Safeguarding and Child
Protection Policy and
Procedures
SLT Member responsible for policy
Vice Principal Student Independence & Progression
Date of policy
November 2016
Date of approval
December 2016
Date of next review
September 2017
Date Equality & Diversity Impact
Assessment completed
November 2016
Key policy contacts
Designated Safeguarding Lead (DSL) for
adults and children
Jon Clugston, Vice Principal Student Independence & Progression (x 6130)
Deputy Designated Persons for
Safeguarding
Linda Feechan, Care & Independence Services Manager (x 6138)
ILS Managers (x 6148)
Tracy Heath
Justine Hamilton
Claire Webb
Safeguarding Manager
Designated E Safety Person
Laura Davies
Simon Shackleton, Technical Estates & Facilities Manager (x 6117)
Looked After Children Designated Person
Natalie Read, Student Services & Progression Manager (x 6175)
Named Governor for Safeguarding
Joanna Forbes
Contact via Yvonne Doherty, Clerk to the Corporation (x 6133)
Local Authority Designated Officer (LADO)
for allegations against staff
Mona Cooke
Email: [email protected]
024 7683 3443 (direct line)
Ofsted hotline
0300 123 3155
Contents
1.
Introduction, purpose and aims................................................................................................................... 1
2.
Definitions .................................................................................................................................................... 2
3.
Safeguarding children .................................................................................................................................. 2
4.
Statutory Framework. Local and National Responsibilities ......................................................................... 4
5.
Roles and responsibilities............................................................................................................................. 5
5.1
Governing Body................................................................................................................................ 5
5.2
Designated Safeguarding Lead (DSL) ............................................................................................... 6
5.3
Looked After Children Designated Person ....................................................................................... 8
5.4
Designated Lead for E-Safety ........................................................................................................... 8
5.5
All staff (including volunteers) ......................................................................................................... 8
6.
Training ........................................................................................................................................................ 9
7.
Procedures for when staff are concerned about a child or young person ................................................ 10
8.
7.1
Recognise ....................................................................................................................................... 10
7.2
Respond ......................................................................................................................................... 12
7.3
Record ............................................................................................................................................ 12
7.4
Report ............................................................................................................................................ 13
7.5
Refer ............................................................................................................................................... 13
7.6
Dealing with concerns regarding College staff, volunteers or visitors .......................................... 14
Whistleblowing .......................................................................................................................................... 15
Appendix 1: Part One of Keeping Children Safe in Education (DfE, Sept 2016) ............................................... 16
Appendix 2: Actions where there are concerns about a child .......................................................................... 28
Appendix 3: Preventing Violent Extremism and Radicalisation ........................................................................ 29
Appendix 4: The Channel Process within FE Colleges ....................................................................................... 30
Appendix 5: Role of the designated safeguarding lead .................................................................................... 31
Appendix 6: The role of the Looked After Children Designated Person ........................................................... 32
Appendix 7: The role of the Designated lead for E Safety ................................................................................ 33
Appendix 8: Indicators of Abuse ....................................................................................................................... 34
Appendix 9: College Referral form for under 18’s and vulnerable adults ........................................................ 38
Safeguarding referral form ................................................................................................................................ 38
Appendix 10: Managing Allegations against Staff and Volunteers ................................................................... 40
Appendix 12 - Related Policies and Procedures................................................................................................. 43
Initial Equality Impact Assessment Screening.................................................................................................... 44
1.
Introduction, purpose and aims
Hereward College fully recognises its responsibilities for safeguarding learners and that learners with
additional learning needs and disabilities are particularly vulnerable and at greater risk from all forms of
abuse. An attitude of “it could happen here” is maintained to encourage a positive culture of
safeguarding. Safeguarding is everyone’s responsibility.
This policy applies to all staff, volunteers, governors, contractors and visitors who will be made aware of
the College’s safeguarding procedures. Further information can be referenced in the “Visible ID Policy”.
There are five main elements to this policy:

Ensuring safe practice in recruitment in line with national legislation by using at least one suitably
trained recruiter on all interview panels and by checking the suitability of staff and volunteers to
work with learners. This will include taking work references, checking reasons for gaps in
employment and enhanced DBS checks

Raising awareness of safeguarding issues and equipping learners with the skills needed to keep
them safe

Establishing procedures for identifying and reporting cases, or suspected cases, of abuse

Supporting learners who have been abused in accordance with their agreed safeguarding plan

Establishing a safe environment in which learners can learn and develop
It is recognised that because of the day-to-day contact with learners, staff are well placed to observe the
outward and less obvious, inward signs of abuse. Learners with special educational needs and disabilities
(SEND) can face additional safeguarding challenges. Staff in our College recognise that additional barriers
can exist when recognising abuse and neglect in this group of learners. This can include: assumptions that
indicators of possible abuse such as behaviour, mood and injury relate to the learner’s disability without
further exploration; young people with SEND can be disproportionately impacted by things like bullying,
without outwardly showing any signs; and communication barriers and difficulties in overcoming these
barriers. The College will therefore:




Establish and maintain an environment where learners feel secure and there is a culture of
vigilance amongst all staff and learners
Ensure staff are familiar with the signs and symptoms of abuse
Ensure learners know that there are staff in the College whom they can approach if they are
worried
Include opportunities across the curriculum for learners to develop the skills they need to
recognise and stay safe from abuse
Because of their physical, intellectual, social and emotional problems, many learners are vulnerable to
peer on peer abuse. In the College environment this may include abuse from more dominant or more able
learners. In the wider community, leaners are vulnerable to abuse from adults including staff, their own
parents, step-parents or foster parents and community members. All allegations will be treated seriously.
Staff need to be aware of the different types of abuse that can occur and how they may manifest
themselves. These may often be referred to as bullying, particularly between learners and their peers.
1
All staff, volunteers, contractors and guest speakers will be made aware of the safeguarding procedures at
Hereward College. The policy will be made publically available on the College’s website.
This policy should be read in conjunction with other College policies which are listed in appendix 12 of this
policy.
All Hereward staff should be prepared to identify learners who may benefit from early help. Early help
means providing support as soon as a problem emerges at any point in a young person’s life.
2.
Definitions
Safeguarding and promoting the welfare of children and young people
Safeguarding is a term which is broader than ‘child protection’ and relates to the action taken to promote
the welfare of children and protect them from harm. Safeguarding is defined in “Working together to
safeguard children” (HM Government, March 2015) as:

Protecting children from maltreatment

Preventing impairment of children’s health or development

Ensuring that children are growing up in circumstances consistent with the provision of safe and
effective care

Taking action to enable all children to have the best outcomes
Abuse
This is defined as the maltreatment of a child or young person or h neglect by a member of staff, parent,
other learner, adult or community member. The main categories of abuse can be found in appendix 1 and
links to guidance for specific safeguarding issues can be found in section 8.1.
Child/Children
These terms refer to learners at Hereward College aged under the age of 18 and include young people
aged 14-16 who attend on a regular basis for educational or alternative provision purposes, but who are
not enrolled directly by the College.
Staff
For the purposes of this policy and procedure the term ‘staff’ applies to all staff (whether on a permanent,
fixed term or temporary contract), volunteers and contractors for whom the Hereward campus is a regular
place of work (including cleaning, catering and security staff).
3.
Safeguarding children
Where a child is suffering significant harm, or is likely to do so, action will be taken to protect that young
person. Action will also be taken to promote the welfare of a child in need of additional support, even if
they are not suffering harm or at immediate risk.
The College recognises that everyone who comes into contact with children and their families has a role to
play in safeguarding children. College staff are particularly important as they are in a position to identify
concerns early and provide help for children, to prevent concerns from escalating. Hereward College and
its staff will form part of the wider safeguarding system for children. This system is described in statutory
guidance, ‘Working Together to Safeguard Children’ (HM Government 2015). The College will work with
social care, the police, health services and other services to promote the welfare of learners and protect
them from harm.
2
Safeguarding is not just about protecting children and adults with care and support needs from deliberate
harm, neglect and failure to act. The College recognises that safeguarding also relates to broader aspects
of care and education which includes the following areas:
3









Children’s health and safety and well -being, including their mental health
Meeting the needs of children who have special educational needs and/or disabilities
The use reasonable of force (in line with the College’s behaviour management policy)
Meeting the needs of children with medical conditions
Providing first aid
Educational visits
Intimate care and emotional well-being
Online safety and associated issues
Appropriate arrangements to ensure children’s and learners’ security, taking into account the local
context
The College employs counsellors who are not automatically required by law to immediately disclose if a
learner reports abuse and counsellors refuse the right to take professional external consultation in such
circumstances. Where abuse is reported in a counselling session, the counsellors will work with the
learner to report the abuse to the DSL. The counsellors also reserve the right to break this confidentiality
if the seriousness of the immediate harm to the learner or the learner’s lack of understanding may expose
the leaner to greater harm. Under the provision of the Children Act 2004, counsellors will provide
information and advice when approached by a Local Authority when there are reasonable grounds to
suspect a learner is suffering significant harm.
4.
Statutory Framework. Local and National Responsibilities
In order to safeguard and promote the welfare of our learners, the College will act in accordance with the
following legislation, statutory guidance, policies and procedures:
Working Together to Safeguard Children (HM Government, 2015)
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/419595/Working_Toget
her_to_Safeguard_Children.pdf
Keeping Children Safe in Education (DfE, 2016)
https://www.gov.uk/government/publications/keeping-children-safe-in-education--2
Coventry Safeguarding Children’s Board (CSCB) Procedures Manual (August 2016)
http://coventryscb.proceduresonline.com/
http://www.proceduresonline.com/coventry/childcare/p_thresholds.html
Dealing with Allegations of Abuse Against Teachers and Other Staff (DfE 2012) and relative policies
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/289327/Dealing_with_a
llegations_of_abuse_against_teachers_and_other_staff.pdf
Information sharing advice for practitioners (HM Government, March 2014)
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/419628/Information_sh
aring_advice_safeguarding_practitioners.pdf
What to do if you’re worried a Child is being Abused (HM Government, March 2015)
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/419604/What_to_do_if
_you_re_worried_a_child_is_being_abused.pdf
4
Children and Families Act 2014, part 3
http://www.legislation.gov.uk/ukpga/2014/6/part/3/enacted
Sections 23, 25, 28 and 31 of the Children and Families Act 2014
Special Educational Needs and Disability Code of Practice (January 2015), chapters 7 and 8
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of
_Practice_January_2015.pdf
The Care Act 2014, chapter 23
http://www.legislation.gov.uk/ukpga/2014/23/pdfs/ukpga_20140023_en.pdf
Care Act Statutory Guidance (October 2016)
https://www.gov.uk/government/publications/care-act-statutory-guidance/care-and-support-statutoryguidance
The Children Acts 1989 and 2004
http://www.legislation.gov.uk/ukpga/2004/31/contents
Education Acts 2002 and 2011
http://www.legislation.gov.uk/all?title=education%20act%202002
http://www.legislation.gov.uk/all?title=education%20act%202011


5.
5.1
Section 175 of the Education Act 2002 (local authorities, governing bodies of maintained schools and
institutions in the further education sector)
Sections 141F, 141G and 141H3 of the Education Act 2002
Roles and responsibilities
Governing Body
The governing body is responsible for ensuring there are appropriate policies and procedures in place in
order for appropriate action to be taken in a timely manner to safeguard and promote learners’ welfare.
This will include:

An effective, up-to-date and compliant safeguarding policy which will describe procedures which are
in accordance with statutory guidance, “Working together to safeguard children” (HM Government
2015), “Keeping Children Safe in Education (DfE 2016)” and refer to locally agreed inter-agency
procedures put in place by Coventry’s Safeguarding Children Board (CSCB)

A staff code of conduct and e-safety policy which will be shared with all current staff and form part of
the induction training for new staff
The governing body is also responsible for:

Ensuring that a member of the Senior Leadership Team (SLT) is identified to take the role of DSL and
additional members of staff are appointed as Deputy DSLS as defined in “Keeping Children Safe in
Education” (appendix 1). The governing body will ensure these roles are explicitly defined in the post
holders’ job descriptions

Appointing a Board level lead to take leadership responsibility for the College’s safeguarding
arrangements which will include reviewing safeguarding incidents and compliance on a termly basis.
The governing body is also responsible for appointing a member of the Board (who will usually be the
5
Chair) to liaise with the Local Authority, and other partner agencies, in the event of allegations of
abuse being made against the Principal, the DSL or the Clerk to the Corporation

Using data and reporting analysis to identify trends and ensure appropriate procedures are in place to
tackle any identified issues

Putting into place appropriate safeguarding responses to children who go missing from education,
particularly on repeat occasions, to help identify the risk of abuse and neglect including sexual abuse
or exploitation and to help prevent the risks of their going missing in the future. The governing body
will
refer
to
the
government’s
missing
children
and
adults’
strategy
https://www.gov.uk/government/publications/missing-children-and-adults-strategy
and
the
department for education’s children missing education statutory guidance for local authorities
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/550416/Children
_Missing_Education_-_statutory_guidance.pdf when considering children who go missing from
education
5.2
Designated Safeguarding Lead (DSL)
The DSL is responsible for ensuring that staff members carry out their safeguarding duties and for creating
a positive culture of safeguarding. The DSL will support other professionals in their agencies to recognise
the needs of Hereward learners, including rescue from possible abuse or neglect. Further information on
the role of the designated safeguarding lead can be found in appendix 5 taken from part 2 of ‘Keeping
Children Safe in Education’ (DfE 2016).
The DSL is also responsible for:

Ensuring adult and child protection policies are in place which are current and up-to-date and that
associated procedures are followed by all staff

Monitoring the quality and compliance of safeguarding practice within the College. This will include
chairing the Safeguarding Quality Assurance Group which will meet at least half termly

Attending relevant Children Safeguarding Board committees, training and update events to ensure the
College is aware of, and compliant with, best practice as recommended by the local authority. The
DSL must attend the Local Authority’s Level 2 ‘Working together to Safeguard Children’ training, and
then undertake DSL refresher safeguard training biennially, with knowledge and skills refreshed on an
annual basis

Delivering high quality training to all staff and contractors who are permanently based at the College

Ensuring that learners are taught about keeping themselves safe, in a way that is appropriate to their
age, understanding and additional learning needs. This will include raising their awareness of the types
of abuse (including peer abuse) and neglect, and specific safeguarding issues (e.g. Child Sexual
Exploitation), set out in section 8.1 and appendices 1 and 8

Ensure that any member of staff or volunteer found not suitable to work with learners will be notified
to the Disclosure and Barring Service (DBS) for consideration for barring, following advice from the
LADO. This includes members of staff and volunteers who have resigned, been dismissed, or when the
College ceases to use their service as a result of a substantiated allegation

Making decisions on whether to refer safeguarding concerns/disclosures regarding a learner under the
age of 18 to Children’s Social Care, the DSL will use Coventry’s Children’s Social Care Thresholds and
Practice Standards, available at: www.coventry.gov.uk/download/downloads/id/6377/social_care

The DSL will:

Refer cases of suspected abuse to the local authority’s Children’s Social Care as required. All
referrals to Children’s Social Care must be made in writing by the DSL or deputies using the MultiAgency Referral Form or CAF assessment where one has been completed. Further guidance on
6
making a decision is provided in the Children’s Social Care, Thresholds and Practice Standards
2013, available at: www.coventry.gov.uk/download/downloads/id/6377/social_care .

Support staff who make referrals to local authority Children’s Social Care

All referrals to Social Care will be supported with a request for a written response from social care
within 24 hours

Refer cases to the Channel programme where there is a radicalisation concern as required

Support staff who make referrals to the Channel programme

Refer cases where a person is dismissed or has left the College due to risk/harm to a child to the
Disclosure and Barring Service as required; and

Refer cases where a crime may have been committed to the Police, as required

Ensure that any member of staff or volunteer found not suitable to work with learners will be
notified to the Disclosure and Barring Service (DBS) for consideration for barring, following advice
from the LADO. This includes members of staff and volunteers who have resigned, been
dismissed, or when the College ceases to use their service as a result of a substantiated allegation

Ensure that when a learner changes college, forms and records are copied to the DSL at the
receiving college (appendix 11)

Ensuring that this policy is available to parents and carers through the College website and that
parents have an understanding of the responsibility placed on the College and staff for safeguarding
by setting out its obligations in the parent handbook

Ensuring the College contributes to inter-agency working in line with statutory guidance Working
Together to Safeguard Children (DfE, 2015) and the Care Act Statutory Guidance (October 2014). This
includes providing a co-ordinated 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
safeguarding plans. This covers a range of work such as:



Working with the named CAF Co-ordinator in Children & Family First regarding resistant families
http://www.coventry.gov.uk/downloads/file/19370/caf_guidance

Working to help identify children and young people who are privately fostered

Working with the Child Sexual Exploitation (CSE) Team

Working to help protect learners from extremist and violent views through multi-agency work on
the PREVENT agenda (see appendix 3)

Contribute to inter-agency plans which provide additional support to children who are subject to
safeguarding plans
Ensuring that the College develops effective links with relevant agencies and co-operates as required
with their enquiries regarding safeguarding matters, including:

Providing written reports and attendance at case conferences/safeguarding meetings

Notifying Social Care immediately (on the first day of absence) if there is an unexplained absence
of a learner with a safeguarding plan

Contacting the learner’s social worker directly if there is an unexplained absence of a learner who
is Looked After/Care leaver. This will then trigger actions identified in the ‘Joint Police and Social
Care Protocol for Dealing with Children Missing from Care’
Ensuring that the College’s safeguarding procedures are in accordance with Local Authority guidance
and inter-agency procedures agreed through the Coventry Safeguarding Children Board
7

Appointing a team of Deputies who will deputise in the DSL’s absence. There will be a designated
member of staff for safeguarding available at all times that the College is open to learners for staff to
discuss concerns

Ensuring that there are procedures in place so that during holiday periods, any concerns relating to
learners will be referred to the Senior Leadership Team (SLT). The SLT Procedure for ‘Dealing with
Serious Incidents Outside of Term Time’ will be followed

Ensuring that there are procedures in place to deal with allegations of peer on peer abuse. The
conduct of learners towards each other is covered in the College’s Learner Behaviour Management &
Disciplinary Policy

Providing staff with an opportunity to talk through any anxieties they may have, in recognition of the
stressful and traumatic nature of safeguarding and child protection work. The DSL will provide
opportunities to discuss caseloads and seek further support, as appropriate

Ensuring that information about vulnerable children about whom there is a concern but who have not
met an intervention threshold, is passed on to the receiving institution if the learner transfers. The
local authority transfer form (appendix 11) should be used

Ensuring that the College is alert to possible private fostering arrangements, and that in the College
admission process, the parents/carers resident with each learner indicate whether they are parent,
other relative (to be specified), friend of the family, or other (to be specified). The DSL will appoint a
Looked After Children Designated Person in the College to oversee any private fostering arrangements
(see section 6.3)

Appointing a Designated Lead for E-Safety who will oversee the safe use of technology including the
use of the internet and social media in the College (see section 6.4)
5.3
Looked After Children Designated Person
The key responsibilities of the Looked After Children Designated Person are:

Lead responsibility for helping College staff understand issues which affect how looked after children
learn and achieve

Promoting a culture of high expectations and aspirations for how looked after children learn

Making sure the young people have a voice in setting learning targets

Making sure that looked after children are prioritised in one-to-one tuition and that carers understand
the importance of supporting learning at home

Lead responsibility for the development and implementation of the learner’s Personal Education Plan
within the College, including quality checking

Compiling an annual report to the designated governor for looked after children
A full definition of the role can be found at appendix 6 and
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/269764/role_and_respo
nsibilities_of_the_designated_teacher_for_looked_after_children.pdf
5.4
Designated Lead for E-Safety
The designated lead for E safety will oversee the safe use of technology including the use of the internet
and social media in the College and take action immediately if they are concerned about bullying or
children’s well-being. Further information can be found at appendix 7 and in the E Safety policy.
5.5
All staff (including volunteers)
Safeguarding is everyone’s responsibility.
8
College managers are responsible for ensuring that on arrival at College all visitors (including contractors)
are provided with a leaflet making them aware of their responsibilities in being alert to the signs of abuse
and their responsibility for referring any concerns to the DSL or one of the Deputies.
All staff should ensure they are aware of systems within College which support safeguarding and these will
form part of all staff inductions. Staff knowledge of safeguarding policies, procedures and processes will
be regularly updated throughout the academic year.
All staff and volunteers must read this policy part one of “Keeping Children Safe in Education” (DfE 2016,
(appendix 1), and complete a declaration form to confirm they have done so. All staff and volunteers are
responsible for ensuring they are aware of their responsibilities for safeguarding in being alert to the signs
of abuse and reporting and recording any concerns or disclosures.
All staff and visitors must wear their identification lanyards at all times. In the instances of some support
staff where a lanyard is inappropriate for health and safety reasons, a visible staff uniform must be worn
(as per the ‘Visible ID Policy’).
All staff and volunteers are required to discuss concerns with the DSL. Staff members who have concerns
about a learner’s welfare should follow the College referral process detailed in section 7.5. Staff may be
required to support social workers and other agencies at a later date following any referral.
All staff and volunteers must act in accordance with this policy if a learner presents with indicators of
abuse (appendix 8). All staff and volunteers must be aware of the main categories of abuse as described
in section 7 and appendices 1 and 8, and be aware that abuse may be instigated by one or more adults,
and/or other children and young people.
All staff must:

Recognise that a disclosure may come directly from the learner, or from a third party, e.g. friend,
neighbour, other family member or whistle blower. Alternatively, it may be through the suspicion of
staff based on a variety of symptoms and knowledge of possible indicators of abuse

Take seriously any disclosures made to them and provide reassurance to the discloser through their
responses and behaviour
All staff have a statutory duty under the Education Act 2002 to pass on any child protection concerns
about a child or vulnerable adult. Before making a referral to any service, the member of staff should
seek advice from the DSL or deputy. It is important to be clear about the purpose and intended outcome
of the referral.
All College staff have a responsibility to refer a child when it is believed or suspected that the child:

Has suffered significant harm; or

Is likely to suffer significant harm
6.
Training
All staff and volunteers will receive annual Safeguarding Children and Young People training at the start of
each academic year. All new staff will read this policy during their induction. The training will equip staff
to carry out their responsibilities for safeguarding effectively and will be delivered by the Designated
9
Safeguarding Lead (DSL) and/or trained Deputy in College. All new members of staff will receive this
training as part of their induction programme.
The DSL and Deputy DSLs must attend the DSL training, and then undertake DSL refresher safeguarding
training at LSCB Level 2 or Level 3 at least every two years (this is a statutory requirement).
Any newly appointed DSL must attend the LSCB’s Level 2 Working Together to Safeguard Children training
before taking lead responsibility for safeguarding. The deputy DSL will take a leading role on safeguarding
for the short time that the DSL is waiting to receive training.
The designated Governor for Safeguarding will undertake relevant governor safeguarding training at least
once every two years.
Regular briefings and updates on safeguarding and safeguarding procedures (including the signs of abuse
and procedures for reporting concerns and disclosures) are provided on an ongoing basis throughout each
term, to ensure that all members of staff are familiar with any changes to the College policy, legislation
and DfE policy as they occur. Safeguarding themes will be discussed in team meetings and the weekly
pathway meetings.
At least one member of every recruitment panel will have received Safer Recruitment training. The College
will ensure that there are always sufficient numbers of staff or governors in post who have received safer
recruitment training.
7.
Procedures for when staff are concerned about a child or young person
Staff should refer to the flow chart in appendix 2 of this policy which outlines the actions required where
there are concerns about a child (taken directly from Keeping Children Safe in Education, DfE 2016)
The College will adopt the five R’s model for dealing with concerns or disclosures regarding any learner.
These are: Recognise, Respond, Record, Report and Refer.
7.1
Recognise
All staff and volunteers must be aware of the main categories of abuse, described in appendix 1. Signs
indicating the possibility of abuse are described in appendix 8. Abuse may be instigated by one or more
adults, and/or other learners (peers).
Specific safeguarding issues, along with links to government guidance on each, are listed below (taken
from part one of “Keeping Children Safe in Education” (DfE 2016):

bullying including cyberbullying (including peer on peer)
https://www.gov.uk/government/publications/preventing-and-tackling-bullying

children missing education
https://www.gov.uk/government/publications/children-missing-education

child missing from home or care
https://www.gov.uk/government/publications/children-who-run-away-or-go-missing-from-home-orcare

child sexual exploitation (CSE)
https://www.gov.uk/government/publications/what-to-do-if-you-suspect-a-child-is-being-sexuallyexploited
10

domestic violence
https://www.gov.uk/guidance/domestic-violence-and-abuse

drugs
https://www.gov.uk/government/publications/drugs-advice-for-schools

fabricated or induced illness
https://www.gov.uk/government/publications/safeguarding-children-in-whom-illness-is-fabricatedor-induced

faith abuse
https://www.gov.uk/government/publications/national-action-plan-to-tackle-child-abuse-linked-tofaith-or-belief

female genital mutilation (FGM)
https://www.gov.uk/government/publications/multi-agency-statutory-guidance-on-female-genitalmutilation

forced marriage
https://www.gov.uk/guidance/forced-marriage

gangs and youth violence (including peer on peer)
https://www.gov.uk/government/publications/advice-to-schools-and-colleges-on-gangs-and-youthviolence

gender-based violence/violence against women and girls (VAWG)
https://www.gov.uk/government/policies/violence-against-women-and-girls

hate (including peer on peer)
http://educateagainsthate.com/

mental health
https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2

missing children and adults
https://www.gov.uk/government/publications/children-act-1989-private-fostering
private fostering
https://www.gov.uk/government/publications/children-act-1989-private-fostering


preventing radicalisation (including peer on peer) https://www.gov.uk/government/publications/prevent-duty-guidance

relationship abuse (including peer on peer)
https://www.disrespectnobody.co.uk/relationship-abuse/what-is-relationship-abuse/

sexting (including peer on peer)
https://www.gov.uk/government/groups/uk-council-for-child-internet-safety-ukccis

trafficking
https://www.gov.uk/government/publications/safeguarding-children-who-may-have-been-traffickedpractice-guidance
11
If any member of staff has a concern that a learner in their care is at risk from any of these issues, or has
suffered any form of abuse, they must report their concerns to, and seek advice from the DSL, or in their
absence, a Deputy DSL, as soon as possible, and never later than the end of the working day. If there is
concern as to whether it is safe to allow the learner to go home that day, then all effort must be made to
inform the DSL immediately. The DSL should be notified verbally and in writing using the safeguarding
referral form (appendix 9).
A learner may disclose sensitive information at any time of the day, and in particular this may occur
outside of normal lesson time, e.g. break periods or during before/after College club sessions. It is
therefore imperative that all staff are aware of the signs and behaviour which may indicate abuse
(appendices 1 and 8).
7.2
Respond
When receiving a disclosure from a learner that they have been abused in some way, the member of staff
must:

Find time and, if necessary, a suitable place to listen to the learner, when information about
possible abuse comes to light

Listen to what is being said without displaying shock or disbelief

Not make false promises which may not be able to be fulfilled and not promise confidentiality. If
the learner asks that information is kept secret, it is important that the learner is informed, in a
manner appropriate to the learner’s age/stage in development, that complete confidentiality
cannot be promised. The learner must be informed that there may be a need to pass information
to other professionals to help keep the learner, or other learners, safe

Allow the learner to talk freely. Do not cross examine, interview, probe or ask to see any injury
that is not visible. Listen, only asking questions when necessary to clarify

Not criticise the alleged perpetrator

Reassure the learner that what has happened is not his or her fault

Stress that it was the right thing to tell

Explain what has to be done next and who has to be told

Find out just enough to be sure of the need to refer, and keep any questions open rather than
closed. Education is a referrer, not an investigative agency for safeguarding matters. An incident
may eventually end up as a court case and children's evidence can all too easily be compromised
by leading questions or repeated recital
7.3
Record
Records that are factual, accurate and relevant and avoid subjective judgements using the College’s
safeguarding referral form (appendix 9) should be made. It is not the responsibility of the College to
'check out' what any learner tells, nor should any abuser be questioned. The time the discussion took
place should be recorded on the form then sign and date the record of the disclosure.
All concerns for children and young people should be recorded as soon as possible and within one hour
using the College’s safeguarding referral form (appendix 9).
The completed forms/records will be kept by the College until the learner’s 25th birthday.
Information contained in College records about vulnerable children for whom there are concerns but who
do not meet an intervention threshold will also be kept until the learner’s 25th birthday.
12
7.4
Report
The member of staff who has recorded the concern, or received the disclosure, must report the
concern/disclosure to the DSL, or in their absence, a Deputy DSL, immediately both verbally and in writing.
The member of staff must provide the DSL with a signed, dated written record of the concern/disclosure
using the College referral form (appendix 9).
If a disclosure is made by a residential learner between the hours of 12.00am and 7am, the member of the
Senior Leadership Team (SLT) who is on call should be notified immediately. The SLT member on call will
advise of any immediate action to be taken and then inform the DSL of any actions taken at the earliest
opportunity during the next working day.
The DSL must place the concern on the College’s safeguarding file for the learner.
7.5
Refer
When the DSL, or in their absence, the Deputy DSL, has been informed, they will make the decision
whether or not to refer the concern to Children’s Social Care.
Why refer?
 Children have the right to be safe
 Everyone has a responsibility to protect children and adults with care and support needs
 Abuse is damaging
 Abuse exists in a world of secrecy and silence – the cycle of abuse has to be broken
 You only have one small piece of a jigsaw
 Children and adults rarely lie about abuse
 An abuser may well abuse many other children or adults who also have a right to protection
For referrals concerning learners under 18 years of age, the DSL should use the Coventry Safeguarding
Children Board’s document ‘Children’s Social Care Thresholds and Practice Standards’ for guidance. If in
doubt, the receiving team will determine whether a safeguarding enquiry is required or if not, what other
measures may need to be taken.
The full Children’s Social Care Thresholds and Practice
www.coventry.gov.uk/download/downloads/id/6377/social_care
document
is
available
at
The Initial Contact Service will be consulted when there is uncertainty about whether to refer.
Referrals must be made as soon as possible and the appropriate forms completed and sent at the same
time.
For learners under the age of 18, referrals should be made to Coventry’s Initial Contact Service, 4th
Floor, Broadgate House, Broadgate, Coventry, CV1 1NG
Telephone: 024 7678 8555
Online referrals should be emailed to: [email protected]
All referrals to the Initial Contact Service should be followed up by the College within 24 hours until a
written response is received.
If a learner does not live in Coventry, a different referral process may need to be followed for learners.
If the disclosure/concern is related to events happening at the College, the DSL should follow the
referral process as above.
13
If the disclosure/concern relates to events happening outside of College (e.g. at home), the DSL should
refer the concern to the “home” Local Authority where the learner lives.
All staff must follow the guidance outlined in section 21 and 23 of appendix 1, and should raise concerns
with external agencies if they believe the College is not responding to their concerns. All staff and
volunteers have the right to go directly to the Initial Contact Service.
If there are any concerns under the Prevent agenda where it is believed that a learner may be at risk from
radicalisation or extremism, staff should refer to the College’s Prevent Strategy for further guidance and
consider making a referral to the Channel Panel – as per appendix 4
If concerns or allegations are made regarding a member of staff or volunteer, then the processes outlined
in section 7.6 of this document must be followed. All concerns of allegations in relation to staff and
volunteers’ harmful behaviour should be referred to the DSL (if the concern is in relation to the Principal,
or the DSL, the Chair of Governors should be informed without delay).
7.6
Dealing with concerns regarding College staff, volunteers or visitors
To reduce the risk of inappropriate or unprofessional behaviour towards learners, all staff and volunteers
must be aware of safer working practice and must be familiar with the Government document “Guidance
for Safer Working Practice for Adults who work with Children and Young People in Education Settings”
(DCSF, 2009). A concern, sometimes referred to as an allegation, is any information which indicates that a
member of staff, volunteer or visitor may have failed to meet the requirements set out in the College’s
Staff Code of Conduct, or may have:
1. Behaved in a way that has harmed a learner or may have harmed a learner
2. Possibly committed a criminal offence against or related to a learner
3. Behaved towards a learner in a way that indicates they would pose a risk of harm if they work
regularly or closely with learners
The points above apply to any learner the member of staff, volunteer or visitor has contact with in their
personal, professional or community life. The allegations may relate to the person’s behaviour at work, at
home or in another setting including social media.
All members of staff or volunteers must report any such concerns to the DSL (or in their absence another
member of the SLT), unless the concern relates to these members of staff (in which case they should
report directly to the Principal). Failure to report it in accordance with these procedures is a potential
disciplinary matter. The member of staff must provide the DSL (or in his/her absence, his/her deputy)
with a signed, dated written record of their concerns, without delay.
The DSL receiving the concern/allegation must not unilaterally determine its validity, or take written or
detailed statements, but will assess whether the concern meets any of the three criteria set out above
(these criteria are taken from “Keeping Children Safe in Education” (DfE 2016) and represent the LSCB
threshold for position of trust strategy meetings). The DSL will report all such allegations against a
member of staff, volunteer or visitor to the Local Authority Designated Officer (LADO), within one working
day. The LADO’s contact details can be found on the title page of the policy. The DSL will also inform the
College’s HR Manager but neither will investigate the concern itself. In the event of a concern regarding
the Principal, the Chair of Governors (or Designated Governor) will contact the LADO (within one working
day), or in the case of an allegation against a senior post holder, then the Principal shall inform the LADO.
The LADO will discuss the matter with the DSL to determine what steps should be taken and where
necessary obtain further details of the allegation and the circumstances in which it was made. It should
14
also consider whether there is evidence/information that establishes that the allegation is false or
unfounded, whether a referral to the Children’s Social Care Services is required and/or whether
disciplinary action is appropriate.
Where a referral is made directly to Children’s Social Care Services, they will consult with the LADO, the
Police and the Named Senior Officer/Manager in the relevant agency or organisation. If a concern is
raised against the Principal, DSL, or Clerk to the Corporation, then the Chair of Governors will be
contacted, or in their absence the Vice Chair. If an allegation is raised against another senior post holder,
then the Principal will be contacted.
The DSL shall, as soon as possible, following briefing from the LADO, inform the subject of the concern.
The DSL will notify Ofsted (0300 123 3159) within one working day of any allegations made against
members of staff.
Appendix 10 shows a procedural flow chart for managing allegations against staff and volunteers.
8.
Whistleblowing
All staff and volunteers are able to raise concerns about poor or unsafe practice and potential failures in
the safeguarding regime and concerns will be taken seriously. Appropriate whistleblowing procedures,
which are suitably reflected in staff training and staff conduct policies, are in place for such concerns to be
raised. Further information and guidance is available in the College’s ‘Whistleblowing Policy’.
Where a staff member feels unable to raise an issue or feels that their genuine concerns are not being
addressed, other whistleblowing channels are open. The NSPCC whistleblowing helpline is available for
staff who do not feel able to raise concerns regarding safeguarding failures internally. Staff can call: 0800
028 0285 – line is available from 8:00 am to 8:00 pm, Monday to Friday or Email: [email protected] .
Staff can also contact the Initial Contact Service regarding any concerns they may have (see section 8.5).
15
Appendix 1: Part One of Keeping Children Safe in Education (DfE, Sept 2016)
The full document can be accessed at
https://www.gov.uk/government/publications/keeping-children-safe-in-education--2
Keeping children safe in education
Statutory guidance for schools and colleges, Department for Education, September 2016
Summary
What is the status of this guidance?
This is statutory guidance from the Department for Education issued under Section 175 of the
Education Act 2002, the Education (Independent School Standards) Regulations 2014 and
the Non-Maintained Special Schools (England) Regulations 2015. Schools and colleges must
have regard to it when carrying out their duties to safeguard and promote the welfare of
children. This means that they should comply with it unless exceptional circumstances arise.
About this guidance
This document contains information on what schools and colleges should do and sets out the
legal duties with which schools and colleges must comply in order to keep children safe. It
should be read alongside statutory guidance Working together to safeguard children, and
departmental advice What to do if you are worried a child is being abused- Advice for
practitioners.
Unless otherwise specified, ‘school’ means all schools whether maintained, non-maintained
or independent schools, including academies and free schools, alternative provision
academies, maintained nursery schools1 and pupil referral units. ‘College’ means further
education colleges and sixth-form colleges as established under the Further and Higher
Education Act 1992, and relates to their responsibilities towards children under the age of 18,
but excludes 16-19 academies and free schools (which are required to comply with relevant
safeguarding legislation by virtue of their funding agreement).
Who this guidance is for
This statutory guidance should be read and followed by:
•
•
•
governing bodies of maintained schools (including maintained nursery schools) and
colleges;
proprietors of independent schools (including academies and free schools), alternative
provision academies and non-maintained special schools; and
management committees of pupil referral units (PRUs).
The above persons should ensure that all staff in their school or college read at least Part
one of this guidance.
The above persons should ensure that mechanisms are in place to assist staff to understand
and discharge their role and responsibilities as set out in Part one of this guidance.
16
Part 1: Information for all school and
college staff
Part one: Safeguarding information for all staff
What school and college staff should know and do
A child centred and coordinated approach to safeguarding
1. Schools and colleges and their staff are an important part of the wider safeguarding system for
children. This system is described in statutory guidance Working together to safeguard children
https://www.gov.uk/government/publications/working-together-to-safeguard-children--2 .
2. 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
safeguarding children. 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.
3. No single professional can have a full picture of a child’s needs and circumstances. If children
and families are to receive the right help at the right time, everyone who comes into contact with
them has a role to play in identifying concerns, sharing information and taking prompt action.
4. Safeguarding and promoting the welfare of children is defined for the purposes of this guidance
as: protecting children from maltreatment; preventing impairment of children’s 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.
5. Children includes everyone under the age of 18.
The role of school and college staff
6. School and college staff are particularly important as they are in a position to identify concerns
early, provide help for children, and prevent concerns from escalating.
7. All school and college staff have a responsibility to provide a safe environment in which
children can learn.
8. Every school and college should have a designated safeguarding lead who will provide support
to staff members to carry out their safeguarding duties and who will liaise closely with other
services such as children’s social care.
9. All school and college staff should be prepared to identify children who may benefit from early
help. Early help means providing support as soon as a problem emerges at any point in a child’s
life, from the foundation years through to the teenage years. In the first instance, staff should
discuss early help requirements with the designated safeguarding lead. Staff may be required to
support other agencies and professionals in an early help assessment.
10. Any staff member who has a concern about a child’s welfare should follow the referral
processes set out in paragraphs 21-27. Staff may be required to support social workers and other
agencies following any referral.
17
11. The Teachers’ Standards 2012 state that teachers, including headteachers, should safeguard
children’s wellbeing and maintain public trust in the teaching profession as part of their
professional duties
What school and college staff need to know
12. All staff members should be aware of systems within their school or college which support
safeguarding and these should be explained to them as part of staff induction.
This should include:
•
the child protection policy;
•
the staff behaviour policy (sometimes called a code of conduct); and
•
the role of the designated safeguarding lead.
Copies of policies and a copy of Part one of this document (Keeping children safe in education)
should be provided to staff at induction.
13. All staff members should receive appropriate safeguarding and child protection training which
is regularly updated. In addition all staff members should receive safeguarding and child
protection updates (for example, via email, e-bulletins and staff meetings), as required, but at
least annually, to provide them with relevant skills and knowledge to safeguard children
effectively.
14. All staff should be aware of the early help process, and understand their role in it. This
includes identifying emerging problems, liaising with the designated safeguarding lead, sharing
information with other professionals to support early identification and assessment and, in some
cases, acting as the lead professional in undertaking an early help assessment.
15. All staff should be aware of the process for making referrals to children’s social care and for
statutory assessments under the Children Act 19893 that may follow a referral, along with the role
they might be expected to play in such assessments.
16. All staff should know what to do if a child tells them he/she is being abused or neglected. Staff
should know how to manage the requirement to maintain an appropriate level of confidentiality
whilst at the same time liaising with relevant professionals such as the designated safeguarding
lead and children’s social care. Staff should never promise a child that they will not tell anyone
about an allegation, as this may ultimately not be in the best interests of the child.
What school and college staff should look out for
17. All school and college staff members should be aware of the types of abuse and neglect so
that they are able to identify cases of children who may be in need of help or protection. Types of
abuse and neglect, and examples of safeguarding issues are described in paragraphs 35-44 of
this guidance.
18. Departmental advice What to do if you are worried a child is being abused- Advice for
practitioners https://www.gov.uk/government/publications/what-to-do-if-youre-worried-a-child-isbeing-abused--2 provides more information on understanding and identifying abuse and neglect.
Examples of potential signs of abuse and neglect are highlighted throughout the advice and will
be particularly helpful for school and college staff. The NSPCC website
https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/
also
provides
useful
additional information on types of abuse and what to look out for.
18
19. Staff members working with children are advised to maintain an attitude of ‘it could happen
here’ where safeguarding is concerned. When concerned about the welfare of a child, staff
members should always act in the best interests of the child.
20. Knowing what to look for is vital to the early identification of abuse and neglect. If staff
members are unsure, they should always speak to the designated safeguarding lead.
What school and college staff should do if they have concerns about a child
21. If staff members have any concerns about a child (as opposed to a child being in immediate
danger - see paragraph 28) they will need to decide what action to take. Where possible, there
should be a conversation with the designated safeguarding lead to agree a course of action,
although any staff member can make a referral to children’s social care. Other options could
include referral to specialist services or early help services and should be made in accordance
with the referral threshold set by the Local Safeguarding Children Board.
Detailed information on statutory assessments can be found in Chapter 1 of Working together to safeguard children
22. If anyone other than the designated safeguarding lead makes the referral, they should inform
the designated safeguarding lead as soon as possible. The local authority should make a decision
within one working day of a referral being made about what course of action they are taking and
should let the referrer know the outcome. Staff should follow up on a referral should that
information not be forthcoming. The online tool Reporting child abuse to your local council
https://www.gov.uk/report-child-abuse-to-local-council directs staff to their local children’s social
care contact number. Initial contact service 024 7678 8555.
23. See page 10 [of ‘Keeping Children Safe in Education’] for a flow chart [appendix 2] setting out
the process for staff when they have concerns about a child.
24. If, after a referral, the child’s situation does not appear to be improving, the designated
safeguarding lead (or the person who made the referral) should press for reconsideration to
ensure their concerns have been addressed and, most importantly, that the child’s situation
improves.
25. If early help is appropriate, the designated safeguarding lead should support the staff member
in liaising with other agencies and setting up an inter-agency assessment as appropriate.
26. If early help or other support is appropriate, the case should be kept under constant review
and consideration given to a referral to children’s social care if the child’s situation does not
appear to be improving.
27. If a teacher, in the course of their work in the profession, discovers that an act of Female
Genital Mutilation appears to have been carried out on a girl under the age of 18, the teacher
must report this to the police. See Annex A [of ‘Keeping Children Safe in Education] for further
details.
What school and college staff should do if a child is in danger or at risk of harm
28. If a child is in immediate danger or is at risk of harm, a referral should be made to
children’s social care and/or the police immediately. Anyone can make a referral. Where
referrals are not made by the designated safeguarding lead, the designated safeguarding lead
should be informed as soon as possible that a referral has been made. Reporting child abuse to
your local council https://www.gov.uk/report-child-abuse-to-local-council directs staff to their local
children’s social care contact number. Initial contact service 024 7678 8555
19
Record keeping
29. All concerns, discussions and decisions made and the reasons for those decisions should be
recorded in writing. If in doubt about recording requirements, staff should discuss with the
designated safeguarding lead.
Why is all of this important?
30. It is important for children to receive the right help at the right time to address risks and
prevent issues escalating. Research and Serious Case Reviews have repeatedly shown the
dangers of failing to take effective action. Poor practice includes: failing to act on and refer the
early signs of abuse and neglect; poor record keeping; failing to listen to the views of the child;
failing to re-assess concerns when situations do not improve; sharing information too slowly; and
a lack of challenge to those who appear not to be taking action.
What school and college staff should do if they have concerns about another staff member
31. If staff members have concerns about another staff member, then this should be referred to
the headteacher or principal. Where there are concerns about the headteacher or principal, this
should be referred to the chair of governors, chair of the management committee or proprietor of
an independent school as appropriate. In the event of allegations of abuse being made against
the headteacher, where the headteacher is also the sole proprietor of an independent school,
allegations should be reported directly to the designated officer(s) at the local authority. Staff may
consider discussing any concerns with the school’s designated safeguarding lead and make any
referral via them. Full details can be found in Part four of this guidance.
What school or college staff should do if they have concerns about safeguarding practices
within the school or college
32. All staff and volunteers should feel able to raise concerns about poor or unsafe practice and
potential failures in the school or college’s safeguarding regime and know that such concerns will
be taken seriously by the senior leadership team.
33. Appropriate whistleblowing procedures, which are suitably reflected in staff training and staff
behaviour policies, should be in place for such concerns to be raised with the school or college’s
senior leadership team.
34. Where a staff member feels unable to raise an issue with their employer or feels that their
genuine concerns are not being addressed, other whistleblowing channels may be open to them:
• General guidance can be found at- Advice on whistleblowing https://www.gov.uk/whistleblowing
• The NSPCC whistleblowing helpline is available for staff who do not feel able to raise concerns
regarding child protection failures internally. Staff can call 0800 028 0285 – line is available from
8:00am to 8:00pm, Monday to Friday and email: [email protected] Alternatively, staff can write
to: National Society for the Prevention of Cruelty to Children (NSPCC), Weston House, 42
Curtain, Road, London, EC2A 3NH.
20
Types of abuse and neglect
35. All school and college staff should be aware that abuse, neglect and safeguarding
issues are rarely standalone events that can be covered by one definition or label. In most
cases, multiple issues will overlap with one another.
36. Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting
harm or by failing to act to prevent harm. Children may be abused in a family or in an institutional
or community setting by those known to them or, more rarely, by others (e.g. via the internet).
They may be abused by an adult or adults or by another child or children.
37. Physical abuse: a form of abuse which may involve hitting, shaking, throwing, poisoning,
burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical
harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately
induces, illness in a child.
38. Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe
and adverse effects on the child’s emotional development. It may involve conveying to a child that
they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of
another person. It may include not giving the child opportunities to express their views,
deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may
feature age or developmentally inappropriate expectations being imposed on children. These may
include interactions that are beyond a child’s developmental capability as well as overprotection
and limitation of exploration and learning, or preventing the child participating in normal social
interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious
bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the
exploitation or corruption of children. Some level of emotional abuse is involved in all types of
maltreatment of a child, although it may occur alone.
39. Sexual abuse: involves forcing or enticing a child or young person to take part in sexual
activities, not necessarily involving a high level of violence, whether or not the child is aware of
what is happening. The activities may involve physical contact, including assault by penetration
(for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and
touching outside of clothing. They may also include non-contact activities, such as involving
children in looking at, or in the production of, sexual images, watching sexual activities,
encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation
for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males.
Women can also commit acts of sexual abuse, as can other children.
40. Neglect: the persistent failure to meet a child’s basic physical and/or psychological needs,
likely to result in the serious impairment of the child’s health or development. Neglect may occur
during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may
involve a parent or carer failing to: provide adequate food, clothing and shelter (including
exclusion from home or abandonment); protect a child from physical and emotional harm or
danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure
access to appropriate medical care or treatment. It may also include neglect of, or
unresponsiveness to, a child’s basic emotional needs.
Specific safeguarding issues
41. All staff should have an awareness of safeguarding issues, some of which are listed below.
Staff should be aware that behaviours linked to the likes of drug taking, alcohol abuse, truanting
and sexting put children in danger.
42. All staff should be aware that safeguarding issues can manifest themselves via peer on peer
abuse. This is most likely to include, but may not be limited to, bullying (including cyberbullying),
21
gender based violence/sexual assaults and sexting. Staff should be clear as to the school or
college’s policy and procedures with regards to peer on peer abuse.
43. Expert and professional organisations are best placed to provide up-to-date guidance and
practical support on specific safeguarding issues. For example, information for schools and
colleges can be found on the TES https://www.tes.com/teaching-resources, MindEd
https://www.minded.org.uk/course/view.php?id=402
and
the
NSPCC
https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/ websites.
School and college staff can access government guidance as required on the issues listed below
via GOV.UK and other government websites:

bullying including cyberbullying
https://www.gov.uk/government/publications/preventing-and-tackling-bullying

children missing education
https://www.gov.uk/government/publications/children-missing-education

child missing from home or care
https://www.gov.uk/government/publications/children-who-run-away-or-go-missing-fromhome-or-care

child sexual exploitation (CSE)
https://www.gov.uk/government/publications/what-to-do-if-you-suspect-a-child-is-beingsexually-exploited

domestic violence
https://www.gov.uk/guidance/domestic-violence-and-abuse

drugs
https://www.gov.uk/government/publications/drugs-advice-for-schools

fabricated or induced illness
https://www.gov.uk/government/publications/safeguarding-children-in-whom-illness-isfabricated-or-induced

faith abuse
https://www.gov.uk/government/publications/national-action-plan-to-tackle-child-abuse-linkedto-faith-or-belief

female genital mutilation (FGM)
https://www.gov.uk/government/publications/multi-agency-statutory-guidance-on-femalegenital-mutilation

forced marriage
https://www.gov.uk/guidance/forced-marriage

gangs and youth violence
https://www.gov.uk/government/publications/advice-to-schools-and-colleges-on-gangs-andyouth-violence

gender-based violence/violence against women and girls (VAWG)
https://www.gov.uk/government/policies/violence-against-women-and-girls

hate
http://educateagainsthate.com/
22

mental health
https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2

missing children and adults
https://www.gov.uk/government/publications/children-act-1989-private-fostering

private fostering
https://www.gov.uk/government/publications/children-act-1989-private-fostering

preventing radicalisation
https://www.gov.uk/government/publications/prevent-duty-guidance

relationship abuse
https://www.disrespectnobody.co.uk/relationship-abuse/what-is-relationship-abuse/

sexting
https://www.gov.uk/government/groups/uk-council-for-child-internet-safety-ukccis

trafficking
https://www.gov.uk/government/publications/safeguarding-children-who-may-have-beentrafficked-practice-guidance
44. Annex A contains important additional information about specific forms of abuse and
safeguarding issues. School leaders and those staff who work directly with children should read
the annex.
Annex A: Further information
Further information on a child missing from education
All children, regardless of their circumstances, are entitled to a full time education, which is
suitable to their age, ability, aptitude and any special educational needs they may have. Local
authorities have a duty to establish, as far as it is possible to do so, the identity of children of
compulsory school age who are missing education in their area. Effective information sharing
between parents, schools, colleges and local authorities is critical to ensuring that all children are
safe and receiving suitable education.
A child going missing from education is a potential indicator of abuse or neglect and such children
are at risk of being victims of harm, exploitation or radicalisation. School and college staff should
follow their procedures for unauthorised absence and for dealing with children that go missing
from education, particularly on repeat occasions, to help identify the risk of abuse and neglect,
including sexual exploitation, and to help prevent the risks of going missing in future.
Schools and colleges should put in place appropriate safeguarding policies, procedures and
responses for children who go missing from education, particularly on repeat occasions. It is
essential that all staff are alert to signs to look out for and the individual triggers to be aware of
when considering the risks of potential safeguarding concerns such as travelling to conflict zones,
female genital mutilation and forced marriage. Further information about children at risk of missing
education
can
be
found
in
the
Children
Missing
Education
https://www.gov.uk/government/publications/children-missing-education guidance.
Colleges
Where a college is providing education for a child of compulsory school age, the college shall
work collaboratively with the appropriate local authority in order to share information about the
attendance and/or absences of that child as the local authority deems necessary, as set out in
departmental advice Enrolment of 14 to 16 year olds in full time further education
23
https://www.gov.uk/government/publications/enrolment-of-14-to-16-year-olds-in-full-time-furthereducation . The college should also inform the relevant local authority immediately if that child is
removed from the roll so that the local authority can as part of their duty identify children of
compulsory school age who are missing education.
Further information on child sexual exploitation
Child sexual exploitation is a form of sexual abuse where children are sexually exploited for
money, power or status. It can involve violent, humiliating and degrading sexual assaults. In some
cases, young people are persuaded or forced into exchanging sexual activity for money, drugs,
gifts, affection or status. Consent cannot be given, even where a child may believe they are
voluntarily engaging in sexual activity with the person who is exploiting them. Child sexual
exploitation does not always involve physical contact and can happen online. A significant number
of children who are victims of sexual exploitation go missing from home, care and education at
some point. Some of the following signs may be indicators of sexual exploitation:
• Children who appear with unexplained gifts or new possessions;
• Children who associate with other young people involved in exploitation;
• Children who have older boyfriends or girlfriends;
• Children who suffer from sexually transmitted infections or become pregnant;
• Children who suffer from changes in emotional well-being;
• Children who misuse drugs and alcohol;
• Children who go missing for periods of time or regularly come home late; and
• Children who regularly miss school or education or do not take part in education.
Further information on so-called ‘honour based’ violence
So-called ‘honour-based’ violence (HBV) encompasses crimes which have been committed to
protect or defend the honour of the family and/or the community, including Female Genital
Mutilation (FGM), forced marriage, and practices such as breast ironing. All forms of so called
HBV are abuse (regardless of the motivation) and should be handled and escalated as such. If in
any doubt, staff should speak to the designated safeguarding lead. Professionals in all agencies,
and individuals and groups in relevant communities, need to be alert to the possibility of a child
being at risk of HBV, or already having suffered HBV.
Indicators
There are a range of potential indicators that a child may be at risk of HBV. Guidance on the
warning signs that FGM or forced marriage may be about to take place, or may have already
taken place, can be found on pages 38-41 of the Multi agency statutory guidance on FGM
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/512906/Multi_Agen
cy_Statutory_Guidance_on_FGM__-_FINAL.pdf (pages 59-61 focus on the role of schools and
colleges) and pages 13-14 of the Multi-agency guidelines: Handling case of forced marriage
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/322307/HMG_MUL
TI_AGENCY_PRACTICE_GUIDELINES_v1_180614_FINAL.pdf .
Actions
If staff have a concern regarding a child that might be at risk of HBV, they should activate local
safeguarding procedures, using existing national and local protocols for multiagency liaison with
police and children’s social care. Where FGM has taken place, since 31 October 2015 there has
been a mandatory reporting duty placed on teachers that requires a different approach (see
following section).
FGM mandatory reporting duty
FGM comprises all procedures involving partial or total removal of the external female genitalia or
other injury to the female genital organs. It is illegal in the UK and a form of child abuse with longlasting harmful consequences. Section 5B of the Female Genital Mutilation Act 2003 (as inserted
24
by section 74 of the Serious Crime Act 2015) places a statutory duty upon teachers along with
regulated health and social care professionals in England and Wales, to report to the police where
they discover (either through disclosure by the victim or visual evidence) that FGM appears to
have been carried out on a girl under 18. Those failing to report such cases will face disciplinary
sanctions. It will be rare for teachers to see visual evidence, and they should not be examining
pupils, but the same definition of what is meant by “to discover that an act of FGM appears to
have been carried out” is used for all professionals to whom this mandatory reporting duty applies.
Information on when and how to make a report can be found at Mandatory reporting of female
genital mutilation procedural information https://www.gov.uk/government/publications/mandatoryreporting-of-female-genital-mutilation-procedural-information .
Teachers must personally report to the police cases where they discover that an act of FGM
appears to have been carried out. Unless the teacher has a good reason not to, they should also
still consider and discuss any such case with the school or college’s designated safeguarding lead
and involve children’s social care as appropriate. The duty does not apply in relation to at risk or
suspected cases (i.e. where the teacher does not discover that an act of FGM appears to have
been carried out, either through disclosure by the victim or visual evidence) or in cases where the
woman is 18 or over. In these cases, teachers should follow local safeguarding procedures. The
following is a useful summary of the FGM mandatory reporting duty: FGM Fact Sheet
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/496415/6_1639_H
O_SP_FGM_mandatory_reporting_Fact_sheet_Web.pdf .
Forced marriage
Forcing a person into a marriage is a crime in England and Wales. A forced marriage is one
entered into without the full and free consent of one or both parties and where violence, threats or
any other form of coercion is used to cause a person to enter into a marriage. Threats can be
physical or emotional and psychological. A lack of full and free consent can be where a person
does not consent or where they cannot consent (if they have learning disabilities, for example).
Nevertheless, some communities use religion and culture as a way to coerce a person into
marriage. Schools and colleges can play an important role in safeguarding children from forced
marriage.
The Forced Marriage Unit has published Multi-agency guidelines
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/322307/HMG_MUL
TI_AGENCY_PRACTICE_GUIDELINES_v1_180614_FINAL.pdf , with pages 32-36 focusing on
the role of schools and colleges. School and college staff can contact the Forced Marriage Unit if
they need advice or information: Contact: 020 7008 0151 or email [email protected] .
Further information on preventing radicalisation
Protecting children from the risk of radicalisation should be seen as part of schools’ and colleges’
wider safeguarding duties, and is similar in nature to protecting children from other forms of harm
and abuse. During the process of radicalisation, it is possible to intervene to prevent vulnerable
people being radicalised.
Radicalisation refers to the process by which a person comes to support terrorism and forms of
extremism. There is no single way of identifying an individual who is likely to be susceptible to an
extremist ideology. It can happen in many different ways and settings. Specific background
factors may contribute to vulnerability which are often combined with specific influences such as
family, friends or online, and with specific needs for which an extremist or terrorist group may
appear to provide an answer. The internet and the use of social media in particular has become a
major factor in the radicalisation of young people.
As with other safeguarding risks, staff should be alert to changes in children’s behaviour which
could indicate that they may be in need of help or protection. Staff should use their judgement in
identifying children who might be at risk of radicalisation and act proportionately, which may
include making a referral to the Channel programme.
25
Prevent
From 1 July 2015, specified authorities, including all schools (and, since 18 September 2015, all
colleges) as defined in the summary of this guidance, are subject to a duty under section 26 of the
Counter-Terrorism and Security Act 2015 (the CTSA 2015), in the exercise of their functions, to
have “due regard to the need to prevent people from being drawn into terrorism”. This duty is
known as the Prevent duty. It applies to a wide range of public-facing bodies. Bodies to which the
duty applies must have regard to statutory guidance issued under section 29 of the CTSA 2015.
Paragraphs 57-76 of the Revised Prevent duty guidance: for England and Wales
https://www.gov.uk/government/publications/prevent-duty-guidance are specifically concerned
with schools (but also cover childcare). The guidance is set out in terms of four general themes:
Risk assessment, working in partnership, staff training, and IT policies. Schools are expected to
assess the risk of children being drawn into terrorism, including support for extremist ideas that
are part of terrorist ideology. This means being able to demonstrate both a general understanding
of the risks affecting children and young people in the area and a specific understanding of how to
identify individual children who may be at risk of radicalisation and what to do to support them.
Schools should have clear procedures in place for protecting children at risk of radicalisation.
These procedures may be set out in existing safeguarding policies. It is not necessary for schools
to have distinct policies on implementing the Prevent duty.
• The Prevent duty builds on existing local partnership arrangements. For example, governing
bodies and proprietors of all schools should ensure that their safeguarding arrangements take into
account the policies and procedures of the Local Safeguarding Children Board. Effective
engagement with parents / the family should also be considered as they are in a key position to
spot signs of radicalisation. It is important to assist and advise families who raise concerns and be
able to point them to the right support mechanisms. Schools should also discuss any concerns in
relation to possible radicalisation with a child’s parents in line with the individual school’s
safeguarding policies and procedures unless they have specific reason to believe that to do so
would put the child at risk.
• The Prevent guidance refers to the importance of Prevent awareness training to equip staff to
identify children at risk of being drawn into terrorism and to challenge extremist ideas. Individual
schools are best placed to assess the training needs of staff in the light of their assessment of the
risk to pupils at the school of being drawn into terrorism. As a minimum, however, schools should
ensure that the designated safeguarding lead undertakes Prevent awareness training and is able
to provide advice and support to staff on protecting children from the risk of radicalisation.
• Schools should ensure that children are safe from terrorist and extremist material when
accessing the internet in schools.
The department has also published advice for schools on the Prevent duty
https://www.gov.uk/government/publications/protecting-children-from-radicalisation-the-preventduty . The advice is intended to complement the Prevent guidance and signposts other sources of
advice and support.
There is additional guidance: Prevent duty guidance: for further education institutions in England
and Wales https://www.gov.uk/government/publications/prevent-duty-guidance that applies to
colleges.
The Government has launched educate against hate http://educateagainsthate.com/ , a website
designed to equip school and college leaders, teachers and parents with the information, tools
and resources they need to recognise and address extremism and radicalisation in young people.
The website provides information on training resources for teachers, staff and school and college
leaders, such as Prevent e-learning, via the Prevent Training catalogue.
26
Channel
School and college staff should understand when it is appropriate to make a referral to the
Channel
programme.
Channel
guidance
is
available
at:
Channel
guidance
https://www.gov.uk/government/publications/channel-guidance . An elearning channel awareness
programme
for
staff
is
available
at:
Channel
General
Awareness
http://course.ncalt.com/Channel_General_Awareness/01/index.html . Channel is a programme
which focuses on providing support at an early stage to people who are identified as being
vulnerable to being drawn into terrorism. It provides a mechanism for schools to make referrals if
they are concerned that an individual might be vulnerable to radicalisation. An individual’s
engagement with the programme is entirely voluntary at all stages. In addition to information
sharing, if a staff member makes a referral to Channel, they may be asked to attend a Channel
panel to discuss the individual referred to determine whether support is required. Section 36 of the
CTSA 2015 places a duty on local authorities to ensure Channel panels are in place. The panel
must be chaired by the local authority and include the police for the relevant local authority area.
Following a referral, the panel will assess the extent to which identified individuals are vulnerable
to being drawn into terrorism and, where considered appropriate and the necessary consent is
obtained, arrange for support to be provided to those individuals. Section 38 of the CTSA 2015
requires partners of Channel panels to co-operate with the panel in the carrying out of its
functions and with the police in providing information about a referred individual. Schools and
colleges that are required to have regard to Keeping children safe in education are listed in the
CTSA 2015 as partners required to cooperate with local Channel panels.
© Crown copyright 2016
This publication (not including logos) is licensed under the terms of the Open
Government Licence v3.0 except where otherwise stated. Where we have identified any
third party copyright information you will need to obtain permission from the copyright
holders concerned.
To view this licence:
visit www.nationalarchives.gov.uk/doc/open-government-licence/version/3
email [email protected]
write to Information Policy Team, The National Archives, Kew, London, TW9 4DU
About this publication:
enquiries www.education.gov.uk/contactus
download www.gov.uk/government/publications
Reference: DFE-00215-2016
facebook.com/educationgovuk
27
Appendix 2: Actions where there are concerns about a child
Taken from ‘Keeping Children Safe in Education’, DfE 2016
1. In cases which also involve an allegation of abuse against a staff member, see Part four of ‘Keeping Children
Safe in Education’.
2. Early help means providing support as soon as a problem emerges at any point in a child’s life. Where a child
would benefit from co-ordinated early help, an early help inter-agency assessment should be arranged.
Chapter one of Working together to safeguard children provides detailed guidance on the early help process.
3. Under the Children Act 1989, local authorities are required to provide services for children in need for the
purposes of safeguarding and promoting their welfare. This can include s17 assessments of children in need
and s47 assessments of children at risk of significant harm. Full details are in Chapter one of Working
together to safeguard children
4. This could include applying for an Emergency Protection Order (EPO).
28
Appendix 3: Preventing Violent Extremism and Radicalisation
All educational establishments have a responsibility to promote values of openness and respect and to facilitate
free debate which is characteristic of being a British citizen. Section 21 of the Counter Terrorism and Security
Act 2015 places a duty on certain bodies to have “due regard to the need to prevent people from being drawn
into terrorism”.
The Government’s Prevent Strategy was published in 2011 and forms part of an overall Counter Terrorism
Strategy known as CONTEST. The Contest Strategy has four elements which are detailed below;
 Pursue
 Protect
 Prepare
 Prevent
Prevent is a key part of the Contest Strategy which aims to stop people from becoming terrorists or supporting
terrorism. Early intervention is at the heart of Prevent in diverting people away from being drawn into terrorist
activity as Prevent happens before any criminal activity takes place. It is about recognising, supporting and
protecting individuals who might be susceptible to radicalisation.
Radicalisation is defined as the process by which people come to support terrorism and extremism and, in
some cases, then participate in terrorist groups.
Extremism is vocal or active opposition to fundamental British values, including democracy, the rule of law,
individual liberty and mutual respect and tolerance of different faiths and beliefs.
To ensure that the College effectively manages risks and is able to deal appropriately with issues around
radicalisation and extremism the College will:






Understand the nature of the threat from extremism and how this may impact directly or indirectly on the
College.
Understand and manage potential risks within the College and from external influences including the
display of extremist materials and the hiring of College premises.
Respond rapidly and appropriately to events in local, national or international news that may impact on the
College community.
Ensure measures are in place to minimise the potential for acts of extremism within the College.
Ensure plans are in place to respond appropriately to a threat or incident within the College.
Adopt effective ICT security and responsible user policies and promote these to all staff and learners.
Where there is an identified/potential risk that a learner may be involved in supporting or following extremism,
further investigation by the police will be requested, prior to other assessments and interventions. The DSL is
responsible for contacting either the West Midlands Police or the BIS Prevent Coordinator for further advice
and guidance.
Any member of staff who identifies such concerns will report these to the Designated Lead for Safeguarding.
Examples in relation to extremism are expected to be very rare but emergency procedures will be adopted
when there is information that a violent act is imminent, or where weapons or other materials may be in the
possession of a learner or a community member. In this situation, a 999 call will be made and the College’s
Senior Leadership team informed as soon as practicably possible.
Where a child or vulnerable adult is thought to be in need or at risk of significant harm or where investigations
need to be carried out a referral to the Social Services will be made in line with the College Safeguarding
procedures following advice from the appropriate Prevent Coordinator.
Channel is an early intervention multi-agency process designed to safeguard vulnerable people
from being drawn into violent extremist or terrorist behaviour. Channel works in a similar way to
existing safeguarding partnerships aimed at protecting vulnerable people.
29
Appendix 4: The Channel Process within FE Colleges
30
Appendix 5: Role of the designated safeguarding lead
Taken from part 2 of “Keeping Children Safe in Education” (DfE 2016).
Designated Safeguarding Lead (DSL)
Governing bodies and proprietors should appoint an appropriate senior member of staff, from the school
or college leadership team, to the role of designated safeguarding lead. The designated safeguarding lead
should take lead responsibility for safeguarding and child protection. This should be explicit in the roleholder’s job description (see Annex B, which describes the broad areas of responsibility and activities
related to the role).
It is a matter for individual schools and colleges as to whether they choose to have one or more deputy
designated safeguarding leads. Any deputies should be trained to the same standard as the designated
safeguarding lead.
Whilst the activities of the designated safeguarding lead can be delegated to appropriately trained
deputies, the ultimate lead responsibility for safeguarding and child protection, as set out above, remains
with the designated safeguarding lead. This responsibility should not be delegated.
The designated safeguarding lead and any deputies should liaise with the local authority and work with
other agencies in line with Working together to safeguard children.
During term time, the designated safeguarding lead and or a deputy should always be available (during
school or college hours) for staff in the school or college to discuss any safeguarding concerns. It is a
matter for individual schools and colleges and the designated safeguarding lead to arrange adequate and
appropriate cover arrangements for any out of hours/out of term activities.
The designated safeguarding lead and any deputies should undergo training to provide them with the
knowledge and skills required to carry out the role. The training should be updated every two years.
In addition to their formal training, as set out above, their knowledge and skills should be updated, (for
example via e-bulletins, meeting other designated safeguarding leads, or taking time to read and digest
safeguarding developments), at regular intervals, but at least annually, to keep up with any developments
relevant to their role.
31
Appendix 6: The role of the Looked After Children Designated Person
The most common reason for children becoming looked after is as a result of abuse and/or neglect. Our
Governing body will ensure that staff have the skills, knowledge and understanding necessary to keep
looked after children safe.
Our governing body has appointed a designated person to promote the educational achievement of
children who are looked after and ensure that this person has appropriate training.
Our designated person for looked after children will work with the DSL to discuss how best to support the
progress of looked after children in the school and meet the needs identified in the child’s personal
education plan. The role of designated person for looked after children is covered in detail in the
document:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/269764/role_and_respo
nsibilities_of_the_designated_teacher_for_looked_after_children.pdf
The main aspects are summarised below:






Lead responsibilities for helping college staff understand the things which affect how looked after
children learn and achieve.
Promoting a culture of high expectations and aspirations for how looked after children learn.
Making sure the young person has a voice in setting learning targets.
Making sure that looked after children are prioritised in one to one tuition and that carers
understand the importance of supporting learning at home.
Lead responsibility for the development and implementation of the Personal Education Plan
within school, including quality checking.
Compiling an annual report to the designated governor for looked after children.
It is also important to develop a good record keeping system so you can always access information about
the looked after children in your school. It is recommended this includes the following information or a
clear indication about where it can be found:











Personal data.
Attendance and attainment - with evidence of target setting.
Progress against targets.
Barriers to learning (for example, behaviour reports and information from staff and other agencies
etc.).
Provision to meet needs and success of these.
Other relative school information.
The last couple of PEPs.
Planning for the next PEP.
Extra-curricular activities.
A case study (if you have written one).
Useful documentation.
Contact Coventry LACES
Floor 3, Civic Centre 2
Earl Street, Coventry
CV1 5RS
Email: [email protected]
Tel: 024 7683 4162
32
Appendix 7: The role of the Designated lead for E Safety
The designated lead for E safety will oversee the safe use of technology including the use of the internet
and social media in the College and learners and take action immediately if they are concerned about
bullying or children’s well-being. See E Safety policy.
Cyberbullying and children and young people with SEN and disabilities: guidance for teachers and other
professionals
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/444862/Preventing_and
_tackling_bullying_advice.pdf
http://www.cafamily.org.uk/media/750755/cyberbullying_and_send_-_module_final.pdf
33
Appendix 8: Indicators of Abuse
NB. This guidance is provided as a useful reminder of the indicators of abuse but should be always be
considered within the context of a comprehensive training programme and not as a substitute for more
in depth consideration
There are six main categories of abuse:
 Physical Abuse
 Emotional Abuse
 Sexual Abuse
 Neglect
 Financial abuse
 Institutional abuse
Indicators of Physical Abuse
Some of these indicators would clearly suggest abuse, whilst others, when combined, may suggest that a
learner is being abused:
 Unexplained injuries including burns, particularly if they are recurrent
 Improbably excuses given to explain injuries
 Refusal to discuss injuries
 Untreated injuries
 Admission of punishment which seems excessive
 Bald patches
 Withdrawal from physical contact
 Arms and legs covered, even in hot weather
 Fear of returning home
 Fear of medical help
 Self-destructive tendencies
 Aggression towards others
 Running away
Indicators of Emotional Abuse
Some of these indicators would clearly suggest abuse, whilst others, when combined, may suggest that a
learner is being abused:
 Physical and/or mental and/or emotional development lags
 Admission of punishment that appears excessive
 Over-reaction to mistakes
 Continual self-deprecation
 Sudden speech disorders
 Fear of new situations
 Inappropriate emotional responses to painful situations
 Neurotic behaviour e.g. thumb sucking, hair twisting, rocking
 Self-mutilation
 Fear of parents being contacted
 Extremes of passivity or aggression
 Drug/solvent abuse
 Running away
 Compulsive stealing or scavenging.
34
Indicators of Sexual Abuse
Some of these indicators would clearly suggest abuse, whilst others, when combined, may suggest that a
learner is being abused:
 Sudden changes in behaviour or in College performance
 Displays of affection in a sexual way, inappropriate to age
 Tendency to cling or need reassurance
 Regression to younger behaviour e.g. thumb sucking, acting like a baby, playing with discarded toys
 Complaints of genital itching or pain, or anal pain
 Distrust of a familiar adult, or anxiety about being left with a relative, babysitter or lodger
 Unexplained gifts or money
 Depression and withdrawal
 Apparent secrecy
 Bedwetting, daytime wetting and/or soiling
 Sleep disturbances, nightmares
 Chronic illness, e.g. throat infection, venereal disease or other STD
 Anorexia, bulimia
 Unexplained pregnancy
 Fear of undressing, e.g. for sport
 Phobias or panic attacks
Indicators of Neglect
Some of these indicators would clearly suggest abuse, whilst others, when combined, may suggest that a
learner is being abused.
 Constant hunger
 Poor personal hygiene
 Constant tiredness
 Poor state of clothing
 Emaciation
 Frequent lateness or non-attendance at College
 Untreated medical problems
 Destructive tendencies
 Low self esteem
 Neurotic behaviour
 No social relationships
 Running away
 Compulsive stealing or scavenging.
Indicators of Financial Abuse
Some of these indicators would clearly suggest abuse, whilst others, when combined, may suggest that a
learner is being abused.
 Person with a disability is accompanied by family, staff or others who appear to coax, or otherwise
pressure, the individual into making transactions
 Persons accompanying the individual speak for her/him, and do not allow the individual to speak or
make decisions
 Individual expresses concern that he/she does not have enough money for basic needs
 Individual is confused about missing funds in accounts
 Sudden increase in overdrafts
 Unusually large cash withdrawals or transfers to other accounts from a joint bank account, without the
individual's knowledge or consent
 Carer seeks to cash the individual's Benefits or use the individual’s cash card
 The individual complains about not having access to her/his own money
 Carer charging personal expenses to the credit card of an individual
35
 Carer spending the individual's money for his/her own use
 Withholding an individual's funds
 Individual is unable to meet their financial commitments when previously they were able to manage
well
Indicators of Institutional Abuse
Some of these indicators would clearly suggest abuse, whilst others, when combined, may suggest that a
learner is being abused
 Lack of flexibility and choice for adults using the service
 Inadequate staffing levels
 People being hungry or dehydrated
 Poor standards of care
 Lack of personal clothing and possessions and communal use of personal items
 Lack of adequate procedures
 Poor record-keeping and missing documents
 Absence of visitors
 Few social, recreational and educational activities
 Public discussion of personal matters or unnecessary exposure during bathing or using the toilet
 Absence of individual care plans
 Lack of management overview and support
Indicators of Modern Slavery
 Modern slavery encompasses slavery, human trafficking, forced labour and domestic servitude.
Traffickers and slave masters use whatever means they have at their disposal to coerce, deceive and
force individuals into a life of abuse, servitude and inhumane treatment (Care Act Statutory Guidance
Ch.14)
 Modern Slavery is an international crime, estimated 29.8 million slaves affected around the world.
 It is a global problem that transcends age, gender and ethnicities, including here in the UK
 It can include victims that have been brought from overseas, and vulnerable people in the UK, being
forced to illegally work against their will in many different sectors, including brothels, cannabis farms,
nail bars and agriculture
 Physical appearance
 Isolation/controlled
 Poor living conditions
 Few or no personal effects
 Lack of movement
 Unusual travel times
 Reluctant to seek help
Indicators of Domestic Abuse
Home Office definition of domestic abuse:
“any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or
abuse between those aged 16 or over who are, or have been, intimate partners or family
members regardless of gender or sexuality. The abuse can encompass, but is not limited to:
psychological, physical, sexual, financial, emotional.”
•
•
Safeguarding work that meets the adult safeguarding criteria and DV criteria can be both
adult safeguarding & domestic abuse.
Domestic abuse approaches and legislation can be considered safeguarding responses in
appropriate cases.
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•
Website Site: www.safetotalk.org.uk for local sources of support
Indicators of Self Neglect
Self-neglect – this covers a wide range of behaviour neglecting to care for one’s personal hygiene,
health or surroundings and includes behaviour such as hoarding (Care Act 2014 Statutory
Guidance Chapter 14).
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Appendix 9: College Referral form for under 18’s and vulnerable adults
Safeguarding referral form
Learner’s name
Date and time of incident
Date and time of writing
Staff name (please print)
Signature
Record the following factually. What are you worried about? Who? What (if recording a verbal
disclosure by a learner use their words)? Where? When (date and time of incident)? Any witnesses?
Please use the body chart overleaf to record any physical signs
Actions taken by the Designated Safeguarding Lead (DSL)
Feedback to staff referrer
Signed
Date
Time received
Designated Safeguarding Lead / Deputy Designated Safeguarding Lead
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Body map
Please use this to record physical concerns
Front
Back
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Appendix 10: Managing Allegations against Staff and Volunteers
An allegation may relate to a person who works with children who has:
• behaved in a way that has harmed a child, or may have harmed a child;
• Possibly committed a criminal offence against or related to a child; or
• behaved towards a child or children in a way that indicates they may pose a
risk of harm to children.
Working Together to Safeguard Children 2015
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Appendix 11: Transfer forms from Coventry LA for passing information on to
other Colleges
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Appendix 12 - Related Policies and Procedures

14-16 Policy

Admissions Policy

Adult Safeguarding Policy and Procedures

Anti-Harassment and Anti-Bullying Policy

Behaviour Management and Disciplinary Policy

Control of Contractors

Counselling Policy

Criminal Backgrounds Check Policy (DBS Policy)

Data Protection Policy

E-safety Policy

Gender Sensitive Intimate Care Policy

Health and Safety Policy

Learner Absence Procedure

Missing Persons Procedure

Prevent Strategy

Recruitment Policy and Procedure

Risk Assessment Policy

Safeguarding in Holiday Periods Procedure

Staff Code of Conduct

Stress at Work Policy

Vetting of External Guest Speakers Policy

Visible ID Policy

Visits and Trips Policy and Procedure

Volunteer Policy

Whistleblowing Policy
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Initial Equality Impact Assessment Screening
Name of policy or service
Safeguarding and Child Protection Policy
Author of impact assessment (name and job title)
November 2016
Date impact assessment completed
Jon Clugston
Is this a new or reviewed policy or service?
New policy/service
☐
Date of policy/service
Reviewed policy/service
Date of review
Briefly describe the aims and purpose of the policy
☒
November 2016
Aims and objectives of Policy/ Service:
o Ensuring safe practice in recruitment in line with national
legislation by using at least one suitably trained recruiter
on all interview panels and by checking the suitability of
staff and volunteers to work with learners;
o Raising awareness of safeguarding issues and equipping
learners with the skills needed to keep them safe;
o Developing and then implementing procedures for
identifying and reporting cases, or suspected cases, of
abuse;
o Supporting learners who have been abused
accordance with his/her agreed safeguarding plan;
in
Establishing a safe environment in which learners can learn
and develop.
Who is intended to benefit from this policy and in
what way?
The Policy is intended to benefit all learners by
promoting awareness of and best practice in
safeguarding matters.
What could contribute or detract from achieving
the aims and purpose of the policy?
The level of resources required to deliver the
aims/purpose of the policy.
What evidence or data has been collected and used
to determine the impact on equality groups. Have
any data gaps been identified.
Data is collected on safeguarding referrals and incidents
on a regular basis and this data is considered by
equality groups. No data gaps have been identified.
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Comments / Evidence
Has consultation on this policy indicated any
possible concerns or issues in relation to equality,
diversity and inclusion?
Yes
☐
No
☒
Is there an opportunity to promote equality of
opportunity by this policy?
Yes
☒
No
☐
Positive
☐
Negative
☐
Potential impact on grounds of:
Race
No impact ☒
Disability
Positive
☐
Negative
☐
No impact ☒
Gender
Positive
☐
Negative
☐
No impact ☒
Gender reassignment/identity
Positive
☐
Negative
☐
No impact ☒
Age
Positive
☐
Negative
☐
No impact ☒
Sexual orientation
Positive
☐
Negative
☐
No impact ☒
Religion or belief
Positive
☐
Negative
☐
No impact ☒
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Comments / Evidence
Marriage and civil partnerships
Positive
☐
Negative
☐
No impact ☒
Pregnancy and maternity
Positive
☐
Negative
☐
No impact ☒
If any potential negative impacts of this policy or service have been identified, then a full
equality impact assessment form should be completed.
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