating possible
abuse or neglect will be recorded and discussed with the DSL (or in their absence the Deputy DSLs)
prior to any discussion with parents/carers.
Safeguarding issues
All staff should be aware of how the school manages and supports issues of Child on Child Abuse,
Sexual Harassment, Online Sexual Abuse and Sexual Violence – (See School Practice Guidance)
Other safeguarding issues all staff should be aware of include:
● Child Sexual Exploitation (CSE) and Child Criminal Exploitation (CCE) (See STARMAT Practice
Guidance/Child Sexual Exploitation (CSE) and Child Criminal Exploitation);
● Domestic abuse (STARMAT Practice Guidance /Domestic Abuse);
● Female Genital Mutilation (FGM) – See NYSCP Female Genital Mutilation (FGM) One Minute
Guide;
● Child on Child Abuse (see - STARMAT Practice Guidance/Child on Child Abuse Including Sexual
Violence and Sexual Harassment);
● Serious violence (See STARMAT Practice Guidance /Child on child abuse including sexual
violence and sexual harassment); and
● Mental Health.
a) Staff must immediately report:
● Any suspicion that a child is injured, marked, or bruised in a way which is not readily
attributable to the normal knocks or scrapes received in play;
● Any explanation given which appears inconsistent or suspicious;
● Any behaviours which give rise to suspicions that a child may have suffered harm (e.g.
significant changes in behaviour, worrying drawings or play);
● Any concerns that a child may be suffering from inadequate care, ill treatment, or emotional
maltreatment;
● Any concerns that a child is presenting signs or symptoms of abuse or neglect;
● Any significant changes in a child’s presentation, including non-attendance;
● Any hint or disclosure of abuse or neglect received from the child, or from any other person,
including disclosures of abuse or neglect perpetrated by adults outside of the family or by
other children or young people;
● Any concerns regarding person(s) who may pose a risk to children (e.g. staff in school or person
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living in a household with children present) including inappropriate behaviour e.g.
inappropriate sexual comments; excessive one-to-one attention beyond the requirements of
their usual role and responsibilities; or inappropriate sharing of images;
● Any concerns related to serious crime, including knife crime;
● Any concerns relating to child on child (child on child) abuse;
● Any concerns relating to youth produced sexual imagery (sexting); and
● Any concerns relating to a child’s engagement with extremist groups or ideologies.
b) Responding to Disclosure
All staff maintain an attitude of “it could happen here” and will always act in the best interests of the
child.
Disclosures or information may be received from pupils/students, parents/carers or other members
of the public. Each school recognises that those who disclose such information may do so with
difficulty, having chosen carefully to whom they will speak. Accordingly, all staff will handle disclosures
with sensitivity. Schools will provide support to ensure that pupils/students with communication
difficulties are enabled to express themselves to a member of staff with appropriate skills.
Such information cannot remain confidential and staff will immediately communicate what they have
been told to the DSL and make a contemporaneous record. If in doubt about recording requirements
staff should discuss with the DSL.
c) Principles
Staff will not investigate but will, wherever possible, elicit enough information to pass on to the DSL
in order that they can make an informed decision of what to do next.
Staff will:
● Listen to and take seriously any disclosure or information that a child may be at risk of harm;
● Try to ensure that the person disclosing does not have to speak to another member of school
staff;
● Clarify the information;
● Try to keep questions to a minimum and of an ‘open’ nature e.g. ‘Can you tell me what
happened?’ rather than ‘Did x hit you?’;
● Not ask leading questions;
● Try not to show signs of shock, horror or surprise;
● Not express feelings or judgements regarding any person alleged to have harmed the child;
● Explain sensitively to the person that they have a responsibility to refer the information to the
senior designated person;
● Reassure and support the person as far as possible;
● Explain that only those who ‘need to know’ will be told; and
● Explain what will happen next and that the person will be involved as appropriate and be
informed of what action is to be taken.
d) Action by the DSL (or Deputy DSL in their absence)
The following actions will be taken where there are concerns about significant harm to any child,
including where there is already an open case to Children’s Social Care, (e.g. Looked after Child).
Following any information raising concern, the DSL will consider:
● If they believe there is immediate risk of significant harm to a child and therefore should
contact North Yorkshire Police on 999;
● If they should report a crime that does not need an emergency response by calling 101;
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● If there is an urgent safeguarding concern and they should call the Customer Resolution Centre
on 01609 780780;
● Any urgent medical needs of the child;
● Whether to make an enquiry to the Customer Resolution Centre 01609 780780 to establish if
the child is or has been subject of a Child Protection Plan;
● Discussing the matter with other agencies involved with the family;
● Consulting with appropriate persons; and
● The child‘s wishes and any fears or concerns they may have.
Then decide:
● Wherever possible, to talk to parents/carers, unless to do so may place a child at risk of
significant harm;
● Whether to make a referral to statutory services as the child may be in need or because a child
is suffering or is likely to suffer significant harm and if this needs to be undertaken immediately;
OR
● Not to make a referral at this stage;
● If further monitoring is necessary and if so what this will look like: and
● If it would be appropriate to undertake an early help assessment and/or make a referral for
other services.
Consent
It is good practice that agencies work in partnership with parents and carers and they are informed of
your concerns with consent obtained for referrals. Consent is always required for referrals to services
such as Prevention Service, without it, the services available to the family may be limited.
Consent is not required should you believe informing the parents or carers would place a child at
significant risk of harm. It would be legitimate to share information without consent where: it is not
possible to gain consent; it cannot be reasonably expected that a practitioner gains consent; and, if to
gain consent would place a child at risk.
Where consent has not been obtained, and professionals feel that a referral is still warranted, they
should submit a referral detailing their actions and inform parents and carers of their actions. In cases
of suspected Child Sexual Abuse in the family and Fabricated or Induced Illness it is best practice NOT
to inform the family of the referral.
All information and actions taken, including the reasons for any decisions made, will be fully
documented.
All referrals to Children and Families Service will be made by submitting a universal referral form or
the Early Help Assessment form, if this has been completed. For more information see the NYSCP
website “Worried about a child”.
e) Action following a child protection referral
It is the responsibility of all staff to safeguard children. It is the role of the DSL (or appropriately trained
Deputy DSL) to attend multi-agency meetings and provide reports for these. Other staff in school,
however, may be asked to contribute.
The DSL will:
● Make regular contact with Children’s Social Care;
● Contribute to the strategy discussion and all assessments;
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● Provide a report for, attend and contribute to any subsequent Child Protection Conference;
● Contribute to the Child Protection Plan and attend Core Group Meetings and Review Child
Protection Conferences;
● Where possible, share all reports with parents/carers prior to meetings;
● Where in disagreement with a decision made e.g. not to apply Child Protection Procedures or
not to convene a Child Protection Conference, follow the NYSCP procedures;
● Where there is significant information in respect of a child subject to a Child Protection Plan,
immediately inform the key worker or their manager in Children’s Social Care e.g. any significant
changes or concerns, departures from the CP plan, child moves/goes missing/is removed from
school or fails to attend school.
f) Recording and monitoring
Schools will record:
● Information about the child: name (aka) address, date of birth, those with parental responsibility,
primary carers, emergency contacts, names of persons authorised to collect from school, any
court orders, if a child is or has been subject to a CP Plan;
● Key contacts in other agencies including GP details:
● Any disclosures/accounts from child or others, including parents/carers (and keep original notes);
● Significant contacts with carers/other agencies/professionals;
● All concerns, discussions, decisions, agreements made and actions taken and the reasons for
these (dated, timed and signed, to include the name and agency/title of the person
responsible/ spoken to), the plan to protect the child and arrangements for monitoring/review.
All records should be objective and include:
● Statements, facts and observable things (what was seen/heard);
● Relevant diagrams indicating position, size and colour of any injuries (not photographs);
● Words child uses, (not translated into ‘proper’ words);
● Non-verbal behaviours;
● A clear and comprehensive summary of the concern;
● Details of how the concern was followed up and resolved;
● A note of any action taken, decisions reached and the outcome.
All sensitive and CP records are held securely, kept confidential and are only accessible to those who
need to know.
If in any doubt about sharing information staff should speak to the DSL.
School will monitor:
● Any cause for concern including where there could be serious child welfare concerns for
example:
o Injuries/marks;
o Attendance;
o Changes e.g. mood/ academic functioning;
o Relationships;
o Language;
o Behaviour;
o Demeanour and appearance;
o Statements, comments;
o Medicals;
o Stories, ‘news’, drawings;
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o Response to P.E./Sport;
o Family circumstances;
o Parental behaviour/ care of child; and
o Online activity.
The DSL will review all monitoring arrangements in the timescale and manner determined by
circumstances, recorded and clearly understood by all concerned.
g) Supporting the Child and Partnership with Parents and Carers
● Each school recognises that the child’s welfare is paramount, however good child protection
practice and outcome relies on a positive, open and honest working partnership with parents
and carers;
● Whilst schools may, on occasion, need to make referrals without consultation with parents and
carers, we will make every effort to maintain a positive and supportive working relationship
with them whilst fulfilling our duties to protect any child;
● We will provide a secure, caring, supportive and protective relationship for the child.
● Children will be given a proper explanation (appropriate to age & understanding) of what
action is being taken on their behalf and why;
● Schools will endeavour always to preserve the privacy, dignity and right to confidentiality of the
child, parents and carers. The DSL will determine which members of staff ‘need to know’
personal information and what they ‘need to know’ for the purpose of supporting and
protecting the children.
7. Policy References
The policy updates the policy issued in 2021 and is in line with:
● The Education Act 2002 (sections 157 / 175)
● Section 157 of the Education Act 2002 and Education (Independent School Standards)
Regulations 2014 applies to the proprietors of independent schools, including academies and
city technology colleges
● Sections 175 of the Education Act 2002 and Education (Independent School Standards)
Regulations 2014 applies to local education authorities and the governors of maintained
schools and Further Education Colleges
● North Yorkshire Safeguarding Children Partnership (NYSCP) Safeguarding Procedures and
Practice Guidance
● Working Together To Safeguard Children HM Government 2018
● Keeping Children Safe in Education (KCSIE) DfE 2022
● School’s duty under the Children Act 2004, to co-operate with other organisations and
agencies.
● What To Do If You Are Worried A Child is Being Abused 2015
● Recommendations from national and local Serious Case Reviews
Statutory framework for the early years foundation stage (publishing.service.gov.uk)
● Sexual Violence and sexual harassment between children in schools and colleges DfE 2021
● DfE guidance relating to COVID19 https://www.gov.uk/government/publications/covid-19-
safeguarding-in-schools-colleges-and-other-providers
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● Sections 26 & 29 of the Counter Terrorism Act 2015
● Sections 1 and 5B of the Female Genital Mutilation Act 2003 & Section 70 of the Serious
Crime Act 2015
● Section 3 of the Domestic Abuse Act 2021
● SEND_Code_of_Practice_January_2015.pdf (publishing.service.gov.uk)
