Luton Education Establishment Safeguarding
Self Audit 2016-2017
Section 14 of the Children Act 2004 sets out the objectives of LSCB’s, which are:
 To coordinate what is done by each person or body represented on the Board for the purposes of safeguarding and promoting the welfare of
children in the area; and
 To ensure the effectiveness of what is done by each such person or body for those purposes
Keeping children safe in education July 2016:
 Under section 14B of the Children Act 2004 the LSCB can require a school or college to supply information in order to perform its function; this
must be complied with.
Education Acts:
Section 175 of the Education Act 2002 came into effect on the 1 June 2004. Section 175 requires school governing bodies, local education authorities and
further education institutions to make arrangements to safeguard and promote the welfare of children. Such arrangements will have to have regard to any
guidance issued by the Secretary of State. Similar requirements are in place for proprietors of Independent Schools under Section 157 of the Education Act
2002.
In Luton this requirement takes the form of this annual self audit return.
The audit enables you to:
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ensure that statutory requirements for safeguarding and child protection are being complied with
evaluate your school’s safeguarding practice, and discuss any obvious issues arising from this audit in terms of patterns of strength and areas for
development in the light of your whole-school context
develop a robust action plan to address any weaknesses or areas for development which have been identified
ensure that key people (including the governing body) have access to sufficient information to enable them to make a judgement about the quality of
safeguarding within the school
ensure your self-evaluation accurately reflects the school’s safeguarding practice
assemble evidence of impact of practice for an Ofsted inspection in accordance with the Ofsted guidance ‘Inspecting safeguarding in early years,
education and skills settings (August 2016)
reflect on safeguarding policy and practice in order to strengthen arrangements to safeguarding and promote children’s welfare
1
Luton’s Local Safeguarding Children Board requires all schools and colleges, including independent schools and academies to complete this annual
safeguarding audit, returning a copy to the schools’ safeguarding in education lead. The content reflects the statutory duties, as laid out in ‘Keeping children
safe in education’ (Department for Education September 2016).
How to complete the audit
The head teacher/ principal designated safeguarding lead and nominated governor for safeguarding should work on this audit together during the autumn
term. It must be signed by both head teacher / principal and nominated governor to confirm that they agree the contents. The fifth column provides a
space to consider the evidence used to support self assessment.
This audit should be reviewed half way through the year to record progress against identified priorities and agree actions for the next audit. Completion of
the audit and review should be formally recorded within school management and governing body meetings.
Each column represents a continuum of development and effectiveness. By highlighting the relevant prompts, or parts of the prompts, across the grid, schools
can identify their current strengths and areas for development. You may wish to add / attach additional comments/evidence/action plan to support your
judgements.
Focusing
The school recognises it is at the
beginning of a process. What is
happening already is identified but
there is much more to be done.
Developing
The school has started to address
some aspects but further
development is needed to secure
and consolidate good practice.
Embedding
Many aspects are now in place
and are beginning to become
embedded across the school.
Return date: week beginning – Monday February 6th 2017
Return to: [email protected]
2
Enhancing
Aspects are embedded fully in wholeschool approach and practice. There
is whole-school consistency and
cohesive practice.
The DSL and Deputy DSL are
required to attend training every two
years and their knowledge & skills
refreshed annually
Name of school: ……………………………………………………………………………………….
Name
Role within the Senior Date last
Leadership Team
attended
LSCB Higher
Level
Training
Designated
safeguarding
lead (DSL)
Deputy
designated
safeguarding
lead
Deputy
designated
safeguarding
lead
Nominated
safeguarding
governor
Date last
attended
Foundation
training
(formerly
Level 1)
3
Date when
renewal of
training is
required
Annual updates
received
Governing Body
Focusing
Developing
Embedding
Enhancing
A member of the
Governing Body has
been assigned to the
role of Safeguarding
Governor.
An annual report is
provided by the school
to the Governing Body
which is accepted
The Governing Body have
a secure understanding of
the statutory guidance for
schools Keeping Children
Safe in Education 2016
and use this guidance to
support them in
measuring the
effectiveness of
safeguarding in the school
There is demonstrable evidence of the
Governing Body holding the Head Teacher
and school to account in relation to the
effectiveness of safeguarding
The Safeguarding
Governor is not a
member of school
staff
The Safeguarding
Governor has
undertaken
Safeguarding/Child
protection training
The Safeguarding
Governor undertakes
focused safeguarding
visits to the school on
an annual basis
The impact of the
report to the
Governing Body and
visits do not yet
contribute to the
development of
Safeguarding
arrangements in the
school
The governing body
understands the
responsibility placed upon
them within Keeping
Children Safe in
Education 2016
Systems for holding the
school and Head Teacher
to account for
safeguarding are in the
development stages
The report to the Governing Body includes
1) The number of students subject to
Child Protection Plans
2) Child in Need Plans
3) Multi Agency Early Help
Assessments
4) Single agency Early Help
Assessments/interventions
5) Number of Looked after children
6) The number of referrals made to
Children’s Social Care (MASH)
7) The attendance, attainment and
progress of vulnerable students
8) The participation rate in extra clubs
and activities of vulnerable students
9) The outcomes of any recent audits
of school safeguarding records
10) The school’s approach to quality
assuring and supporting those with
responsibility for safeguarding
(managerial supervision)
Governing Body visits demonstrate
professional curiosity in relation to the
nature of safeguarding issues experienced
by pupils and how the school provides
support and intervention in accordance with
the thresholds framework
4
Evidence / how do we
know
Governing Body
The Governing Body ensures there is an
effective training pathway in place for staff at
all levels in the school to ensure compliance
with Keeping Children Safe in Education
2016. The training pathway is informed by
the local context including trends and
themes emerging from the safeguarding
issues experienced by the pupils of the
school
The Governing Body ensures the school
provide Early Help in accordance with the
LSCB Thresholds Framework and that
children received the correct help at the
correct time. This includes ensuring the
school follows the pathway for referral to
CAMHS and/or other organisations in order
to support the emotional health and wellbeing of pupils (including those who may be
self-harming)
Commissioned
services
Safeguarding
expectations do not
yet feature within
commissioning
agreements or
service level
agreement
Safeguarding
expectations are
included within SLA or
Commissioning
agreements however
these do not cover all
aspects of Section
175/157
Safeguarding
expectations are included
within the SLA or
Commissioning
agreements and cover all
aspects of Section
175/157
5
The Governing Body reviews the
effectiveness of all policies and procedures
that form part of the school’s safeguarding
framework
Commissioned services are required, as
part of the commissioning agreement to
complete a Section 11 Children’s Act 1989
or S175/157 of the Education Act as part of
the commissioning / service level agreement
Extended Services
/ School lettings
There are no
arrangements in
place to reassure the
school of the
safeguarding
arrangements in
respect of extended
services or school
lettings
The school takes
steps to monitor that
external groups using
the school for
extended school
activities / lettings are
appropriately
registered for the
services they provide
and meet the
requirements of their
registration status
Extended services
operated by the school or
school staff e.g holiday
clubs / childcare operate
to the school’s operational
safeguarding
arrangements (including
recruitment) and
procedures are in place
that robustly measure
staff knowledge,
understanding and
compliance
External groups, using the
school for extended
school activities, are
monitored to ensure they
have an up to date,
effective safeguarding /
CP policy in place and
adults involved in the
activities are up to date
with procedures to follow
if they are concerned
about a child. These
policies include safer
recruitment and staff
induction arrangements
6
As embedding
.
Safeguarding / Child Protection Policy and Procedure
Focusing
Policy
The school has no
Safeguarding / Child
Protection policy
currently in place.
Developing
The school has a
policy but it needs
updating (i.e. not been
reviewed in the past
year).
Embedding
Enhancing
The school has a policy which is
reviewed annually. It is shared with
and accessible to families but it is
not fully effective in that not all staff
demonstrate understanding of this
The school has an up to date
policy which is reviewed annually
and ratified by the Governors.
When there is a change in
statutory guidance the policy is
reviewed more frequently.
References within the
policy are not
reflective of current
statutory guidance
This policy describes procedures
which are in accordance with
government guidance and refer to
locally agreed inter-agency
procedures.
The policy makes reference to
safeguarding in specific
circumstances as defined within
Keeping Children Safe in
Education 2016.
The policy is known to everyone
working in the school, including the
governing body and regular visitors
and staff demonstrate their
understanding of this including
their role and responsibilities
Visitors are asked to read a brief
summary which informs them of
the safeguarding procedures of the
school
It is easily accessible to parents
and carers via the website.
Safeguarding and child protection
procedures are referenced in other
relevant policies and procedures
for the school
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Evidence / how do we
know
Audit / monitoring
There is currently no
monitoring taking
place of the
effectiveness of the
policy within the
school.
A safeguarding audit
is completed by the
DSL. Impact of the
audit on improved
practice is minimal
A safeguarding audit is completed
during the autumn term, involving
the head / principal, DSL and
deputies and the nominated
governor for safeguarding.
The school is
beginning to develop a
system of monitoring
to identify the
effectiveness of the
policy.
If a weakness is identified,
procedures are reviewed and
revised immediately.
The safeguarding audit is
completed and reviewed part way
through the academic year to
identify where progress and impact
has been made and where further
developments are required.
The safeguarding audit monitors
whether all policies (where
safeguarding and child protection
is referenced) are aligned.
Evaluation of whole school practice
informs the regular monitoring of
the policy, including in-house
monitoring of individual files for
children who are a concern / have
child protection issues.
All staff are involved in/made
aware of any changes made to
school procedures following a
review.
All review/auditing activity in
relation to safeguarding is reported
to the Governing Body as part of
the safeguarding report
8
Supervision
There are no formal
processes in place
for supervision.
Supervision may
take place informally
on an ad-hoc basis
which is not
consistently recorded
Operational
Safeguarding
arrangements
Procedures are in
place (including what
to do about concerns
about a pupil)
There is a DSL in
place who is a
member of the
school SLT and this
is clearly defined
within their JD.
Deputising
arrangements for the
DSL are not in
keeping with
Keeping Children
Safe in Education in
relation to skills,
knowledge and
training. This role is
not clearly defined
within their JD
There are processes
in place which provide
opportunities for
regular case
discussions, however
this is not part of a
supervision policy or
agreement.
The lack of structure
limits the effectiveness
of supervision in
providing oversight,
clarity of decision
making and ensuring
the child receives the
correct help at the
correct time in the
least intrusive way
The DSL, deputy DSL
and members of SMT
are aware of
procedures (including
the LSCB Procedures)
There is a DSL
available at all times
that the setting is
open, contact
information is well
known and
understood
The Deputy DSL is in
place however is not
trained to the same
level as the DSL.
Methods of measuring
knowledge and skills
of the Deputy DSL are
not yet fully developed
Supervision policy is in place which
clearly defines the function of
supervision and responsibilities of
the supervisor and supervisee
As per embedding
Supervision takes place which is
regular and frequent.
Impact of supervision is evident in
decision making and case
management
Supervision agreements are in
place
Supervision discussions are not
linked to case files
Minutes of supervision are
recorded and linked to case files.
Decision making is informed by
interagency procedures including
thresholds framework
Evidence of effective use of LSCB
escalation (resolution of
professional disagreement)
procedures is in place and utilised
appropriately
All school staff and relevant
Governors are aware of the
procedures (including LSCB
interagency procedures).
All staff, volunteers, agency/supply
staff including regular visitors are
aware of the procedures (including
LSCB Interagency Procedures)
Head teachers/ principals ensure
that policies and procedures are
adhered to and understood by
staff.
Updates for all staff in relation to
safeguarding are provided on at
least an annual basis
The Deputy DSL is trained to the
same level as the DSL and
demonstrates appropriate levels of
skills and knowledge to undertake
this role
Appropriate personnel from the
school regularly attends the
Safeguarding Officer Network
event
9
At regular intervals throughout the
year, ‘scenarios’ are used to pose
the question to staff ‘What would
you do if…….’ alongside re-visiting
the child protection procedures.
Learning from local and national
Serious Case Reviews, thematic
inspections, publications relevant
to education are used to
consolidate learning from training
and other safeguarding updates
Operational
Safeguarding
arrangements
There is not always
access to a DSL on
site during all
opening hours
The school contributes to multi
agency working by attending
Strategy meetings
Child Protection Conferences
Core Group Meetings
Team around the Family meetings
Child in Need Meetings
Information and learning from the
Designated Officer Event is
consistently used to update staff
and develop safeguarding
arrangements in the school
Local Authority templates are used
for reports for such meetings and
these are shared and submitted in
accordance with LSCB Interagency
procedures
Training and information to staff
Staff training
Focusing
Developing
Embedding
Enhancing
The DSL has not yet
accessed training to
develop the skills and
knowledge required to
undertake this role as
defined in Keeping
Children Safe in
Education 2016
The DSL has received
multi-agency training
however this is not part
of a defined training
pathway to ensure they
have the skills and
knowledge required for
the role as defined
within Keeping Children
Safe in Education 2016
Clear training pathway is in
place and training records are
maintained
Safeguarding training pathway is in
place and is informed by the
statutory guidance for schools, local
context and needs of the pupils
There is no staff
training pathway for
safeguarding
The school is unable
to demonstrate how
they ensure the DSL
and other staff have
the appropriate
training, skills and
knowledge to
undertake their
safeguarding
responsibilities
Staff have received
foundation level training
however this is not part
of a defined training
pathway
Training happens but
there is no link between
context, need and
identification of impact.
The DSL has received multiagency training less than 2
years ago and was informed
by the training pathway
Training for all staff is updated
regularly (every three years as
advised by the LSCB)
All staff receive appropriate
foundation training at the point
of induction
Annual safeguarding updates
are in place for all staff.
10
The training pathway ensures that
all staff have the appropriate skills
and knowledge to meet the
requirements of their role as defined
within Keeping Children Safe in
Education 2016
There are clear processes in place
to measure the impact of training
which demonstrates staff
understanding of their role and
responsibilities.
Training records are maintained
which includes details of the
updates provided, when they were
provided and the mechanism (email,
staff meeting etc.)
Evidence / how do we
know
Staff training
CP Procedures and
learning
There is currently no
information included
in the staff handbook
relating to CP
procedures
The staff handbook is
being developed to
include information
about CP procedures.
There is no CP
information given to
supply, temporary
staff, volunteers and
visitors to the school.
Induction
The induction process
does not currently
include details and
information about the
Safeguarding/Child
Protection policy and
the school
procedures.
The induction process
includes brief
information, such as
who the DSL is within
the school.
There are no
mechanisms for
measuring staff
understanding of the
safeguarding
arrangements in the
school
Supply, temporary staff,
volunteers and visitors to the
school are made aware of the
school’s CP procedures and
are asked to read a short
summary which details what
they should do if they are
concerned about a child or if a
child discloses to them.
Details of CP procedures are
included in the staff handbook.
The induction for new
members of staff includes a
section addressing the
school’s safeguarding / CP
policy and procedures for what
to do if concerned about a
child and identifies who to
share information with.
Foundation safeguarding
training forms part of the
safeguarding induction
Where staff meetings are used to
consolidate learning, a forward plan
is in place
As embedding; Staff are kept up to
date with local and national CP
issues via staff meetings, notices,
intranet or other and through the
designated officer group
Safeguarding aspects of the
induction includes competency
based measurements to check
knowledge and understanding of
safeguarding responsibilities and
impact of foundation training
As embedding; Alongside sharing of
policy and procedure, advice is
given about how to complete the
safeguarding record forms
Feedback is given to the new
members of staff as and when
concern sheets are completed.
.
11
Safeguarding pupils/students and the curriculum
Focusing
Recording systems
There is currently no
system in place for
recording concerns
about a pupil at the
school.
Developing
Concerns are
recorded; however
there isn’t a clear
system in place for
recording actions and
outcomes.
Currently not all files
have a chronology at
the front.
Embedding
The school has a system for
clear and accurate recording of
child protection concerns,
actions and outcomes, including
consultation with other agencies.
All records are
contemporaneous, the author is
identifiable with key information
completed such as name, date
of birth, address incl postcode.
Enhancing
As embedding; The DSL regularly
audits the records for quality of
recording and actions taken, and
shares outcomes and learning with
the staff. Referrals into the DSL are
collated with actions and outcomes
clearly recorded.
The head / principal oversee this
monitoring to ensure that practice is
effective and impacts on pupils’
safety.
Records are clear and
transparent (i.e. they are up to
date and complete and can be
followed easily by someone
deputising for the regular
member of staff or an external
reviewer)
Individual files are established
once welfare concerns are
recognised and each file has a
chronology at the front.
Internal
information sharing
Currently, relevant
staff are not informed
of concerns.
The school is working
to develop a system to
ensure relevant staff
are informed of
concerns.
CP files are stored confidentially.
Copies of CP files are
transferred (separate to
academic file) to new school,
when a child transfers.
Relevant staff are made aware
of concerns and the need to
monitor individual pupils more
closely.
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Pupils who are particularly at risk or
have disclosed abuse are supported
by individual members of staff, who
the pupil/student feels they can
approach and talk to when needed.
Evidence / how do we
know
Delivering
safeguarding via
curriculum
The school does not
view child protection
and safeguarding as
having a place in the
curriculum.
The school is seeking
advice on how to
develop opportunities
for child protection and
safeguarding work
within the curriculum.
This includes
embedding
Fundamental British
Values across
curriculum areas.
Site security
The school site is not
currently secure.
The school is in the
process of addressing
site security.
The curriculum provides
opportunities for pupils to
consider situations of risk eg
cyber-bullying, child sexual
exploitation, gang related
violence, youth produced sexual
imagery, FGM, forced marriage
and radicalisation and explores
strategies for keeping safe in
line with statutory guidance.
Through PSHE and other curriculum
contexts, pupils are encouraged to
talk about feelings, are given regular
opportunities to comment on how
safe they feel at school, are listened
to, and know who to they can turn to
for help and advice (includes work
around safeguarding in specific
circumstances).
.
Fundamental British Values are
linked clearly to the curriculum
delivery.
There are procedures to limit
access to the school site and
access is only allowed to
authorised visitors.
As embedding. The school has clear
procedures in place to ensure pupils
are safe whilst on site out of school
hours.
Procedures are in place to
minimise risk of children leaving
the premises
unnoticed/unauthorised
This includes robust risk
assessment, which also identifies
how secluded spaces will be
managed to keep children safe.
13
Online safety
Focusing
Online safety
curriculum
There is no planned
program of online
safety education.
Developing
Embedding
A planned program of
online safety education
is being developed.
A planned online safety
education program takes
place through PHSE / ICT /
other lessons and is
regularly revisited. Pupils /
students are aware of online
safety issues and are
empowered to stay safe.
Internal systems allow
for identification of
inappropriate content.
Searches which are
inappropriate are
brought to the attention
of the safeguarding
leads (e.g. FGM,
Radicalisation, Spirit
Possession, Forced
Marriage, CSE etc).
Online safety for
parents / carers
There is currently
nothing in place to
support
parents/carers with e
safety.
Online safety
policy
There is no online
safety policy.
Acceptable user
policy
The school does not
have an Acceptable
The school is
developing
opportunities for
parents and carers to
be informed about
safeguarding children
online.
The school is in the
process of establishing
an online safety policy.
The school has an AUP
but it is not well known
Appropriate online safety
resources are used. The
school is aware of the need
to educate and protect
vulnerable children who may
be put at particular risk from
their and others’ actions online
The school website has
internet safety links to
support and inform parents
and carers. Parents and
carers know who to contact
if they are worried about e
safety issues.
The school has an online
safety policy, which is
aligned with national and
regional policies.
The school has an AUP
which is well known but it
14
Enhancing
A planned online safety education
program takes place through PHSE /
ICT / other lessons and across the
curriculum and is regularly revisited.
There is breadth and progression. A
program of teaching and learning
across all age ranges includes
delivery of CEOP* materials.
The school is effective in the
education and protection of vulnerable
children who may be put at particular
risk from their own and others’ actions
on-line.
The school pays due regard and
implements guidance (UKCCIS, 2016)
in relation to youth produced sexual
imagery
An internet safety parents’
session/evening has been held during
the year.
The school has an online safety
policy, which is aligned with national
and regional policies and has been
developed in consultation with a wide
range of staff and pupils/students.
There is “whole school ownership” of
the policy. Annual review in place
The school has an AUP that covers all
areas of IT equipment for all staff and
Evidence / how do we
know
User’s Policy (AUP).
Social networking
and sanction
The school does not
have appropriate
social networking
policy in place for
adults in a position of
trust.
and doesn’t cover both
staff and pupils.
The school has a policy
but it is not well known
and followed by all
staff.
only covers pupils.
The policy and procedures
relating to the use of
communication technologies
such as email, chat, social
networking, gaming, instant
messaging and video
conferencing ensures that
users understand the use of
theses systems will be
monitored. This includes
personal use of such
systems outside of
employment within school
Staff understand the risks
associated with the use of
these systems and are
encouraged to be
responsible users, both
inside school (if allowed)
and outside school.
Staff demonstrate
awareness that failure to
comply with social
networking policy will
immediately call into
question their motivation for
private communication with
a child, and that this will be
dealt with as a safeguarding
issue in accordance with
management procedures.
*CEOP – Child Exploitation & Online Protection centre
15
pupils, including use of social
networking sites.
All staff, volunteers and pupils are
aware of this policy; it is up to date,
easily available and has been ratified
by the Governing Body.
The school clearly understands and
accepts policies relating to the use of
social media. Users understand that
use of these systems will be regularly
monitored, with findings reported as
necessary.
Systems have appropriate settings,
filters and monitoring to protect
learners from harmful online material
without over-blocking,.
Staff understand the risks associated
with the use of such systems. There
are clear and enforced sanctions for
misuse.
Safer recruitment
Process
Focusing
Developing
Embedding
Recruitment and
selection procedures
have not yet been
revised in line with of
DfE guidance
‘Keeping children
safe in education
2016’.
Recruitment and
selection processes are
being reviewed to
ensure that they are in
line with DfE guidance.
Recruitment and selection
processes have been reviewed and
are fully compliant with the DfE
guidance and all interview panels
include a member who has
completed Safer Recruitment
training.
All adverts and related
documentation contain a
safeguarding statement.
All job descriptions have an explicit
statement regarding safeguarding
responsibility included within them.
All interviews are face to face and
where possible references are
requested prior to interview. Any
missing information or vague
information is followed up during the
interview or with the referee.
16
Enhancing
As embedding;
Evidence / how do we know
Suitability checks
Currently the school
has not made the
relevant checks on
individual’s suitability
to work with children.
The school is in the
process of ensuring all
staff and regular
volunteers have
enhanced DBS checks,
in line with statutory
requirements.
Successful candidates’
qualifications are verified, their
identity checked, their right to work
in the UK confirmed and where the
applicant is a qualified teacher
prohibition order checks are
undertaken.
As embedding
In the case of Independent schools
(incl free schools and academies,
prohibition order checks under
S128 provisions)
Enhanced DBS checks have been
carried out for staff and regular
volunteers, in line with statutory
requirements. Reference requests
require information about the
person’s suitability to work with
children/young people.
Where checks are undertaken on
volunteers this is recorded under
the SCR.
There are clear risk assessments in
place which support the decisionmaking about whether staff are
working in a supervised capacity
(non-regulated) or unsupervised /
regulated activity.
Safer recruitment
training
The Head teacher
has not attended
safer recruitment
training.
The Head teacher has
attended Safer
recruitment training.
Where staff are working in
regulated activity, a barred list
check is completed, as part of DBS
checks.
The Head teacher, staff with
recruitment responsibilities and at
least one Governor has attended
Safer recruitment training within the
last 5 years. At least one member
of an interview panel has been
trained in safer recruitment
17
As embedding
Single central
record
There is no single
central record in
place.
There is a single central
record in place but not
all checks can be
evidenced and not all
staff are included.
There is a single central record in
place which indicates that all
checks in accordance with the
guidance Keeping Children Safe in
Education 2016 have been
undertaken and recorded.
As embedding
There is a process for
checking that the SCR is
compliant with KCSIE 2016
which is overseen by the
governing body
Section 128 prohibition checks are
recorded on the SCR where
required (management positions in
Independent schools inc academies
and free schools)
Governors have undertaken DBS
checks
Managing allegations
Allegation
procedures
Focusing
Developing
Embedding
Not all members of
the senior
management team
are aware of the
LSCB Pan Beds
Guidance on how to
respond to
allegations of abuse
made against staff in
accordance with
‘Keeping children
safe in education
2016’.
All members of SMT
are aware of the LSCB
Pan Beds Guidance for
managing allegations
against members of
staff, including
awareness of the
allegations flowchart.
All members of staff are aware of
the procedure for responding to and
managing allegations against staff,
and are clear about how to report
any concerns they may have.
Staff do not fully
understand the types of
adult behavior that may
indicate an adult may
pose a risk of harm or
that the behavior may
have harmed or harmed
a child
Staff clearly understand the types of
adult behaviour that would cause
concern
Staff are aware of whistleblowing
procedures and how to escalate a
concern outside of the organisation
in the event of an internal
professional disagreement
Enhancing
As embedding; The
allegations flowchart is
displayed in the staff room.
Where there have been
allegations about adults
working in the school, there
is evidence that the
procedure for managing
allegations has been
properly used by the school,
with allegations being
reported to the Local
Authority Designated Officer
(LADO).
Clear records are kept as
required of all incidents and
concerns in order that
historical patterns can be
detected.
18
Evidence / how do we know
Allegation
procedures
Safer
organisational
culture
Staff are not fully aware
of the procedures to be
followed in the event of
a concern regarding an
adult that works or
volunteers with children
There is currently no
code of conduct for
safe working practice
for staff.
Staff do have an
awareness of the
whistleblowing
A code of conduct for
safe practice exists (eg
Guidance for safer
working practice for
adults who work with
children and young
people) for some staff
groups but needs
widening to include
everyone who regularly
has contact with
children.
Not all staff are aware
of the code of
conduct/guidance for
safer working practices.
There is a code of conduct/staff
behavior policy for safe practice
which reflects DfE guidance, which
applies to and is known to all staff,
visitors and volunteers who come
into school regularly.
Every member of staff has been
given a copy, and has signed to
confirm that they have read it.
In addition to the code of conduct
information and guidance is
provided and used to support staff
to work safely with children
19
There is evidence that the
school demonstrates
professional curiosity and a
belief that ‘it could happen
here’ in relation to abuse and
mistreatment by adults in a
position of trust
As embedding; The school
has regularly discussed safer
working practice in staff
meetings or training.
Scenarios are used to
develop learning reflection
on the organizational culture
to support development
Training: safer
working practice
Physical contact
Currently the Head
teacher has not
attended ‘In Safe
Hands’ training or
equivalent. NB
Luton In Safe Hands
is currently only
available as inset,
whole school training
There is currently no
guidance in place for
the positive handling
of pupils.
The Head teacher &
staff are booked to
attend the LADO ‘In
Safe Hands’ training or
equivalent.
The Head teacher & staff have
attended the LADO ‘In Safe Hands’
training or equivalent.
The Head teacher, Chair of
Governors & staff have
attended the LADO ‘In Safe
Hands’ training or equivalent.
Guidance on positive
handling is in place but
has not been reviewed
annually and there is a
need to circulate to all
staff.
The policy and guidance on positive
handling of pupils is reviewed
annually and disseminated to all
staff.
As embedding. Lessons
learnt from cases where
pupils have had to be
positively handled feed into
updates to the policy.
Where behavior units are on
site or used by the school,
CP policies and
arrangements have been
assessed as appropriate by
the school (this would apply
to the use of ALP’s)
20
Given the columns highlighted above, indicate below which option best describes the level that your school is working at overall
Focusing
Developing
Embedding
Enhancing
Date of the most recent whole school CP training (in school) .........................................................(Luton LSCB requirement is at least every three years)
How many staff attended this training?..............................................
Date audit completed……………………………………………………
Date completed audit shared with Governors………………………..
Date audit reviewed……………………………………………………..
Date audit shared with staff…………………………………………….
Signed by:
Headteacher …………………………………………………………….
Nominated CP Governor …………………………………………….....
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