This document provides a summary of the key points from a school's safeguarding annual update presentation. It outlines updated policies and guidance, the school's approach to safeguarding training for staff and students, and details their procedures for monitoring and supporting vulnerable students. It also covers the Prevent duty guidance, identifying and reporting concerns of radicalization or extremism, and managing issues around child sexual exploitation. Guidance is given around appropriate staff conduct towards students regarding communication, physical contact, and one-to-one situations.

1. SAFEGUARDING ANNUAL
UPDATE
POLICY INTO PRACTICE
AIMEE MITCHELL - VICE PRINCIPAL
SENIOR SAFEGUARDING OFFICER

2. UPDATED POLICY
NEW: Information Sharing: Advice for practitioners providing
safeguarding services to children, young people, parents and
carers (March 2015)
NEW: What to do if you’re worried a child is being abused:
Advice for practitioners (March 2015)
NEW: The Prevent duty - Departmental advice for schools
and childcare providers (June 2015)
REVISED: Keeping Children Safe in Education guidance (July
2015)
REVISED: Keeping Children Safe in Education (Part 1) (July
2015)
REVISED: Working Together to Safeguard Children statutory
guidance (March 2015)

3. OUR APPROACH
 Annual Safer Working Practices Briefing to all staff & governors
(recorded this year to be used for mid-year staff appointments)
 All staff complete the online Hayes Training Course -
Safeguarding and Child Protection Level 2 course (including
Governors)
 All staff sign to say that they have read the DfE Document
Keeping Children Safe in Education (Including Governors)
 Recognised Safeguarding Team – High Profile
 Assemblies for students about Safeguarding and relevant issues
– who to speak to for help & our policies for action
 Regular policy updates in line with DSCB guidance
 Fortnightly safeguarding meetings with SENCo, Health & Multi
Agency Coordinator, Behaviour Coordinator, Head of Year &
inclusion Hub Coordinator – All documented with agreed actions
 Vulnerable student register – attendance tracking & monitoring
 Very tight attendance procedures and follow up
 High staff presence and vigilience before and after school

5. THE PREVENT DUTY
What is the Prevent Duty?
From 1 July 2015 all schools are subject to a
duty under section 26 of the Counter-Terrorism
and Security Act 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.

6. PREVENT DUTY
Protecting children from the risk of radicalisation should be seen
as part of schools’ wider safeguarding duties, and is similar in
nature to protecting children from other harms (e.g. drugs, gangs,
neglect, sexual exploitation), whether these come from within their
family or are the product of outside influences.
Schools can also build pupils’ resilience to radicalisation by
promoting fundamental British values and enabling them to
challenge extremist views.
The Prevent duty is not intended to stop pupils debating
controversial issues. On the contrary, schools should provide a
safe space in which children, young people and staff can
understand the risks associated with terrorism and develop the
knowledge and skills to be able to challenge extremist arguments.

7. PREVENT - DUTY FOR SCHOOLS
We should provide a safe environment for discussing
controversial issues, and help young people understand how
they can influence and participate in decision-making.
We play a role in enabling young people to explore issues
like terrorism and the wider use of violence in a considered
and informed way through a carefully planned curriculum
and tutor programme.
We can facilitate understanding of wider issues within the
context of learning about the values on which our society is
founded and our system of a democratic government.
• Schools should explore and promote diversity and shared
values between and within communities
• Challenge Islamophobia, anti-semitism and other
prejudices
• Build ties with all local communities, seeking
opportunities for linking with other schools

8. IDENTIFICATION
There is no single way of identifying an individual who is
likely to be susceptible to a terrorist ideology. As with
managing 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. Children at risk of
radicalisation may display different signs or seek to hide
their views. School staff should use their professional
judgement in identifying children who might be at risk of
radicalisation and act proportionately.
Vulnerable or socially isolated young people do tend to be
more at risk than others because they have a ‘need to
belong’ that can be fulfilled through joining groups who may
exhibit extremist views.

9. WHAT TO DO IF YOU HAVE A
CONCERN
If you have a concern about a particular pupil you should follow
the school’s normal safeguarding procedures, including
discussing with the school’s designated safeguarding lead, and
where deemed necessary, with children’s social care.
You can also contact your local police force or dial 101 (the non-
emergency number). They can talk to you in confidence about
your concerns and help you gain access to support and advice.
The Department for Education has dedicated a telephone helpline
(020 7340 7264) to enable staff and governors to raise concerns
relating to extremism directly. Concerns can also be raised by
email to counter.extremism@education.gsi.gov.uk. Please note
that the helpline is not intended for use in emergency situations,
such as a child being at immediate risk of harm or a security
incident, in which case the normal emergency procedures should
be followed.

10. CHILD SEXUAL EXPLOITATION
The sexual exploitation of children and young people (CSE) under-
18 is defined as that which:
‘involves exploitative situations, contexts and relationships where
young people (or a third person or persons) receive ‘something’
(e.g. food, accommodation, drugs, alcohol, cigarettes, affection,
gifts, money) as a result of them performing, and/or another or
others performing on them, sexual activities.
Child sexual exploitation can occur through the use of technology
without the child’s immediate recognition; for example being
persuaded to post sexual images on the Internet/mobile phones
without immediate payment or gain. In all cases, those exploiting
the child/young person have power over them by virtue of their
age, gender, intellect, physical strength and/or economic or other
resources. Violence, coercion and intimidation are common,
involvement in exploitative relationships being characterised in the
main by the child or young person’s limited availability of choice
resulting from their social/economic and/or emotional
vulnerability.’ (DfE, 2012)

11. CHILD SEXUAL EXPLOITATION
The characteristics common to all victims of CSE are not
those of age, ethnicity or gender, rather their powerlessness
and vulnerability. Victims often do not recognise that they
are being exploited because they will have been groomed by
their abuser(s). As a result, victims do not make informed
choices to enter into, or remain involved in, sexually
exploitative situations but do so from coercion, enticement,
manipulation or fear. Sexual exploitation can happen face to
face and it can happen online. It can also occur between
young people.
In all its forms, CSE is child abuse and should
be treated as a child protection issue. Report
any concerns to the safeguarding team
immediately.

12. CHILD SEXUAL EXPLOITATION WARNING
SIGNS & VULNERABILITY CHECKLIST
 Living in a chaotic or dysfunctional household (including parental substance
use, domestic violence, parental mental health issues, parental criminality)
 History of abuse (including familial child sexual abuse, risk of forced marriage,
risk of ‘honour’-based violence, physical and emotional abuse and neglect)
 Recent bereavement or loss
 Gang association either through relatives, peers or intimate relationships (in
cases of gang-associated CSE only)
 Attending school or a setting with young people who are sexually exploited
 Learning disabilities or complex needs
 Disabilities (including Visual and Hearing Impairments)
 Unsure about their sexual orientation or unable to disclose sexual orientation to
their families
 Friends with young people who are sexually exploited
 Homeless
 Lacking friends from the same age group
 Living in a gang neighbourhood
 Living in residential care
 Living in hostel, bed and breakfast accommodation or a foyer
 Low self-esteem or self-confidence
 Young carer

13. CHILD SEXUAL EXPLOITATION WARNING
SIGNS & VULNERABILITY CHECKLIST
The following signs and behaviour are generally seen in children who are already being
sexually exploited.
 Missing from home or care
 Physical injuries
 Drug or alcohol misuse
 Involvement in offending
 Repeat sexually-transmitted infections, pregnancy and terminations
 Absent from school (full days or for periods during the day)
 Evidence of sexual bullying and/or vulnerability through the internet and/or social
networking sites
 Estranged from their family
 Receipt of gifts from unknown sources
 Recruiting others into exploitative situations
 Poor mental health
 Self-harm
 Thoughts of or attempts at suicide
 Dress
 Older boyfriend or friendship group
 Sofa surfing

14. Guidance for Safer Working Practice
for Adults who work with Children
and Young People in Education
Settings

15. AIMS & OBJECTIVES
To remind ourselves how we:
Keep young people safe by clarifying which
behaviours constitute safe practice and which
behaviours should be avoided
Keep adults safe by identifying how to work
safely and responsibly with children and to
monitor our own standards and practice;

16. ADDITIONAL
MANDATORY TRAINING
All staff can you please complete the Hayes Level 2
Safeguarding Training – please see Jane Brown if
you have any problems with this.
Please read and sign to say that you have read the:
following document:
Keeping Children Safe in Education:
Information for all school and college staff -
DfE Published (July 2015)
This is available on the Intranet – Staff Area /
Current Documents / Safeguarding Children

17. POWER AND POSITIONS OF
TRUST
 We must not use our position to gain
information for our own advantage
 We must not intimidate, bully or coerce
young people
 We must not form or promote personal
relationships with students

18. BEHAVIOUR
 Others should not have cause to question
our behaviour
 We should model and encourage good
behaviour in others
 We must follow College and County Codes
of Conduct
 We must also be aware of the behaviour of
our friends/family
 We are role models and should act
accordingly – this includes refraining from the
use of inappropriate language in the presence
of the students

19. APPEARANCE
 Dress appropriately for our role –
professional attire at all times
 Avoid political or otherwise contentious
slogans
 Be culturally sensitive

20. PERSONAL LIVING
SPACE
 Maintain our own privacy
 Do not allow our own accommodation to be
used by our school/agency or by students
 Maintain professional boundaries
 Do not ask young people to undertake
personal jobs or errands for you

21. GIFTS AND REWARDS
 What is our College policy?
 You MUST declare any gifts you are
offered/receive
 Do not give gifts or rewards to children as
individuals
 Consider the value of rewards – what is the
purpose?
 Ensure that selection processes are fair and
transparent for parents and children

22. INFATUATIONS
 Report and record any incidents
 Acknowledge and maintain
professional boundaries

23. COMMUNICATION (INC
IT)
 What is our College policy on
communicating with students using ICT?
 AUP = Acceptable Use Policy
 Continual self-review
 Do not disclose personal contact details
 Do not access Social Networking Sites
with students under any circumstances

24. COMMUNICATION
(CONT)
 Contact should only be for professional
reasons ONLY
 Text messaging – agreed protocol – is
there a better way?
 Internet or web-based channels should
not be used to send personal messages
to children under any circumstances

25. SOCIAL CONTACT
In small communities social contact cannot be
avoided. However:
 No secret social contact should occur
 Contact should be appropriate to our role
 Contact should be approved with senior
colleagues
 Be aware of the risks – always record &
report

26. SEXUAL CONTACT
 Adults must not have sexual
relationships with students
 Adults must not communicate with
students in ways that could be interpreted
as sexually suggestive or provocative
 Adults must not make sexual remarks to
students
 Adults must not discuss their own sexual
relationships with students

27. PHYSICAL CONTACT
 Be aware that contact may be
misconstrued
 Consider how contact is made
 Be prepared to explain
 Encourage independence
 Be sensitive to culture, religion and
gender
 Consider Health and Safety Regulations

28. BEHAVIOUR
MANAGEMENT
 Be familiar with the College Behaviour for
Learning policy
 We do not use force as a means of
punishment
 Try to defuse situations and remain within
the College policy
 Keep parents informed of any sanctions
 Be aware of the effects upon children of
bullying and abuse including domestic
violence and abuse
 Never block a child's path for any reason –
they will try and get away from a situation
sometimes, let this happen and deal with it
later

29. CONTROL/PHYSICAL
INTERVENTION
 Adhere to the College policy
 Staff must be appropriately trained in
physical restraint or intervention
 Defuse where possible
 Minimum force, minimum time
 Always record and report

30. CHILDREN IN
DISTRESS
 Consider what is appropriate
 Do not assume that all children seek
physical comfort if they are
distressed
 Follow professional guidance
 Never touch a child in a way that
might be considered indecent
 Always record and report

31. PERSONAL CARE
 Avoid physical contact when children are
in a state of undress
 Avoid visually intrusive behaviour
 Announce intention if entering a
changing room
 Do not change in the same place as
students
 Do not share showers/bathrooms
 Encourage independence

32. FIRST
AID/MEDICATION
 Know our own skills and limitations
 Named and trained individuals – know the
procedure – See Alex Thomas for advice
 Parental consent
 Be aware of pupils’ health needs
 Undertake risk assessments
 Always record and report

33. ONE TO ONE
SITUATIONS
 Full and appropriate risk assessments
 Avoid remote and secluded areas
 Inform colleagues
 Avoid “engaged” signs or closed doors
with no windows / glass
 Always consider the needs of the child
 Always record and report

34. HOME VISITS
 Agree the purpose
 Risk assessment
 Try to take a colleague
 Detailed records
 Do not visit outside normal working
times
 Ensure you have a way to contact
colleagues

35. TRANSPORTING
STUDENTS
 Safety/welfare of students
 Where possible obtain parental consent
 We must be fit to drive
 Journeys must be recorded
 Insurance – Business Insurance
 Record details of emergency
arrangements

36. EDUCATIONAL VISITS / AFTER
SCHOOL ACTIVITIES
 More than one adult present – consider
ratios
 Risk assessments
 Parental consent
 Never share bedrooms/beds
 Gender balance for residential activities is a
must

37. PHOTOGRAPHY /
VIDEO
 Be clear about the purpose
 What will happen to the pictures/images
later?
 Avoid pictures of individuals/out of context
 Use equipment provided by school/agency
 Parental permission
 We must not use mobile phones to take
pictures (ideally no personal equipment)
 We must not take pictures in secret

38. INAPPROPRIATE IMAGES/E-SAFETY
 Clear policies in place
 Guidance to adults and students
 Material should be age appropriate
 Regular Assemblies / Tutor Periods / ICT
lessons are used to highlight the dangers
and support available with students

39. CURRICULUM
 Clear lesson plans
 Do not overstep personal and
professional boundaries
 Be able to justify curriculum materials /
activities
 Do not enter into inappropriate
discussions

40. WHISTLE BLOWING
What is our College policy for reporting
concerns regarding staff?
• Staff Intranet / Staff Area / Human Resources /
Whistle Blowing Policy
• Sarah Jones or Aimee Mitchell
You should always feel safe to report any
concerns that you have. We all have an
obligation to act if we have a concern!

41. ANY
QUESTIONS?