Highams Park Academy Trust - Safeguarding including Child Protection Policy and Procedure
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Highams Park
Academy Trust
Safeguarding including Child Protection
Policy and Procedure
Date of Review SLMT Lead Trustees Approval
24th September 2018 John Davisson 24th September 2018
23rd September 2019 John Davisson 23rd September 2019
22nd October 2021 John Davisson 22nd October 2020
Date of next review: September 2021
Contents
Page 1 of 72
1. Introduction / Safeguarding Staff .................................................................................................................................... 4
1.1. Named Personnel with Designated Responsibility for Safeguarding ................................................................. 4
1.2. Dates the Safeguarding Policy is reviewed and dates of any safeguarding audits ........................................... 4
1.3. Safeguarding Training Dates ................................................................................................................................... 4
1.4. Disclosure and Referral Process Flowchart (see also Appendix 3) .................................................................... 5
1.5. Photographs and Contact Details of DSL and Deputies ....................................................................................... 6
1.6. Safeguarding Statement ........................................................................................................................................... 7
2. Providing a safe and supportive environment ................................................................................................................ 8
2.1. Safer Recruitment and Selection ............................................................................................................................. 8
2.2. Safe Practice .............................................................................................................................................................. 8
2.3. Information about safeguarding for students ........................................................................................................ 9
2.4. Partnership with Parents .......................................................................................................................................... 9
2.5. Partnerships with Others ......................................................................................................................................... 9
2.6. School Training and Staff Induction ..................................................................................................................... 10
2.7. Support, Advice and Guidance for Staff. .............................................................................................................. 10
2.8. Highams Park School Context Issues .................................................................................................................. 11
3. Related School Policies and Procedures ..................................................................................................................... 12
3.1. Bullying ...................................................................................................................................................................... 12
3.2. Online Safety – (The policy can be located on Firefly under staff resources). ......................................................... 12
3.3. Photography and Images. ......................................................................................................................................... 12
3.4. Children Missing from School and Education. .......................................................................................................... 13
3.5. Extended School and Off-Site Arrangements. .......................................................................................................... 13
3.6. Student Information. .................................................................................................................................................. 13
3.7. Information Sharing – Passing on Child Protection Files .......................................................................................... 14
4. Roles and Responsibilities of the School Community ................................................................................................ 16
4.1. Staff and Volunteer Responsibilities ......................................................................................................................... 16
4.2. Academy Trust Responsibilities ................................................................................................................................ 16
4.3. Principal’s Responsibilities ........................................................................................................................................ 16
4.4. Designated Safeguarding Lead Responsibilities ...................................................................................................... 17
5. Identifying children who may be suffering significant harm ....................................................................................... 20
5.1. Significant Harm ........................................................................................................................................................ 20
5.2. Categories of abuse: ................................................................................................................................................. 20
5.3. Indicators of Abuse or Neglect .................................................................................................................................. 21
5.4. Children who may be particularly vulnerable ............................................................................................................ 22
5.5. Children in Need........................................................................................................................................................ 22
5.6. Female Genital Mutilation (FGM) .............................................................................................................................. 23
5.7. Preventing radicalisation ........................................................................................................................................... 24
5.8. Honour-based abuse (HBA) ...................................................................................................................................... 25
5.9. Forced Marriage ........................................................................................................................................................ 25
5.10. What is Child Abuse linked to faith and belief? ..................................................................................................... 26
5.11. Private fostering arrangements ............................................................................................................................. 27
Page 2 of 72
5.12. Domestic Abuse .................................................................................................................................................... 28
5.13. Child Sexual Exploitation (CSE) and Child Criminal Exploitation (CCE) .............................................................. 28
5.14. Peer on Peer Abuse .............................................................................................................................................. 29
5.15. Sexual violence and sexual harassment between children in school: .................................................................. 30
5.16. Upskirting .............................................................................................................................................................. 31
5.17. Homelessness ....................................................................................................................................................... 31
5.18. Children and the court system .............................................................................................................................. 31
5.19. Children with family members in prison ................................................................................................................ 32
5.20. Children missing from education ........................................................................................................................... 32
5.21. Child criminal exploitation: county lines ................................................................................................................ 32
6. Taking action to ensure that children are safe at school and at home ....................................................................... 33
6.1. Staff must immediately report: .................................................................................................................................. 33
6.2. What to do if you are concerned about a student’s welfare ...................................................................................... 33
6.3. Responding to Disclosure. ........................................................................................................................................ 34
6.4. What Staff should do ................................................................................................................................................. 34
6.5. Action by the Designated Safeguarding Lead ........................................................................................................... 35
6.6. Action following a child protection referral. ............................................................................................................... 36
6.7. Escalating concerns .................................................................................................................................................. 36
6.8. Supporting the child and working in partnership with parents .................................................................................. 36
6.9. Peer on peer abuse ................................................................................................................................................... 36
6.10. Harmful Sexual Behaviour in Education Settings ................................................................................................. 37
7. Early Help ......................................................................................................................................................................... 38
7.1. Early Help at Highams Park School ......................................................................................................................... 38
8. Allegations regarding person(s) working in or on behalf of the school. .................................................................... 40
8.1. Examples of Allegations ............................................................................................................................................ 40
8.2. Initial action by person receiving or identifying an allegation or concern .................................................................. 41
8.3. Action following allegation ......................................................................................................................................... 41
Appendix 1 - Key contacts in Waltham Forest ...................................................................................................................... 43
Appendix 2 – Raising a concern on “SafeGuard” ................................................................................................................ 45
Appendix 3 - Actions flow chart ............................................................................................................................................. 46
Appendix 4 – Safeguarding Children Whistle Blowing Policy ........................................................................................... 47
Appendix 5 - Allegations against staff .................................................................................................................................. 49
Appendix 6 - Escalation process............................................................................................................................................ 50
Appendix 7 – The Role of the Designated Safeguarding Lead ........................................................................................... 52
Appendix 8: Online safety ...................................................................................................................................................... 56
Appendix 9 – Sexting – How to respond to an incident ...................................................................................................... 59
Appendix 11 – Additional Advice and Support .................................................................................................................... 63
Appendix 12 – New arrangements for WF ............................................................................................................................ 67
Appendix 13 – Communication Policy – June 2020 ............................................................................................................ 71
Page 3 of 72
1. Introduction / Safeguarding Staff
Principal: Mr Phil Grundy
1.1. Named Personnel with Designated Responsibility for Safeguarding
Academic Designated Deputy Designated Nominated Chair of Trust
Year Safeguarding Safeguarding Lead Safeguarding
Lead Trustee
20/21 Mr John Mr Lampshire Tracy Tracy Penfold
Davisson Ms Buckland Penfold
Ms Halkes
Mrs Hickman
Mr Capewell
Mr MacDonald
Mrs Whitehead
Ms Stephens
Ms Alexander-Stafford
Mrs Nascimento
Mrs Callender
Mr Jolly
1.2. Dates the Safeguarding Policy is reviewed and dates of any safeguarding audits
Review Next By Whom
Date Review
Date
Sept Sept The Designated Safeguard Lead
2020 2021
1.3. Safeguarding Training Dates
Whole school Designated Safeguarding Deputy Designated Safeguarding Lead
Lead
September 2020 July 2019 July 2019
Page 4 of 72
1.4. Disclosure and Referral Process Flowchart (see also Appendix 3)
Raise the concern with a
member of the safeguarding
team ASAP
(IMPORTANT – MUST SPEAK
DIRECTLY TO DSL OR
DEPUTIES)
Create a “Safeguarding
Concern” on SafeGuard
(see how to raise a concern
on safeguard)
Safeguarding team will review
concern and make decisions
about next steps
Decision made to Decision made to speak Decision made to refer
monitor concern with student/parents onto relevant agencies
Page 5 of 72
1.5. Photographs and Contact Details of DSL and Deputies
Overall LAC coordinator Online Safety Key Stage 5 Key Stage 5
Responsibility Attendance Allegations Monitor Students Monitor Students
Available Agencies Missing children Advice Refer Refer
Allegations Allegations Refer Available Agencies Available Agencies
Training Pregnancy/ HSB Safeguard Record Early Help / TAF Early Help / TAF
Advice Mental Health Link: JD /JL / EB Emerging Needs Emerging Needs
Refer Refer Safeguard Record Safeguard Record
Safeguard Record Safeguard Record Monitor Monitor
Safeguarding Team Link: JD / JL / EB Link: JD / JL / EB Link: JD / JL / EB
Link: PGY
Mr John Davisson Ms Cally Halkes Mr Tom Capewell Mrs Joanne Whitehead Ms Charlotte Alexander-Stafford
Vice Principal Vice Principal Deputy Principal Deputy Head 6th Form - Head of Year 13 Deputy Head 6th Form - Head of Year 12
Designated Safeguarding Lead Deputy Safeguarding Lead Deputy Safeguarding Lead Deputy Safeguarding Lead Deputy Safeguarding Lead
Location: P Block Location: Main School Building Location: P Block Location: 6th Form Study Area Location: 6th Form Study Area
Ext: 140 Ext: 457 Ext: 415 Ext: 193 Ext: 194
Key Stage 3 Key Stage 3 & 4 Key Stage 3 & 5 Key Stage 5
Monitor Students Available Agencies Available Agencies Monitor Students Met Police EMERGENCY : 999
Emerging Needs Advice Advice Refer
Early Help / TAF Early Help Early help Available Agencies Met Police Non-emergency: 101
Safeguard Record Safeguard Record Refer Early help / TAF
Record / Monitor Refer Safeguard Record Emergency Needs
Transition link: EB Emerging Needs Emerging Needs Safeguard Record PC Byrnes / Safer School Officer:
Link: JD / EB CSE / HSB Link: SUH / OF / SN Monitor 0208 345 3160
Peer Mentor Training Link: JD / JL / EB
Link: GM / TJY
Mrs Susie Hickman Mr James Lampshire Ms Elisabeth Buckland Mrs Danielle Stephens
Deputy Safeguarding Lead Deputy Safeguarding Lead Deputy Safeguarding Lead Head of 6th Form MASH: 0208 496 2310 / 2311
Head of Year 7 Pastoral Support co-ordinator Deputy Pastoral Support co-ordinator Deputy Safeguarding Lead Multi Agency Safeguarding Hub
Location: P block Student service area Location: P block Student service area / Location: P block Student service area / Location: 6th Form Study Area Ext: 143
Ext: 144 / 448 Inclusion Room Main School Building Inclusion Room Main School Building PE Block Ext: 180
Ext: 184 Ext: 163 Ext: 143 / 180 Early Help Duty Line : 0208 496 5114
Key Stage 3 Key Stage 3 Key Stage 4 Key Stage 4
Monitor Students Monitor Students Monitor Students Monitor Students
Emerging Needs Emerging Needs Emerging Needs Emerging Needs Named School Trustee
Early help / TAF Early help / TAF Early help / TAF Early help / TAF
Mrs T Penfold
Safeguard Record Safeguard Record Safeguard Record Safeguard Record
Monitor Monitor Monitor Monitor School phone number:
Link: JD / EB Link: JD / EB Link: JD / JL Link: JD / JL 0208 527 4051
Mrs Sophia Nascimento Mrs Olivia Callender Mr Graham MacDonald Mr Tim Jolly LADO
Deputy Safeguarding Lead Deputy Safeguarding Lead Deputy Safeguarding Lead Deputy Safeguarding Lead Ms S McAllister
Head of Year 8 Head of Year 9 Head of Year 10 Head of Year 11 Telephone; 0208 496 3687
Location: P block Student service area Location: P block Student service area Location: P block Student service area Location: P block Student service area
Ext: 146 Ext: 189 Ext: 132 Ext: 115 / 180
Page 6 of 72
1.6. Safeguarding Statement
✓ Highams Park School is committed to Safeguarding and promoting the welfare of all
its students.
✓ Each student’s welfare is of paramount importance.
✓ All adults, including volunteers, will fully comply with this policy, attend appropriate
training and inform the DSL of any concerns.
This policy is in line with the latest DFE statutory guidance for schools and colleges (Keeping Children
Safe in Education 2020)
This policy will be reviewed annually and known to everyone working in the school and the academy trust. It will be
available to parents on request.
Everyone working in or for our school service shares an objective to help keep children and young people safe by
contributing to:
• Providing a safe environment for children and young people to learn and develop and
• Identifying children and young people who are suffering or likely to suffer significant harm and
taking appropriate action with the aim of making sure they are kept safe both at home and in
school.
We recognise that:
• Some children may be especially vulnerable to abuse;
• Children who are abused or neglected may find it difficult to develop a sense of self-worth and
to view the world in a positive way. Whilst at school, their behaviour may be challenging;
• Children can be victims and perpetrators of abuse;
• Children who harm others may have been abused themselves;
• Allegations may be made against staff, however careful and safe our recruitment practices;
Safeguarding and promoting the welfare of children is defined for the purposes of this policy as:
• Protecting children from maltreatment;
• Preventing impairment of children’s mental and physical health or development;
• Ensuring that children grow up in circumstances consistent with the provision of safe and
effective care; and
• Taking action to enable all children to have the best outcomes.
• Children includes everyone under the age of 18.
Page 7 of 72
2. Providing a safe and supportive environment
2.1. Safer Recruitment and Selection
The school pays full regard to the latest DFE guidance on 'Keeping Children Safe in Education'.
We ensure that all appropriate measures are applied in relation to everyone who works in the school and
who is therefore likely to be perceived by the children as a safe and trustworthy adult. This includes
volunteers and staff employed by contractors. Safer recruitment practice includes scrutinising
applicants, verifying identity and academic or vocational qualifications, obtaining professional
references, checking previous employment history and ensuring that a candidate has the health and
physical capacity for the job. It also includes undertaking interviews and checks with the Disclosure and
Barring Service (DBS).
In line with statutory changes, underpinned by regulations, the following will apply:
2.1.1. DBS and barred list checks will be undertaken for all posts that are deemed regulated activity, and
for all other posts an enhanced DBS check will be undertaken unless they are supervised roles
that are deemed not to meet the definition of regulated activity;
2.1.2. This school is committed to keeping an up to date single central record detailing a range of checks
carried out on our staff;
2.1.3. All new appointments to our school workforce who have lived outside the UK will be subject to
additional checks as appropriate;
2.1.4. Our school ensures that supply staff have undergone the necessary checks and will be made
aware of this policy;
2.1.5. Staff responsible for recruiting and appointing must be suitably qualified and have successfully
completed the on-line Safer Recruitment training or other appropriate Safe Recruitment training;
2.1.6. Identity checks must be carried out on all appointments to our school workforce before the
appointment is confirmed.
2.2. Safe Practice
2.2.1. Our school will comply with the latest ‘Guidance for Safer Working Practice for Adults who work
with Children and Young People’ and ensure that information in this guidance regarding conduct, is
known to all staff, visitors and volunteers who come into the school.
Safe working practice ensures that students are safe and that all staff:
2.2.2. Are responsible for their own actions and behaviour and should avoid any conduct which would
lead any reasonable person to question their motivation and intentions;
2.2.3. Work in an open and transparent way;
2.2.4. Work with other colleagues where possible in situations that could be open to question;
2.2.5. Discuss and/or take advice from school management over any incident which may give rise for
concern;
2.2.6. Record any incidents or decisions made;
2.2.7. Apply the same professional standards regardless of diversity issues;
2.2.8. Be aware of information-sharing and confidentiality policies;
2.2.9. Are aware that breaches of the law and other professional guidelines could result in criminal or
disciplinary action being taken against them.
Page 8 of 72
2.2.10. Where a school places a student with an alternative provision provider, the school continues to be
responsible for the safeguarding of that student and should be satisfied that the provider meets the
needs of the student. Schools should obtain written confirmation from the alternative provider that
appropriate safeguarding checks have been carried out on individuals at the establishment, i.e.
those checks that the school would otherwise perform in respect of its own staff.
SEE APPENDIX 10.
2.3. Information about safeguarding for students
2.3.1. Through lessons and other curriculum opportunities, students are taught to understand and
manage risks they may encounter during school life and work out with staff how these risks may be
overcome; taking into account their wishes and feelings. They are regularly reminded about online
safety and bullying procedures and also taught how to conduct themselves and behave in a
responsible manner.
2.3.2. All students know they can choose to speak to any adult they feel is appropriate. They are
reminded that confidentiality cannot be guaranteed. However, they will be listened to, heard, and
informed of what steps can be taken to protect them from harm. Feedback to the student will be
given so they know what will happen next.
2.3.3. All students know there is designated safeguarding lead and who this is and that they have a right
to speak to this member of staff in confidence. They are reminded that confidentiality cannot be
guaranteed, but that they will be listened to and informed of what steps will be taken to protect
them from harm.
2.4. Partnership with Parents
2.4.1. The school shares a common purpose with parents to educate and keep children safe from harm
and to have their welfare promoted. 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 protect a child.
2.4.2. The school will, in most circumstances, endeavour to discuss all concerns with parents about their
children. However, there may be exceptional circumstances when the school will discuss concerns
with Social Care and/or the Police without parental knowledge (in accordance with the London
Child Protection procedures). The school will always aim to maintain a positive relationship with all
parents. This Safeguarding policy is available on request.
2.5. Partnerships with Others
2.5.1. Our school recognises that it is essential to establish positive and effective working relationships
with other agencies that are partners of the Waltham Forest Safeguarding Children Board. There is
a joint responsibility on all these agencies to share information to ensure the safeguarding of all
children. Further information on multi-agency working can be found in the new KCSIE 2020, p.20
paragraph 68-72.
Page 9 of 72
2.6. School Training and Staff Induction
2.6.1. The school’s senior member of staff known as the Designated Safeguarding Lead (DSL), along
with the Safeguarding Deputies, with responsibility for safeguarding will undertake appropriate
training and refresh this training at two-yearly intervals.
2.6.2. All staff will receive appropriate safeguarding and child protection training which is regularly
updated. In addition, all staff will receive safeguarding and child protection updates (for example,
via email, e-bulletins and staff messages), as required, and at least annually, to provide them with
relevant skills and knowledge to safeguard children effectively.
2.6.3. All staff should be aware of their local early help process and understand their role in it.
2.6.4. All staff will be aware of the process for making referrals to children’s social care and for statutory
assessments under the Children’s Act 1989, especially section 17 (children in need) and section
47 (a child suffering, or likely to suffer, significant harm) that may follow a referral, along with the
role they might be expected to play in such assessments.
2.6.5. All staff will know what to do if a child tells them he/she is being abused or neglected. Staff will
know how to manage the requirements to maintain an appropriate level of confidentiality. This
means only involving those who need to be involved, such as the designated safeguarding lead (or
a deputy) and children’s social care. Staff must never promise a child that they will not tell anyone
about a report of abuse, as this may ultimately not be in the best interests of the child.
2.6.6. All staff (including temporary staff, volunteers, and supply staff) are provided with information on
the school’s safeguarding policy and the school’s safeguarding arrangements.
2.7. Support, Advice and Guidance for Staff.
2.7.1. Staff will be supported by the DSL and his/her deputies. The DSL will know how to access the on-
line London Child Protection Procedures. The DSL will be supported by the Principal and a
nominated Trustee when required.
2.7.2. If staff members have concerns about a child’s welfare they should raise these with the school’s
DSL or in their absence, their deputies.
2.7.3. It is important to note that any staff member can refer their concerns to children’s social care
directly. The MASH referral form can be found on ‘OneDrive’ in ‘Staff Documents’.
2.7.4. The designated safeguarding lead (and deputies) are most likely to have a complete safeguarding
picture and be the most appropriate person/s to advise on the response to safeguarding concerns.
2.7.5. The Teachers’ Standards 2012 state that teachers (which includes headteachers) should
safeguard children’s wellbeing and maintain public trust in the teaching profession as part of their
professional duties.
2.7.6. All staff are aware of the systems within Highams Park School which support safeguarding and are
explained to them as part of staff induction. This should include:
• The child protection policy;
• The behaviour policy;
• The staff behaviour policy (sometimes called a code of conduct);
• The safeguarding response to children who go missing from education; and
• The role of the designated safeguarding lead (including the identity of the designated
safeguarding lead and any deputies).
Page 10 of 722.7.7. Safeguarding incidents and/or behaviours can be associated with factors outside the school and/or
can occur between children outside the school. All staff, but especially the designated
safeguarding lead (and deputies) will consider the context within which such incidents and/or
behaviours occur. This is known as contextual safeguarding, which simply means assessments
of children will consider whether wider environmental factors are present in a child’s life that are a
threat to their safety and/or welfare. Children’s social care assessments will consider such factors
so it is important that the school provides as much information as possible as part of the referral
process. This will allow any assessments to consider all the available evidence and the full context
of any abuse.
2.8. Highams Park School Context Issues
2.8.1. Highams Park School is located within Waltham Forest. Students may be vulnerable to particular
safeguarding issues. These are priorities in staff training. They include the following:
• Dangers associated with a congested exit from the school
• Dangers related to the proximity of a main railway line level crossing
• Local drug related issues
• Local knife crime incidents and “stranger danger”.
• Local gang activity
2.8.2. Students are given clear instructions regarding leaving the school premises. Members of the senior
leadership team and the safer schools officer patrol the local area immediately after school and
where appropriate liaise with local shop keepers. Students who congregate in large numbers are
asked to move on.
2.8.3. In assembles and form time students are given advice/instructions about respecting the level
crossing. SLMT and safer schools officer patrol the local area after school. Students are provided
with information regarding the possible dangers of the level crossing.
2.8.4. Students receive drug awareness information during citizenship lessons and assemblies. Students
are aware of the consequences of possession of drugs.
2.8.5. At Highams Park School we are aware of the local surrounding knife crime issues and work with
our safer schools police officer with regard to educating out students on the criminal implication of
carrying a ”weapon” and the dangers to themselves and others. Highams Park School employ the
use of ‘knife arches’. Students are advised to not walk to school or home on their own. Students
are advised what to do if they feel that they are in danger.
Page 11 of 723. Related School Policies and Procedures
Safeguarding covers more than child protection in relation to individual children. It also encompasses issues such
as student health and safety, bullying and a range of other issues, for example, arrangements for meeting the
medical needs of children, providing first aid, school security, drugs and substance misuse, positive behaviour etc.
There may also be other safeguarding issues that are specific to the local area or population.
3.1. Bullying
3.1.1. While bullying between children is not a separate category of abuse and neglect, a very serious
issue can cause considerable anxiety and distress. All incidences of bullying should be reported
and will be managed through our anti-bullying procedures. Advice on how to deal with bullying is
contained within the students’ school planner. The subject of bullying is addressed at regular
intervals in the curriculum. If the bullying is particularly serious, the DSL or deputies will implement
safeguarding procedures.
3.2. Online Safety – (The policy can be located on Firefly under staff resources).
3.2.1. The school recognises that its students will use mobile phones and computers at some time. They
are a source of fun, entertainment, communication and education. However, we know that some
people will use these technologies to harm children. The harm might range from sending hurtful or
abusive texts and emails, to enticing children to engage in sexually harmful conversations, web
cam photography or face-to-face meetings. Online-bullying by students via emails and texts will be
treated as seriously as any other type of bullying and managed through our anti-bullying
procedures.
3.2.2. Chatrooms and social networking sites are the most obvious sources of inappropriate and harmful
behaviour, which students are not allowed to access in school. Some students will undoubtedly
‘chat’ on mobiles or social networking sites at home and parents are encouraged to consider
measures to keep their children safe when using social media.
3.2.3. The school has a comprehensive online safety policy that addresses these issues and it is made
known to all staff and students. It is also reproduced in the school planner. Staff, students and their
parents have to sign an acceptable user declaration before they are granted access to the school’s
network. Misuse can result in the withdrawal of network access alongside other sanctions.
3.2.4. For further information on Online Safety, please refer to appendix 8
3.3. Photography and Images.
3.3.1. At Highams Park School we may wish to take photographs/ images of school activities that involve
students. The photographs/images may be used for traditional school photographs both individuals
and groups, school displays, school publications and our web-site.
3.3.2. Photography or filming will only take place under appropriate supervision. Images that might cause
embarrassment or distress will not be used nor will images be associated with material on issues
that are sensitive. Parent’s consent is sought when children join the school.
3.3.3. To protect students, we will ensure they are appropriately dressed and encourage them to tell us if
they are worried about any photographs/video that are taken of them.
Page 12 of 723.4. Children Missing from School and Education.
3.4.1. Attendance, absence and exclusions are closely monitored. A child going missing from education
is a potential indicator of abuse and neglect, including sexual abuse and sexual exploitation. The
school will monitor unauthorised absence and take appropriate action including notifying the local
authority, particularly where children go missing on repeated occasions and/or are missing for
periods during the school day. Staff must be alert to signs of children at risk of radicalisation,
travelling to conflict zones, female genital mutilation and forced marriage.
3.4.2. The school follows the “Safeguarding Children Missing from School” section of the London Child
Protection Procedures and will refer all cases of concern to the ‘BACME’ officer and Children’s
Social Care.
3.4.3. Where parents inform us that they wish to 'home educate' their child, we will ask the parent to put
this in writing. The school will then complete an ‘EHE’ referral and email this to the BACME officer.
3.4.4. In Waltham Forest, the ‘BACME’ within Education is responsible for the delivery of CME (Children
Missing Education) duties defined by the Education Act Amendments.
3.4.5. In Waltham Forest, the ‘BACME’ team within Early Help is responsible for agreeing and monitoring
CMfE (Children Missing from Education) with the procedures for once a school place has been
offered.
3.5. Extended School and Off-Site Arrangements.
3.5.1. Where extended school activities are provided by and managed by the school, our own
safeguarding policy and procedures apply. If other organisations provide services or activities on
our site the DSL will check that they have appropriate procedures in place, including safer
recruitment procedures.
3.5.2. When our students attend off-site activities, including day and residential visits and work-related
activities, the DSL will check that effective safeguarding arrangements are in place. (APPENDIX
10)
“Where there is a concern that the child may be suffering or is at risk of
suffering significant harm, the child’s safety and welfare must be the
overriding consideration.“
3.6. Student Information.
3.6.1. The School’s record-keeping policy for child welfare and child protection is consistent with DFE
guidance.
3.6.2. In order to keep children safe and provide appropriate care for them, we make every effort to
accurately record up to date information regarding:
• names and contact details of persons with whom the child normally lives;
• names and contact details of all persons with parental responsibility (if different from above);
• at least two emergency contact details (if different from above);
• any relevant court orders in place including those, which affect any person’s access to the child
Page 13 of 72(e.g. Residence Order, Contact Order, Care Order, Injunctions etc.);
• if the child is or has been subject to a child protection or care plan;
• name and contact details of G.P / Practice where available;
• any other factors which may impact on the safety and welfare of the child.
3.6.3. All recorded information is kept on the schools ‘SafeGuard’ software (appendix 2)
3.6.4. The school will collate, store and agree any access requests to this information from other
organisations in line with data protection requirements on ‘SafeGuard’ software.
3.6.5. All child protection documents will be retained in a ‘Child Protection’ file, separate from the child’s
main file. The main file will clearly show an alert that a ‘Child Protection’ file exists and
the location of this. This ‘Child Protection’ file will be locked away and only accessible to the
Principal, DSL and appropriate staff. These records will be copied and transferred to any school or
setting the child moves to, clearly marked ‘Child Protection’, CONFIDENTIAL. Original copies will
be retained according to school policy on retention of records.
3.7. Information Sharing – Passing on Child Protection Files
3.7.1. Information sharing is vital in identifying and tackling all forms of abuse and neglect.
3.7.2. The school is proactive in sharing information as early as possible to help identify, assess and
respond to risks or concerns about the safety and welfare of children, whether this is when
problems are first emerging, or where a child is already known to local authority children’s social
care.
3.7.3. The Data Protection Act 2018 and the GDPR place duties on organisations and individuals to
process personal information fairly and lawfully and to keep the information they hold safe and
secure.
3.7.4. The Data Protection Act 2018 and GDPR do not prevent, or limit, the sharing of information for the
purposes of keeping children safe. Fears about sharing information must not be allowed to stand in
the way of the need to promote the welfare and protect the safety of children.
3.7.5. Relevant staff have due regard to the data protection principles, which allow them to share
personal information, as provided for in the Data Protection Act 2018, and the GDPR. Relevant
staff should be confident of the processing conditions under the Data Protection Act 2018 and the
GDPR which allow them to store and share information for safeguarding purposes, including
information which is sensitive and personal, and should be treated as ‘special category personal
data’.
3.7.6. Staff who need to share ‘special category personal data’ are aware that the Data Protection Act
2018 contains ‘safeguarding of children and individuals at risk’ as a processing condition that
allows practitioners to share information. This includes allowing practitioners to share information
without consent, if it is not possible to gain consent, it cannot be reasonably expected that a
practitioner gains consent, or if to gain consent would place a child at risk.
Page 14 of 723.7.7. Further details on information sharing can be found:
• in Chapter one of Working Together to Safeguard Children, which includes a myth-busting
guide to information sharing;
• at Information Sharing: Advice for Practitioners Providing Safeguarding Services to Children,
Young People, Parents and Carers. The seven golden rules for sharing information will be
especially useful; and
• at The Information Commissioner’s Office (ICO), which includes ICO GDPR FAQs and
guidance from the department.
3.7.8. Where children leave the school or college, the designated safeguarding lead should ensure their
child protection file is transferred to the new school or college as soon as possible, ensuring
secure transit, and confirmation of receipt should be obtained. For schools, this should be
transferred separately from the main student file. Receiving schools and colleges should ensure
key staff such as designated safeguarding leads and SENCOs or the named person with oversight
for SEN in a college, are aware as required.
3.7.9. In addition to the child protection file, the designated safeguarding lead should also consider if it
would be appropriate to share any information with the new school or college in advance of a child
leaving. For example, information that would allow the new school or college to continue
supporting victims of abuse and have that support in place for when the child arrives.
3.7.10. THE SCHOOLS DATA PROTECTION POLICY AND PRIVACY NOTICES CAN BE LOCATED
ON ‘FIREFLY’ UNDER ‘STAFF POLICIES’.
3.8. Multi-agency Working
3.8.1. The safeguarding lead and his/her deputies will ensure that the school contributes to the multi-
agency safeguarding arrangements in line with statutory guidance found in Working Together to
Safeguard Children.
Page 15 of 724. Roles and Responsibilities of the School Community
4.1. Staff and Volunteer Responsibilities
All staff and volunteers should:
4.1.1. Fully comply with the school’s policies and procedures, attend appropriate training and inform the
DSL of any concerns.
4.1.2. Be aware of the process for making referrals to children’s social care and for statutory
assessments under the Children Act 1989, especially section 17 (children in need) and section 47
(a child suffering, or likely to suffer significant harm) that may follow a referral, along with the role
they might be expected to play in such assessments. (APPENDIX 3 – Actions Flowchart)
4.1.3. Be aware of their local early help process and understand their role in it.
4.2. Academy Trust Responsibilities
The Academy Trust will ensure that:
4.2.1. The school has a safeguarding policy and procedures in place that are in accordance with local
authority guidance and locally agreed inter-agency procedures, and that the policy is made
available to parents on request;
4.2.2. The school operates safer recruitment procedures and makes sure that all appropriate checks are
carried out on staff and volunteers who work with children;
4.2.3. The school follows the London Child Protection procedures for dealing with allegations of abuse
against staff and volunteers;
4.2.4. A senior member of the school’s leadership team is designated to take lead responsibility for
safeguarding;
4.2.5. They have a named trustee lead for safeguarding;
4.2.6. Staff undertake appropriate safeguarding/child protection training, at regular intervals;
4.2.7. They remedy, without delay, any deficiencies or weaknesses regarding safeguarding
arrangements;
4.2.8. The chair, or vice-chair in the chair’s absence, is responsible for liaising with Local Authority
Designated Officer (LADO) in the event of allegations of abuse being made against the Principal;
4.2.9. They review this policy and its procedures at least annually.
4.3. Principal’s Responsibilities
The Principal will:
4.3.1. Ensure the policies and procedures adopted by the Academy Trust are fully implemented and staff
pay due regard to them;
4.3.2. Provide sufficient resources and time to enable the DSL and other staff to discharge their
responsibilities;
4.3.3. Encourage all staff and volunteers to feel able to raise concerns about poor or unsafe practice in
Page 16 of 72regard to children, and such concerns are addressed sensitively and effectively in a timely manner
in accordance with the agreed Safeguarding Children Whistle Blowing Policy (APPENDIX 4)
4.3.4. The appropriate staff have completed the on-line Safer Recruitment training;
4.3.5. Operate the procedure for managing allegations effectively and refer relevant concerns to the
LADO (Designated Officer);
4.3.6. Assign a deputy senior leader to deal with allegations against staff in the absence of the Principal.
4.4. Designated Safeguarding Lead Responsibilities
The Designated Safeguard Lead (DSL) or deputies will:
4.4.1. Refer cases of suspected abuse or allegations to children’s social care and maintain a record of all
referrals;
4.4.2. Act as a source of support, advice and expertise within the educational establishment and have
access to the on-line London Child Protection Procedures;
4.4.3. Liaise with the Principal to inform her/him of any issues and ongoing investigations;
4.4.4. Ensure s/he is adequately trained to carry out the role and keeps the training up to date;
4.4.5. Recognise how to identify signs of abuse and know when it is appropriate to make a referral;
4.4.6. Have knowledge of the Escalation Process (APPENDIX 6), the LADO role, conduct of a child
protection case conference and be able to attend and contribute to these;
4.4.7. Ensure that all staff have access to and understand the school’s safeguarding policy;
4.4.8. Ensure that all staff have induction training;
4.4.9. Keep detailed, accurate and secure written records;
4.4.10. Obtain access to resources and attend any relevant or refresher training courses at least every two
years;
4.4.11. Ensure this safeguarding policy is updated and reviewed at least annually and work with the
Academy trust regarding this.
4.4.12. Ensure parents are made aware of the safeguarding policy which alerts them to the fact that
referrals may be made and the role of the establishment in this to avoid conflict later;
4.4.13. Where a child leaves the establishment, ensure the ’Child Protection’ file is copied for the new
establishment as soon as possible and transferred to the new school separately from the main
student file. Where necessary inform the relevant social worker;
4.4.14. Where services or activities are provided on the school premises by another body, to ensure that
the body concerned has appropriate policies and procedures in place in regard to safeguarding
children and liaises with the school on these matters where appropriate.
4.4.15. REFER TO APPENDIX 7 Role of the Designated Safeguarding Lead
4.5. Looked after children and previously looked after children
4.5.1. The most common reason for children becoming looked after is as a result of
abuse and/or neglect. The school ensures that staff should have the skills, knowledge and
understanding to keep looked after children safe.
4.5.2. In particular, staff will have the information they need in relation to a child’s looked after legal
status (whether they are looked after under voluntary arrangements with consent of parents or on
Page 17 of 72an interim or full care order) and the child’s contact arrangements with birth parents or those with
parental responsibility. They should also have information about the child’s care arrangements and
the levels of authority delegated to the carer by the authority looking after him/her. The designated
safeguarding lead should have details of the child’s social worker and the name of the virtual
school head in the authority that looks after the child.
4.5.3. A previously looked after child potentially remains vulnerable and all staff should have the skills,
knowledge and understanding to keep previously looked after children safe. When dealing with
looked after children and previously looked after children, it is important that all agencies work
together and prompt action is taken when necessary to safeguard these children, who are a
particularly vulnerable group.
4.6. Care leavers
4.6.1. Local authorities have on-going responsibilities to the young people who cease to be looked after
and become care leavers. That includes keeping in touch with them, preparing an assessment of
their needs and appointing a personal adviser who develops a pathway plan with the young
person. This plan describes how the local authority will support the care leaver to participate in
education or training. Designated safeguarding leads should therefore have details of the local
authority Personal Advisor appointed to guide and support the care leaver, and should liaise with
them as necessary regarding any issues of concern affecting the care leaver.
4.7. Children with special educational needs and disabilities
4.7.1. Children with special educational needs (SEN) and disabilities can face additional safeguarding
challenges. Additional barriers can exist when recognising abuse and neglect in this group of
children. These can include:
• assumptions that indicators of possible abuse such as behaviour, mood and injury relate
to the child’s disability without further exploration;
• being more prone to peer group isolation than other children;
• the potential for children with SEN and disabilities being disproportionally impacted
• by behaviours such as bullying, without outwardly showing any signs; and
• communication barriers and difficulties in overcoming these barriers.
• To address these additional challenges, schools and colleges should consider extra
• pastoral support for children with SEN and disabilities.
4.8. The use of ‘reasonable force’ in schools and colleges
4.8.1. There are circumstances when it is appropriate for staff to use reasonable force to safeguard
children and young people. The term ‘reasonable force’ covers the broad range of actions used by
staff that involve a degree of physical contact to control or restrain children. This can range from
guiding a child to safety by the arm, to more extreme circumstances such as breaking up a fight or
where a young person needs to be restrained to prevent violence or injury. ‘Reasonable’ in these
circumstances means ‘using no more force than is needed’. The use of force may involve either
passive physical contact, such as standing between pupils or blocking a pupil’s path, or active
physical contact such as leading a pupil by the arm out of the classroom.
4.8.2. Advice from the DfE for schools is available at Use of Reasonable Force in Schools.
Page 18 of 724.8.3. We believe that the adoption of a ‘no contact’ policy at school can leave staff unable to fully
support and protect their pupils and students. The decision on whether or not to use reasonable
force to control or restrain a child is down to the professional judgement of the staff concerned and
should always depend on individual circumstances.
4.8.4. When using reasonable force in response to risks presented by incidents involving children with
SEN or disabilities or with medical conditions, the school will consider the risks carefully
recognising the additional vulnerability of these groups. We will also consider our duties under the
Equality Act 2010 in relation to making reasonable adjustments, non-discrimination and our Public
Sector Equality Duty. By planning positive and proactive behaviour support, for instance through
drawing up individual behaviour plans for more vulnerable children, and agreeing them with
parents and carers we can reduce the occurrence of challenging behaviour and the need to use
reasonable force.
Page 19 of 725. Identifying children who may be suffering significant harm
A Child is anyone who has not yet reached his/her 18th birthday,
as defined in the Children Acts 1989 and 2004.
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, students, parents
and the public which foster respect, confidence and trust can lead to disclosures of abuse, and/or school staff
being alerted to concerns.
5.1. Significant Harm
Harm means:
5.1.1. Ill-treatment or impairment of health and development, including, for example, impairment suffered
from seeing or hearing the ill-treatment of another;
5.1.2. Development means physical, intellectual, emotional, social or behavioural development;
5.1.3. Health includes physical and mental health;
5.1.4. Ill-treatment includes sexual abuse and other forms of ill-treatment which are not physical.
Abuse and Neglect are forms of maltreatment.
5.1.5. Somebody may abuse or neglect a child by inflicting harm or failing to act to prevent harm.
5.1.6. 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.
5.2. Categories of abuse:
5.2.1. 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;
5.2.2. 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.
5.2.3. 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 feature age or developmentally inappropriate expectations being
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