Safeguarding/Child Protection Policy


Named personnel with designated responsibility for Safeguarding:

Academic year

Designated Senior person

Deputy Designated Senior person

Nominated Governor

Chair of Governors


Dominic Curran

Jonathan Anderson

Deborah Merrington

Stephen Hill

Policy review dates:

Review Date

Changes made

By whom

Date Shared

November 2018


Contents Page







Purpose & Aims



School Ethos



Roles & Responsibilities 



Training & Induction



Procedures for Managing Concerns


6 Recording & Information Sharing  


 Working with Parents & Carers




Child Protection Conferences 



Safer Recruitment 



Safer Working Practice 



Managing Allegations against Staff



Other relevant policies



Statutory Framework







Suspect child at risk action flow diagram



Safeguarding induction sheet


C - H

Specific Safeguarding Issues:



Child Sexual Exploitation (CSE)



Female Genital Mutilation (FGM)






Private Fostering



Children Missing Education (CME)



Peer on Peer abuse



Key Safeguarding Contacts



Example Cause for concern form / body map




  • The purpose of St. Bede’s Primary School’s safeguarding policy is to ensure every child who is a registered pupil at our school is safe and protected from harm. This means we will always work to:
  • Protect children and young people at our school from maltreatment;
  • Prevent impairment of our children’s and young people’s health or development;
  • Ensure that children and young people at our school grow up in circumstances consistent with the provision of safe and effective care;
  • Undertake that role so as to enable children and young people at our school to have the best outcomes.

1.2 This policy will give clear direction to staff, volunteers, visitors and parents about expected behaviour and our legal responsibility to safeguard and promote the welfare of all children at our school.

1.3 Our school fully recognises the contribution it can make to protect children from harm and supporting and promoting the welfare of all children who are registered pupils at our school.  The elements of our policy are prevention, protection and support.

1.4 We recognise that our safeguarding responsibilities are clearly linked to our responsibilities for ensuring that appropriate safeguarding responses are in place for children who are absent from school or who go missing from education, particularly on repeat occasions. The Attendance Lead will regularly liaise with the Designated Safeguarding Lead to discuss all persistently absent pupils and those who go missing to identify the risk of abuse and neglect including sexual abuse or exploitation and to ensure that appropriate safeguarding responses have been put in place to reduce the risk of future harm.

1.5 This policy applies to all pupils, staff, parents, governors, volunteers and visitors.



2.1 The child’s welfare is of paramount importance. Our school will establish and maintain an ethos where pupils feel secure, are encouraged to talk, are listened to and are safe.  Children at our school will be able to talk freely to any member of staff at our school if they are worried or concerned about something.

2.2 Everyone who comes into contact with children and their families has a role to play in safeguarding children. We recognise that staff at our school play a particularly important role as they are in a position to identify concerns early and provide help for children to prevent concerns from escalating. All staff 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 must always act in the best interests of the child.

  • All staff and regular visitors will, through training and induction, know how

to recognise indicators of concern, how to respond to a disclosure from a child and how to record and report this information. We will not make promises to any child and we will not keep secrets.  Every child will know what the adult will have to do with any information they have chosen to disclose.

2.4 Throughout our curriculum we will provide activities and opportunities for children to develop the skills they need to identify risks and stay safe.  This will also be extended to include material that will encourage our children to develop essential life skills. At St Bede’s we endeavour to support all our children by:

Educating them in our mission statement:

‘Developing mind, body, spirit and community.’  Living life to the full. (John 10:10)

We do this by providing a broad and balanced curriculum which encourages self-esteem and ensures they know how to be safe and happy.

Providing a range of opportunities to explore safeguarding issues, through external visitors, assemblies and lessons.

Our school ethos promotes a positive, supportive and secure environment in which all children and adults are respected and valued.

Our consistent behaviour management strategy enables children to understand their mistakes in a forgiving and loving environment.

2.5 At all times we will work in partnership and endeavour to establish effective working relationships with parents, carers and colleagues from other agencies in line with Working Together to Safeguard Children (2015) and Local Safeguarding Board Procedures.




Contact Details

Designated Safeguarding Lead (DSL)

Dominic Curran

0191 2193795


Deputy DSL


Jonathan Anderson

0191 2193795






Named Safeguarding Governor

Deborah Merrington


Chair of Governors

Stephen Hill


0191 2193795

3.1 It is the responsibility of every member of staff, volunteer and regular visitor to our school to ensure that they carry out the requirements of this policy and, at all times, work in a way that will safeguard and promote the welfare of all of the pupils at this school. This includes the responsibility to provide a safe environment in which children can learn.



The Governing Body


3.2 The Governing Body of St. Bede’s Primary School is accountable for ensuring the effectiveness of this policy and our compliance with it. Although our Governing Body takes collective responsibility to safeguard and promote the welfare of our pupils, we also have a named governor who champions safeguarding within the school.

3.3 The Governing Body will ensure that:

  • The safeguarding policy is in place and is reviewed annually, is available publicly via our school website and has been written in line with Local Authority guidance and the requirements of the Local Safeguarding Children Board policies and procedures;
  • The school contributes to inter-agency working in line with in line with Working Together to Safeguard Children (2015);
  • A senior member of staff from leadership team is designated to take the lead responsibility for safeguarding and child protection and that there is a deputy DSL(s) who is appropriately trained to deal with any issues in the absence of the Designated Safeguarding Lead (DSL). There will always be cover for this role;
  • All staff receive a safeguarding induction and are provided with a copy of this policy and the staff code of conduct;
  • All staff undertake appropriate child protection training that is updated regularly, at least annually.
  • Procedures are in place for dealing with allegations against members of staff and volunteers in line with statutory guidance;
  • Safer recruitment practices are followed in accordance with the requirements of ’Keeping Children Safe in Education’ DfE (2016);
  • They remedy without delay any weakness in regard to our safeguarding arrangements that are brought to their attention.

3.4 The governing body will receive an annual safeguarding report that will record the training that has taken place, the number of staff attending and any outstanding training requirements for the school.  It will also record all safeguarding activity and will inform the governing body how the school meets its statutory requirements.

The governing body will also undertake a range of ‘safeguarding visits’ over the year to monitor compliance within the safeguarding agenda.

The Head Teacher


3.5 At St. Bede’s Primary School the Headteacher is responsible for:

  • Identifying a senior member of staff from leadership team to be the Designated Safeguarding Lead (DSL);
  • Identifying alternate members of staff to act as the Designated Safeguarding Lead (DSL) in his/her absence to ensure there is always cover for the role;
  • Ensuring that the policies and procedures adopted by the governing body, particularly concerning referrals of cases of suspected abuse and neglect, are followed by all staff;
  • Ensuring that all staff and volunteers feel able to raise concerns about poor or unsafe practice and such concerns are addressed sensitively in accordance with agreed whistle-blowing procedures;
  • Liaise with the LADO in the event of an allegation of abuse being made against a member of staff.
The Designated Safeguarding Lead (DSL)


  • The Designated Safeguarding Lead is a senior member of staff, from the

leadership team who takes lead responsibility for safeguarding and child protection within our school. The DSL will carry out their role in accordance with the responsibilities outlined in Annex B of ‘Keeping Children Safe in Education’ DfE (2016);


  • The DSL will provide advice and support to other staff on child welfare and

child protection matters. Any concern for a child’s safety or welfare will be recorded in writing (or on CPOMS) and given to the DSL. 

  • During term time the designated safeguarding lead and or a deputy will

always be available (during school or college hours) for staff in the school or college to discuss any safeguarding concerns. If in exceptional circumstances, a DSL is not available on the school site in person, we will ensure that they are available via telephone and any other relevant media.

  1. 9 The School will attend child protection conferences and core group meetings. Through appropriate training, knowledge and experience our DSL will liaise with Children’s Services and other agencies where necessary, and make referrals of suspected abuse to Children’s Services, take part in strategy discussions and other interagency meetings and contribute to the assessment of children.

3.10 The DSL will maintain written records and child protection files ensuring that they are kept confidential and stored securely.

3.11 The DSL is responsible for ensuring that all staff members and volunteers are aware of our policy and the procedure they need to follow. They will ensure that all staff, volunteers and regular visitors have received appropriate child protection information during induction.


4.1 When new staff join our school they will be informed of the safeguarding arrangements in place.  They will be given a copy of our school’s safeguarding policy along with the staff code of conduct, Part one of ‘Keeping Children Safe in Education’ DfE (2016); and told who our Designated Safeguarding Lead (DSL) and Deputy DSLs are. All staff are expected to read these key documents and fully understand their responsibility. They will also be provided with the school’s recording procedures.

4.2 Every new member of staff or volunteer will receive safeguarding training during their induction period within the first half term of joining the school. This programme will include information relating to signs and symptoms of abuse, how to manage a disclosure from a child, how to record and the remit of the role of the Designated Safeguarding Lead (DSL). The training will also include information about whistle-blowing in respect of concerns about another adult’s behaviour and suitability to work with children.

 4.3 In addition to the safeguarding induction, we will ensure that mechanisms are in place to assist staff to understand and discharge their role and responsibilities as set out in Part one of ‘Keeping Children Safe in Education’ DfE (2016); In order to achieve this, we will ensure that:

  • all members of staff will undertake appropriate safeguarding training on an annual basis.
  • we will evaluate the impact of this training;
  • all staff members receive regular safeguarding and child protection updates (for example, via email, e-bulletins, staff meetings), as required, but at least annually, to provide them with relevant skills and knowledge to safeguard children effectively;

4.4 All regular visitors, temporary staff and volunteers to our school will be given a set of our safeguarding procedures; they will be informed of whom our DSL and alternate staff members are and what the recording and reporting system is. (See Appendix B). Temporary staff and visitors are given a short verbal induction about safeguarding.

4.5 The DSL, the alternate designated member(s) of staff and any other senior member of staff who may be in a position of making referrals or attending child protection conferences or core groups will attend appropriate training. In addition to formal training, DSL will ensure that they update their knowledge and skills at regular intervals, but at least annually, to keep up with any developments relevant to their role.

4.6 Our governing body will also undertake appropriate training to ensure they are able to carry out their duty to safeguard all of the children at our school.

4.7 We actively encourage all of our staff to keep up to date with the most recent local and national safeguarding advice and guidance, Annex A of ‘Keeping Children Safe in Education’ (2016) provides links to guidance on specific safeguarding issues such as Child Sexual Exploitation and Female Genital Mutilation. In addition, throughout the school year we will brief staff on key issues identified within Keeping Children Safe 2016.



4.8 Specific Safeguarding Issues:


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.

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), 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.

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, and the NSPCC websites. School and college staff can access government guidance as required on the issues listed below via GOV.UK and other government websites:

  • children missing education
  • child missing from home or care
  • child sexual exploitation (CSE)
  • bullying including cyberbullying  
  • domestic violence
  • drugs
  • fabricated or induced illness
  • faith abuse
  • female genital mutilation (FGM)
  • forced marriage
  • gangs and youth violence
  • gender-based violence/violence against women and girls (VAWG)
  • mental health  
  • private fostering
  • preventing radicalisation
  • sexting
  • teenage relationship abuse
  • trafficking


(For further information see appendix C-H)




(Working Together to Safeguard Children 2015)


All staff follows the schools procedures which are consistent with ‘Working Together to Safeguard Children 2015’ and Keeping Children Safe in Education 2016)

It is not the responsibility of the school staff to investigate welfare concerns or determine the truth of any disclosure or allegation. All staff, however, have a duty to recognise concerns and maintain an open mind. Accordingly all concerns regarding the welfare of pupils will be recorded and discussed with the designated senior person with responsibility for child protection (or another senior member of staff in the absence of the designated person) prior to any discussion with parents.



Identifying children and young people who may be suffering significant harm:


Teachers and other adults in school are well placed to observe any physical, emotional or behavioural signs which indicate that a child may be suffering significant harm. The relationships between staff, pupils, parents and the public which foster respect, confidence and trust can lead to disclosures of abuse, and/or school staff being alerted to concerns.




As in the Children Acts 1989 and 2004, a child is anyone who has not yet reached his/her 18th birthday.


Harm means ill-treatment or impairment of health and development, including, for example, impairment suffered from seeing or hearing the ill-treatment of another; Development means physical, intellectual, emotional, social or behavioural development; Health includes physical and mental health; Ill-treatment includes sexual abuse and other forms of ill-treatment which are not physical.


Abuse and Neglect are forms of maltreatment. Somebody may abuse or neglect a child by inflicting harm or 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 a stranger. They may be abused by an adult or adults or another child or children. 


Physical Abuse 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.

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.


Emotional Abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development.

It may involve conveying to children 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 the 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, though it may occur alone


         Neglect is 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 and clothing, 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 caretakers)
  • ensure access to appropriate medical care or treatment.

It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.


Staff must immediately report:

  • any suspicion that a child is injured, marked, or bruised in a way which is not readily attributable to the normal knocks or scrapes received in play
  • any explanation given which appears inconsistent or suspicious
  • any behaviours which give rise to suspicions that a child may have suffered harm (e.g. worrying drawings or play)
  • any concerns that a child may be suffering from inadequate care, ill treatment, or emotional maltreatment
  • any concerns that a child is presenting signs or symptoms of abuse or neglect
  • any significant changes in a child’s presentation, including non-attendance
  • any hint or disclosure of abuse from any person
  • any concerns regarding person(s) who may pose a risk to children (e.g. living in a household with children present)


Responding to Disclosure

Disclosures or information may be received from pupils, parents or other members of the public. St. Bede’s Primary School recognises that those who disclose such information may do so with difficulty, having chosen carefully to whom they will speak. Accordingly all staff will handle disclosures with sensitivity.

Such information cannot remain confidential and staff will immediately communicate what they have been told to the Designated Safeguarding Lead.



Staff will not investigate but will, wherever possible, elicit enough information to pass on to the Designated Safeguarding Lead in order that s/he can make an informed decision of what to do next.

Staff will:

  • listen to and take seriously any disclosure or information that a child may be at risk of harm
  • try to ensure that the person disclosing does not have to speak to another member of school staff
  • clarify the information
  • try to keep questions to a minimum and of an ‘open’ nature e.g. ‘Can you tell me what happened ?’ rather than ‘Did x hit you?’
  • try not to show signs of shock, horror or surprise
  • not express feelings or judgments regarding any person alleged to have harmed the child
  • explain sensitively to the person that they have a responsibility to refer the information to the senior designated person
  • reassure and support the person as far as possible
  • explain that only those who ‘need to know’ will be told
  • explain what will happen next and that the person  will be involved as appropriate
  • complete a cause for concern form (Appendix J)


5.1  St. Bede’s Primary School adheres to child protection procedures that have been agreed locally through the Local Children’s Safeguarding Board. Where we identify children and families in need of support, we will carry out our responsibilities in accordance with local threshold guidance.

5.2 Every member of staff including volunteers working with children at our school 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 interests of the child and have a responsibility to take action as outline in this policy.

5.3 All staff are encouraged to report any concerns that they have and not see these as insignificant. On occasions, a referral is justified by a single incident such as an injury or disclosure of abuse. More often however, concerns accumulate over a period of time and are evidenced by building up a picture of harm over time; this is particularly true in cases of emotional abuse and neglect. In these circumstances, it is crucial that staff record and pass on concerns in accordance with this policy to allow the DSL to build up a picture and access support for the child at the earliest opportunity. A reliance on memory without accurate and contemporaneous records of concern could lead to a failure to protect.

5.4 It is not the responsibility of school staff to investigate welfare concerns or determine the truth of any disclosure or allegation. All staff, however, have a duty to recognise concerns and pass the information on in accordance with the procedures outlined in this policy.

5.5 The Designated Safeguarding Lead (DSL) should be used as a first point of contact for concerns and queries regarding any safeguarding concern in our school. Any member of staff or visitor to the school who receives a disclosure of abuse or suspects that a child is at risk of harm must report it immediately to the DSL or, if unavailable, to the alternate designated person. In the absence of either of the above, the matter should be brought to the attention of the most senior member of staff.

5.6 All concerns about a child or young person should be reported without delay and recorded in writing using the agreed procedures (CPOMS or by completing a cause for concern form: See appendix J).

5.7 Following receipt of any information raising concern, the DSL will consider what action to take and seek advice from Children’s Services as required. All information and actions taken, including the reasons for any decisions made, will be fully documented. 

5.8 All referrals will be made in line with Local Children’s Services procedures.

5.9 If, at any point, there is a risk of immediate serious harm to a child a referral should be made to Children’s Services immediately. Anybody can make a referral. If the child’s situation does not appear to be improving the staff member with concerns should press for re-consideration by raising concerns again with the DSL and/or the Headteacher. Concerns should always lead to help for the child at some point.


5.10 Staff should always follow the reporting procedures outlined in this policy in the first instance. However, they may also share information directly with Children’s Services, or the police if:

  • the situation is an emergency and the Designated Safeguarding Lead, their alternate and the Headteacher are all unavailable;
  • they are convinced that a direct report is the only way to ensure the pupil’s safety.

5.11 Any member of staff who does not feel that concerns about a child have been responded to appropriately and in accordance with the procedures outlined in this policy should raise their concerns with the Headteacher or the Chair of Governors. If any member of staff does not feel the situation has been addressed appropriately at this point should contact Children’s Services directly with their concerns.

5.12 We recognise that children are also vulnerable to physical, sexual and emotional abuse by their peers or siblings. This is most likely to include, but not limited to: bullying (including cyber bullying), gender based violence/sexual assaults and sexting.  Abuse perpetrated by children can be just as harmful as that perpetrated by an adult, so it is important to remember the impact on the victim of the abuse as well as to focus on the support for the child or young person exhibiting the harmful behaviour. Such abuse will always be taken as seriously as abuse perpetrated by an adult and the same safeguarding children procedures will apply in respect of any child who is suffering or likely to suffer significant harm; staff must never tolerate or dismiss concerns relating to peer on peer abuse.

5.13 We recognise that children with special educational needs (SEN) and disabilities can face additional safeguarding challenges and these are discussed in staff training.  These additional barriers can include:

  • assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration;
  • children with SEN and disabilities can be disproportionally impacted by things like bullying- without outwardly showing any signs; and
  • communication barriers and difficulties in overcoming these barriers.

5.14 At  St. Bede’s Primary School we recognise that our staff are well placed to identify concerns and take action to prevent children from becoming victims of Female Genital Mutilation (FGM) and other forms of so-called ‘honour-based’ violence (HBV) and provide guidance on these issues through our safeguarding training. If staff have a concern regarding a child that might be at risk of HBV they should inform the DSL who will activate local safeguarding procedures, using existing national and local protocols for multiagency liaison with police and children’s social care.

5.15 Where FGM has taken place, since 31 October 2015 there has been a mandatory reporting duty placed on teachers. Section 5B of the Female Genital Mutilation Act 2003 (as inserted by section 74 of the Serious Crime Act 2015) places a statutory duty upon teachers 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. We will provide guidance and support to our teachers on this requirement and further information on when and how to make a report can be found in the following Home Office guidance: 'Mandatory Reporting of Female Genital Mutilation - procedural information' (October 2015). (see appendix D)

5.16 We recognise that safeguarding against radicalisation and extremism is no different to safeguarding against any other vulnerability in today’s society


At St. Bede’s Primary School, we will ensure that:

  • Through training, staff, volunteers and governors have an understanding of what radicalisation and extremism is, why we need to be vigilant in school and how to respond when concerns arise.
  • There are systems in place for keeping pupils safe from extremist material when accessing the internet in our school by using effective filtering and usage policies.
  • The DSL has received Prevent training and will act as the point of contact within our school for any concerns relating to radicalisation and extremism.
  • The DSL will make referrals in accordance with Local Channel procedures and will represent our school at Channel meetings as required.
  • Through our curriculum, we will promote the spiritual, moral, social and cultural development of pupils.


6.1 If staff are concerned about the welfare or safety of any child at our school they will record their concern on the agreed reporting form (Appendix J). (or log information on the school’s CPOMS system) They should ensure that the form is signed and dated. Any concerns should be passed to the DSL without delay.

6.2 Any information recorded will be kept in a separate named file, in a secure cabinet (or CPOMS) and not with the child’s academic file.  These files will be the responsibility of the DSL. Child protection information will only be shared within school on the basis of ‘need to know in the child’s interests’ and on the understanding that it remains strictly confidential. 

6.3 Child protection information will only be kept in the file and this file will be kept up to date.  Records of concern, copies of referrals, invitations to child protection conferences, core groups and reports will be stored here.  All our safeguarding files will include; a chronology, contents front cover and will record significant events in the child’s life.

6.4 When a child leaves our school, the DSL will make contact with the DSL at the new school and will ensure that the child protection file is forwarded to the receiving school in an appropriately agreed manner. We will retain evidence to demonstrate how the file has been transferred; this may be in the form of a written confirmation of receipt from the receiving school and/or evidence of recorded delivery. Where a parent elects to remove their child from the school roll to home educate, the school will make arrangements to pass any safeguarding concerns to the Local Authority.



7.1 St. Bede’s Primary School is committed to working in partnership with parents/carers to safeguard and promote the welfare of children and to support them to understand our statutory responsibilities in this area.  

7.2 When new pupils join our school, parents and carers will be informed that we have a safeguarding policy. A copy will be provided to parents on request and is available on the school website. Parents and carers will be informed of our legal duty to assist our colleagues in other agencies with child protection enquiries and what happens should we have cause to make a referral to Children’s Services. 

  • 3 We are committed to working with parents positively, openly and honestly. We ensure that all parents are treated with respect, dignity and courtesy. We respect parents’ rights to privacy and confidentiality and will not share sensitive information unless we have permission or it is necessary to do so in order to safeguard a child from harm.
    • We will seek to share with parents any concerns we may have about their

child unless to do so may place a child at increased risk of harm. A lack of parental engagement or agreement regarding the concerns the school has about a child will not prevent the DSL making a referral to Children’s Services in those circumstances where it is appropriate to do so.

7.5 In order to keep children safe and provide appropriate care for them, the school requires parents to provide accurate and up to date information regarding:

  • Full names and contact details of all adults with whom the child normally lives;
  • Full names and contact details of all persons with parental responsibility (if different from above);
  • Emergency contact details (if different from above);
  • Full details of any other adult authorised by the parent to collect the child from school (if different from the above).

The School will retain this information on the pupil file. The school will only share information about pupils with adults who have parental responsibility for a pupil or where a parent has given permission and the school has been supplied with the adult’s full details in writing.






8.1 Children’s Services will convene a Child Protection conference once a child protection enquiry under Section 47 of the Children Act 1989 has been undertaken and the child is judged to be at continuing risk of significant harm. A review conference will take place once a child has been made the subject of a Child Protection Plan in order to monitor the safety of the child and the required reduction in risk.

8.2 Staff members may be asked to attend a child protection conference or core group meetings on behalf of the school in respect of individual children.  Usually the person representing the school at these meetings will be the Headteacher or DSL.  In any event, the person attending will need to have as much relevant up to date information about the child as possible; any member of staff may be required to contribute to this process.   


8.3 All reports for child protection conferences will be prepared in advance using the guidance and template report. The information contained in the report will be shared with parents before the conference as appropriate and will include information relating to the child’s physical, emotional and intellectual development and the child’s presentation at school. In order to complete such reports, all relevant information will be sought from staff working with the child in school.

8.4 Clearly child protection conferences can be upsetting for parents.  We recognise that we are likely to have more contact with parents than other professionals involved. We will work in an open and honest way with any parent whose child has been referred to Children’s Services or whose child is subject to a child protection plan.  Our responsibility is to promote the protection and welfare of all children and our aim is to achieve this in partnership with our parents.




9.1 We will ensure that the Headteacher and at least one member of the Governing Body have completed appropriate safer recruitment training.  At all times the Headteacher and Governing Body will ensure that safer recruitment practices are followed in accordance with the requirements of ‘Keeping Children Safe in Education’, DfE (2016).

9.2 At St. Bede’s Primary School we will use the recruitment and selection process to deter and reject unsuitable candidates. We require evidence of original academic certificates.  We do not accept testimonials and insist on taking up references prior to interview.  We will question the contents of application forms if we are unclear about them, we will undertake Disclosure and Barring Service checks and use any other means of ensuring we are recruiting and selecting the most suitable people to work with our children.

9.3 We will maintain a Single Central Register of all safer recruitment checks carried out in line with statutory requirements.


10.1 All adults who come into contact with our children have a duty of care to safeguard and promote their welfare. There is a legal duty placed upon us to ensure that all adults who work with or on behalf of our children are competent, confident and safe to do so.

10.2 All staff will be provided with a copy of our school’s code of conduct at induction. They will be expected to know our school’s Code of Conduct and policy for positive handling and carry out their duties in accordance with this advice.  There will be occasion when some form of physical contact is inevitable, for example if a child has an accident or is hurt or is in a situation of danger to themselves or others around them.  However, at all times the agreed policy for positive handling must be adhered to.

10.3 If staff, visitors, volunteers or parent helpers are working with children alone they will, wherever possible, be visible to other members of staff.  They will be expected to inform another member of staff of their whereabouts in school, who they are with and for how long.  Doors, ideally, should have a clear glass panel in them and be left open.

10.4 Guidance about acceptable conduct and safe practice will be given to all staff and volunteers during induction. These are sensible steps that every adult should take in their daily professional conduct with children.  This advice can be found in ‘Guidance for Safer Working Practices for Adults who work with Children and Young People in Education Settings’ (October 2015). All staff and volunteers are expected to carry out their work in accordance with this guidance and will be made aware that failure to do so could lead to disciplinary action.



11.1 Our aim is to provide a safe and supportive environment which secures the well being and very best outcomes for the children at our school. We do recognise that sometimes the behaviour of adults may lead to an allegation of abuse being made.

11.2 Allegations sometimes arise from a differing understanding of the same event, but when they occur they are distressing and difficult for all concerned. We also recognise that many allegations are genuine and there are some adults who deliberately seek to harm or abuse children.

11.3 We will take all possible steps to safeguard our children and to ensure that the adults in our school are safe to work with children. We will always ensure that the procedures outlined in the local procedures and Part 4 of ‘Keeping Children Safe in Education’, DfE (2016) are adhered to and will seek appropriate advice from the Local Authority Designated Officer (LADO).   The LADO can be contacted to request a consultation or to make a referral.

11.4 If an allegation is made or information is received about any adult who works in our setting which indicates that they may be unsuitable to work with children, the member of staff receiving the information should inform the Headteacher immediately. This includes concerns relating to agency and supply staff and volunteers. Should an allegation be made against the Headteacher, this will be reported to the Chair of Governors. In the event that neither the Headteacher nor Chair of Governors is not contactable on that day, the information must be passed to and dealt with by either the member of staff acting as Headteacher or the Vice Chair of Governors.

11.5 The Headteacher or Chair of Governors will seek advice from the LADO within one working day. No member of staff or the governing body will undertake further investigations before receiving advice from the LADO.

11.6 Any member of staff or volunteer who does not feel confident to raise their concerns with the Headteacher or Chair of Governors should contact the LADO directly. Further national guidance can be found at: Advice on whistleblowing. The NSPCC whistleblowing helpline is also 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 or via e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it..

11.7 The School has a legal duty to refer to the Disclosure and Barring Service anyone who has harmed, or poses a risk of harm, to a child, or if there is reason to believe the member of staff has committed one of a number of listed offences, and who has been removed from working (paid or unpaid) in regulated activity, or would have been removed had they not left. The DBS will consider whether to bar the person. If these circumstances arise in relation to a member of staff at our school, a referral will be made as soon as possible after the resignation or removal of the individual in accordance with advice from the LADO and/or HR. 





12.1 To underpin the values and ethos of our school and our intent to ensure that pupils at our school are appropriately safeguarded the following policies are also included under our safeguarding umbrella:

  • Staff Code of Conduct
  • Anti-Bullying
  • Positive handling and managing behaviour
  • Recruitment & Selection
  • Whistle-blowing
  • Attendance
  • On-line Safety
  • Health and Safety including site security
  • Harassment and discrimination including racial abuse
  • Meeting the needs of pupils with medical conditions
  • Administering Medication



This policy has been devised in accordance with the following legislation and guidance:


Appendix A – Suspect child at risk action to take

St Bede’s R C Primary School

Channels of communication should be quick and clear:




Any member of staff who is unhappy with the joint decision made with the Designated Person can consult with the Head teacher/Chair of governors or seek advice from key staff within the Local Authority


Appendix B: Safeguarding Induction Sheet

(For new or supply staff and regular visitors or volunteers)


We all have a statutory duty to safeguard and promote the welfare of children, and at our school we take this responsibility seriously.

If you have any concerns about a child or young person in our school, you must share this information immediately with our Designated Safeguarding Lead (DSL) or one of the alternate post holders.

Do not think that your worry is insignificant if it is about hygiene, appearance or behaviour – we would rather you told us as we would rather know about something that appears small than miss a worrying situation.

If you think the matter is very serious and may be related to child protection, for example, physical, emotional, sexual abuse or neglect, you must find one of the designated professionals detailed below and provide them with a written record of your concern. A copy of the form to complete is attached to this and others can be obtained from Dominic Curran. Please ensure you complete all sections as described.


If you are unable to locate them ask a member of the school office staff to find them and to ask them to speak with you immediately about a confidential and urgent matter.


Any allegation concerning a member of staff, a child’s foster carer or a volunteer should be reported immediately to the Head teacher. If an allegation is made about the Head teacher you should pass this information to the Chair of the Governing Body. Alternatively, you can contact the Local Authority Designated Officer on 0191 5617198 . NSPCC whistleblowing helpline is also 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 or via e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it..

The people you should talk to in school are:

Designated Safeguarding Lead (DSL):Dominic Curran


Location of office: Main School Reception


Contact Number:0191 2193795


Alternate Designated Lead:Jonathan Anderson


Location of office:Year 5 Classroom


Contact Number:0191 2193795


Chair of Governing Body: Stephen Hill


Contact Number: 0191 2193795



At St. Bede’s Primary school we strive to safeguard and promote the welfare of all of our children.



Appendix C - Child Sexual Exploitation

The following list of indicators is not exhaustive or definitive but it does highlight common signs which can assist professionals in identifying children or young people who may be victims of sexual exploitation.

Signs include:

  • underage sexual activity
  • inappropriate sexual or sexualised behaviour
  • sexually risky behaviour, 'swapping' sex
  • repeat sexually transmitted infections
  • in girls, repeat pregnancy, abortions, miscarriage
  • receiving unexplained gifts or gifts from unknown sources
  • having multiple mobile phones and worrying about losing contact via mobile
  • having unaffordable new things (clothes, mobile) or expensive habits (alcohol, drugs)
  • changes in the way they dress
  • going to hotels or other unusual locations to meet friends
  • seen at known places of concern
  • moving around the country, appearing in new towns or cities, not knowing where they are
  • getting in/out of different cars driven by unknown adults
  • having older boyfriends or girlfriends
  • contact with known perpetrators
  • involved in abusive relationships, intimidated and fearful of certain people or situations
  • hanging out with groups of older people, or anti-social groups, or with other vulnerable peers
  • associating with other young people involved in sexual exploitation
  • recruiting other young people to exploitative situations
  • truancy, exclusion, disengagement with school, opting out of education altogether
  • unexplained changes in behaviour or personality (chaotic, aggressive, sexual, mood swings, volatile behaviour, emotional distress
  • self-harming, suicidal thoughts, suicide attempts, overdosing, eating disorders
  • drug or alcohol misuse
  • getting involved in crime / police involvement, police records
  • involved in gangs, gang fights, gang membership
  • injuries from physical assault, physical restraint, sexual assault.

Appendix D - Female Genital Mutilation (FGM)

It is essential that staff are aware of FGM practices and the need to look for signs, symptoms and other indicators of FGM.

What is FGM?

It involves procedures that intentionally alter/injure the female genital organs for non-medical reasons.

4 types of procedure:

Type 1

Type 2

Type 3

Type 4


partial/total removal of clitoris


partial/total removal of clitoris and labia minora

Infibulation entrance to vagina is narrowed by repositioning the inner/outer labia

All other procedures that may include: pricking, piercing, incising, cauterising and scraping the genital area.

Why is it carried out?

Belief that:

  • FGM brings status/respect to the girl – social acceptance for marriage
  • Preserves a girl’s virginity
  • Part of being a woman / rite of passage
  • Upholds family honour’
  • Cleanses and purifies the girl
  • Gives a sense of belonging to the community
  • Fulfils a religious requirement
  • Perpetuates a custom/tradition
  • Helps girls be clean / hygienic
  • Is cosmetically desirable
  • Mistakenly believed to make childbirth easier

Is FGM legal? 

FGM is internationally recognised as a violation of human rights of girls and women.  It is illegal in most countries including the UK.

Circumstances and occurrences that may point to FGM happening

  • Child talking about getting ready for a special ceremony
  • Family taking a long trip abroad
  • Child’s family being from one of the ‘at risk’ communities for FGM (Kenya, Somalia, Sudan, Sierra Leon, Egypt, Nigeria, Eritrea as well as non-African communities including Yemeni, Afghani, Kurdistan, Indonesia and Pakistan)
  • Knowledge that the child’s sibling has undergone FGM
  • Child talks about going abroad to be ‘cut’ or to prepare for marriage

Signs that may indicate a child has undergone FGM:

  • Prolonged absence from school and other activities
  • Behaviour change on return from a holiday abroad, such as being withdrawn and appearing subdued
  • Bladder or menstrual problems
  • Finding it difficult to sit still and looking uncomfortable
  • Complaining about pain between the legs
  • Mentioning something somebody did to them that they are not allowed to talk about
  • Secretive behaviour, including isolating themselves from the group
  • Reluctance to take part in physical activity
  • Repeated urinal tract infection
  • Disclosure

The ‘One Chance’ rule:

As with Forced Marriage there is the ‘One Chance’ rule. It is essential that settings /schools/colleges take action without delay


As KCSIE now states:

‘Under section 5B of the Female Genital Mutilation Act 2003 (as inserted by sect 74 of the Serious Crime Act 2015) places a statutory duty upon teachers, along with social workers and healthcare professionals, to report to the police where they discover that FGM appears to have been carried out on a girl under 18.  Those falling to report such cases with face disciplinary sanctions’



Appendix E – Radicalisation


The Counter Terrorism and Security Act 2015 was published on 12th March 2015. Section 26 of the Act places a duty on schools in England (and Wales) to prevent people being drawn into terrorism. This duty applies to all schools, whether publicly-funded or independent, and organisations covered by the Early Years Foundation Stage framework. Statutory guidance has been published and is expected to come into force on 26th March 2015.

Schools Leaders must:


  • Establish or use existing mechanisms for understanding the risk of extremism
  • Ensure staff understand the risk and build capabilities to deal with it
  • Communicate and promote the importance of the duty
  • Ensure staff implement the duty effectively


Other duties on schools include:


  • Effective partnership working with other local agencies, eg. LSCB, police, health, etc.
  • Information sharing
  • Maintaining appropriate records
  • Assessing local risk of extremism (including Far Right extremism)
  • Demonstrating they are protecting children
  • Developing clear protocols for visiting speakers
  • Safeguarding policies that take account of LSCB policies and procedures
  • Training staff to give them knowledge and confidence
  • Ensuring there is robust ICT protocols that filter out extremist materials
  • School buildings much not be used to give a platform to extremists


Understanding and recognising risks and vulnerabilities of radicalisation

Children and young people can be drawn into violence or they can be exposed to the messages of extremist groups by many means.

These can include through the influence of family members or friends and/or direct contact with extremist groups and organisations or, increasingly, through the internet. This can put a young person at risk of being drawn into criminal activity and has the potential to cause Significant Harm.

The risk of radicalisation is the product of a number of factors and identifying this risk requires that staff exercise their professional judgement, seeking further advice as necessary. It may be combined with other vulnerabilities or may be the only risk identified.

Possible indicators include:

  • Use of inappropriate language
  • Possession of violent extremist literature
  • Behavioural changes
  • Advocating violent actions and means;
  • Associated with known extremists
  • Seeking to recruit others to an extremist ideology

Appendix F:  Private Fostering


Many people find themselves looking after someone else’s child without realising that they may be involved in private fostering.  A private fostering arrangement is one that is made privately (that is to say without the involvement of a local authority) for the care of a child under the age of 16 (under 18, if disabled) by someone other than a parent or immediate relative.  If the arrangement is to last, or has lasted, for 28 days or more it is private fostering. 
The Children Act 1989 defines a relative as a grandparent, brother, sister, uncle or aunt (whether of full blood or half blood or by marriage or civil partnership), or a step parent.  
People become involved in private fostering for all kinds of reasons.  Examples of private fostering include – Safeguarding Policy for Schools and Education Services - September 2016  

  • Children who need alternative care because of parental illness
  • Children whose parents cannot care for them because their work or study involves long or antisocial hours
  • Children sent from abroad to stat with another family, usually to improve their educational opportunities
  • Unaccompanied asylum seeking and refugee children
  • Teenagers who stay with friends (or other non-relatives) because they have fallen out with their parents
  • Children staying with families while attending a school away from their home area

There is a mandatory duty on the school to inform the local authority of a private fostering.  The local authority has a duty to check that the young person is being properly cared for and that the arrangement is satisfactory.


Appendix G: Children Missing Education:

A child going missing from education is a potential indicator of abuse or neglect, including sexual exploitation, FGM, forced marriage or travelling to conflict zones.  School staff will be alert to these safeguarding concerns when a pupil goes missing for an extended period, or on repeat occasions. 
The school must notify the local authority of any pupil/student who fails to attend school regularly after making reasonable enquiries, or has been absent without the school’s permission for a continuous period of 10 days or more.  The school (regardless of designation) must also notify the local authority of any pupil who is to be deleted from the admission register because s/he –  

  • Has been taken out of school by their parents and is being educated outside the school system (e.g. home education)
  • Has ceased to attend school and no longer lives within a reasonable distance of the school at which s/he is registered (moved within the city, within country or moved abroad but failed to notify the school of the change)
  • Displaced as a result of a crisis e.g. domestic violence or homelessness
  • Has been certified by the school medical officer as unlikely to be in a fit state of health to attend school before ceasing to be of compulsory school age, and neither s/he nor his/her parent has indicated the intention to continue to attend the school after ceasing to be of compulsory school age
  • Is in custody for a period of more than four months due to a final court order and the proprietor does not reasonably believe s/he will return to the school at the end of that period; or
  • Has been permanently excluded

Our school will demonstrate that we have taken reasonable enquiries to ascertain the whereabouts of children that would be considered ‘missing’


Further information can be found in ‘Children Missing Education: statutory guidance for local authorities – September 2016’


Appendix H: Peer on Peer Abuse:


At  St. Bede’s Primary school we recognise that children are vulnerable to and capable of abusing their peers.  We take such abuse as seriously as abuse perpetrated by an adult.  Peer on peer abuse will not be tolerated or passed off as part of “banter” or “growing up” 
In cases where peer on peer abuse is identified we will follow our child protection procedures, recognising that both the victim and perpetrator will require support.      

We recognise that peer on peer abuse can manifest itself in many ways such as:

  • Child Sexual Exploitation
  • Child Sexual Exploitation
  • Bullying
  • Radicalisation
  • Abuse in intimate friendships
  • Children who display sexually harmful behaviour
  • Gang associated and serious violence
  • Technology can be used for bullying and other abusive behaviour

There are a number of factors that make children more vulnerable to peer on peer abuse: experience of abuse within their family, living with domestic violence, young people in care, children who go missing, children with additional needs (SEN and/or disabilities). 

Research tells is us girls are more frequently identified as being abused by their peers, girls are more likely to experience unwanted sexual touching in schools.  Boys are less likely to report intimate relationship abuse.  Boys report high levels of victimisation in areas where they are affected by gangs. 

There is an increasing evidence base emerging on the sexual exploitation of boys (both by adults and peers).  We recognise that both boys and girls experience peer on peer abuse but they do so in gendered ways. 

A difficult part of peer abuse is that the perpetrators could be victims themselves and possibly are being abused by their parents or caregivers.

Details some of the complicated reasons children abuse other children:

  • The child may have been emotionally, physically, or sexually abused themselves.
  • The child may have witnessed physical or emotional violence.
  • The child may have viewed sexually explicit movies, video games or other materials.
  • The child may have just acted impulsively without meaning to harm anyone.
  • Peer abuse must be taken extremely seriously for these reasons. It could be an indicator of even worse abuse going on in the child’s home.

Preventing Peer on Peer Abuse:

Peer abuse can be prevented. Adults who work with children must be aware of the potential for abuse between children.

  • Having clear robust policies on dealing with key issues such as cyber bullying.
  • Ensuring staff and students are aware of the policies.
  • Identify any blind spots within the school
  • Supervise and be aware of potential risky areas, tents in play areas etc.
  • Pay attention and monitor children who are sneaking off in areas out of view.
  • Take steps to prevent isolation.
  • Separate children if needed.
  • Increase supervision during key times.
  • If you suspect a child is abusing another ensure you pass this onto your Designated Person.
  • Where risk is identified having ‘student risk assessment in place



Appendix I – Key Safeguarding Contacts

Social Care

Tel: 5613147

Out of hours team

Tel: 5617122



Local Authority Designated Officer (LADO)


Telephone Number

Carol Glasper

0191 5617198

Police / Law & Order


Telephone Number

Police Child Abuse and Vulnerable Adults Unit Protecting Vulnerable People Unit

Tel: 101

Prevent team Email:This email address is being protected from spambots. You need JavaScript enabled to view it.

Tel: 101 ext. 63854

Anti Terrorist hotline




Telephone Number

Children Missing in Education Team

Gavin Taylor 5617148

HR team



Other Contacts


Telephone Number

NSPCC Whistleblowing Helpline

Helpline:0808 800 5000

Add any additional contacts here


Text Box:  Appendix J – Example Cause for Concern Sheet

Full Name of Child:




Time of concern:

Date of concern:

Place of concern:





Detailed Account:

(Please do not interpret what is seen or heard; simply record the facts.  After completing the form, pass it immediately to the Designated Teacher

Member of Staff completing form

Role / Title


Please provide a copy to the Designated Safeguarding Lead

Appendix G – Body Map

Child’s Full Name













Description of injury / additional notes:




Professionals Name

Professionals Designation

Contact Number





Appendix G – Designated Person Check List

Possible Action

By Whom


Discuss with child


Contact parents


Check  records in school


Discuss with relevant professionals


Check with schools who have siblings


Seek advice from LA


Monitor and review


Consider a CAF


Consult with Social Care


Contact Police

101: Non emergency

999: Immediate Danger


Other (please specify)


Assessment of Risk


Risk of Harm

Immediate Danger