Safeguarding

Key People

At Bourne Grammar School the personnel with designated responsibility for safeguarding are:

Designated Safeguarding Lead	Deputy Designated Safeguarding Leads	Safeguarding Governor
Mr Mark Brunker	Mrs Sarah Shales, Mr Stephen Chamberlain, Mrs Mary Ford	Mr Geoff Greatwood

The personnel with Designated Responsibility regarding allegations against staff are:

Designated Senior Manager	Deputy Designated Senior Manager	Chair of Governors (in the event of an allegation against the Headteacher)
Mr Alastair Anderson	Mr Mark Brunker	Mr Ian Mears (via the Clerk to the Governors)

Introduction

At Bourne Grammar School we recognise the responsibility we have under Section 157 (Academies and Independent Schools) of the Education and Inspections Act 2006, to have arrangements for safeguarding and promoting the welfare of children. This policy demonstrates the School’s commitment and compliance with safeguarding legislation. Through day-to-day contact with students and direct work with families, staff at our School have a crucial role to play in noticing indicators of possible abuse or neglect and referring them to Children’s Services (in Lincolnshire or neighbouring authorities, depending on the child’s area of residence). This also involves understanding serious case reviews and how to improve practice to prevent children at risk going unnoticed. The procedures contained in this policy apply to all staff, governors, volunteers, sessional workers, students, agency staff or anyone working on behalf of Bourne Grammar School.

Legislation and Statutory Guidance

This policy is based on the Department for Education’s statutory guidance, Keeping Children Safe in Education 2021 and Working Together to Safeguard Children 2018, and the Governance Handbook.
We comply with this guidance and the arrangements agreed and published by our 3 local safeguarding partners.
1. The following 3 safeguarding partners are identified in Keeping Children Safe in Education (and defined in the Children Act 2004, as amended by chapter 2 of the Children and Social Work Act 2017). They will make arrangements to work together to safeguard and promote the welfare of local children, including identifying and responding to their needs:
  1. The local authority (LA).
  2. A clinical commissioning group for an area within the LA.
  3. The chief officer of police for a police area in the LA area.
The School complies with this guidance and the policy is consistent with the Lincolnshire Safeguarding Children Partnership (LSCP) multi-agency child protection procedures.
This policy is also based on the following legislation:
1. Part 3 of the schedule to the Education (Independent School Standards) Regulations 2014, which places a duty on academies and independent schools to safeguard and promote the welfare of pupils at the School.
2. The Children Act 1989 (and 2004 amendment), which provides a framework for the care and protection of children.
3. Section 5B(11) of the Female Genital Mutilation Act 2003, as inserted by section 74 of the Serious Crime Act 2015, which places a statutory duty on teachers to report to the police where they discover that female genital mutilation (FGM) appears to have been carried out on a girl under 18.
4. Statutory guidance on FGM, which sets out responsibilities with regards to safeguarding and supporting girls affected by FGM
5. The Rehabilitation of Offenders Act 1974, which outlines when people with criminal convictions can work with children.
6. Schedule 4 of the Safeguarding Vulnerable Groups Act 2006, which defines what ‘regulated activity’ is in relation to children.
7. Statutory guidance on the Prevent duty, which explains schools’ duties under the Counter-Terrorism and Security Act 2015 with respect to protecting people from the risk of radicalisation and extremism.

Aims

The purpose of the policy is to ensure that:
1. The welfare of children is the highest priority.
2. There is a whole-school approach to safeguarding children, developed through listening to, and working in collaboration with, pupils, parents, staff, local safeguarding partners, and external sources of support.
3. Appropriate action is taken in a timely manner to safeguard and promote children's welfare.
4. All students at the School and other children regardless of age, gender, ability, culture, race, language, religion or sexual identity have equal rights to protection and feel safe.
5. All staff are aware of their statutory responsibilities and understand that they have an equal responsibility to act on suspicion or a disclosure that may suggest a child is at risk of harm.
6. Staff are properly trained in recognising and reporting safeguarding issues.
7. Pupils and staff involved in safeguarding issues receive appropriate support.
8. Staff adhere to a code of conduct and understand what to do if a child discloses any allegations against teaching staff, the Headteacher or any member of the Governing Body.

Terminology

Safeguarding and promoting the welfare of children means:
1. Protecting children from maltreatment.
2. Preventing the impairment of children’s mental and physical health or development.
3. Ensuring that children grow up in circumstances consistent with the provision of safe and effective care.
4. Taking action to enable all children to have the best outcomes.
Child Protection refers to the action taken to protect specific children who are suffering, or are likely to suffer significant harm.
'Staff' refers to all those working for or on behalf of the School in either a paid or voluntary capacity.
'Child' refers to all young people who have not yet reached the age of 18 (although the School safeguards all students at Bourne Grammar School, even if they are over the age of 18 - the term 'student' is therefore used regularly in this policy).
'Parent' refers to birth parents and other adults who are in a parenting role (step-parents, foster parents, carers and adoptive parents).

Equality Statement

Some children have an increased risk of abuse, and additional barriers can exist for some children with respect to recognising or disclosing it. The School is committed to anti-discriminatory practice and recognises children’s diverse circumstances. The School ensures that all children have the same protection, regardless of any barriers they may face.
We give special consideration to children who:
1. Have special educational needs or disabilities, or health conditions.
2. Are young carers.
3. May experience discrimination due to their race, ethnicity, religion, gender identification or sexuality.
4. Have English as an additional language.
5. Are known to be living in difficult situations – for example, temporary accommodation or where there are issues such as substance abuse or domestic violence.
6. Are at risk of FGM, sexual exploitation, forced marriage, or radicalisation.
7. Are asylum seekers.
8. Are at risk due to either their own or a family member’s mental health needs.
9. Are a 'Looked After Child' or are 'Previously Looked After'.
10. Are missing from education.
11. Whose parent/carer has expressed an intention to remove them from school to be home educated.

Roles and Responsibilities

Safeguarding and child protection is everyone’s responsibility. The below points outline the specific areas of responsibility across the School.
The School will ensure, through regular briefings and by other means, that every member of staff and person working on behalf of the School:
1. Knows the name of the DSL and Deputy DSL(s) in addition to their role and responsibility
2. Has read and understood part 1 and Annex B of Keeping Children Safe in Education - DfE, 2021, and will review it annually. The School has made the decision that every member of staff will read Part 1 as opposed to Annex A.
3. Has an individual responsibility to refer Safeguarding (Child Protection) concerns
4. Knows what to do if a child tells them that he/she is being abused or neglected (appendix 5) and What to do if you are worried that a child is being abused – Advice for practitioners.
5. Will receive training at the point of induction and at regular intervals as required, but at least annually, so that they know:
  1. Their personal responsibility/code of conduct/teaching standards.
  2. School and LSCB child protection procedures and how to access them.
  3. The signs of different types of abuse and neglect, as well as specific safeguarding issues, such as child sexual exploitation (CSE), indicators of being at risk from or involved with serious violent crime, FGM and radicalisation.
  4. The need to be vigilant in identifying cases of abuse at the earliest opportunity.
  5. How to support and respond to a child who discloses significant harm, including specific issues such as FGM, and how to maintain an appropriate level of confidentiality while liaising with relevant professionals.
  6. Their role in the Early Help Process.
  7. Their duty concerning unsafe practices in regard to children by a colleague or any other adult that works with children.
The School will:
1. Undertake appropriate discussion with parents prior to involvement with other agencies unless the circumstances preclude this.
2. Work to develop effective links with relevant agencies in relation to Safeguarding (Child Protection).
3. Ensure that, where there are unmet needs, an Early Help discussion is initiated. Advice may be sought from the Early Help Consultants in the locality.
4. Complete reports and send representatives to case conferences, core groups and Child Protection review meetings.
5. Follow Lincolnshire’s policy and statutory guidance on Children Missing Education (CME).
6. Ensure all staff in scope of the Disqualification by Association 'Disqualification Under the Childcare Act 2006' have completed a Disqualification Declaration.
7. Ensure that all staff are aware of their duties under the Serious Crimes Act 2015 to report known instances of female genital mutilation (FGM) to the police via the 101 number
8. Ensure all staff have the skills, knowledge and understanding necessary to keep looked after children safe.
9. Notify an allocated social worker if:
  1. A student subject to a Child Protection Plan (CPP) is excluded (fixed-term or permanent).
  2. There is an unexplained absence of a pupil on a CPP of more than 2 days or 1 day following a weekend, or as agreed as part of a CPP.
10. Ensure that all students are taught about safeguarding, including online safety and relationships an sex education.
DSL Responsibilities:
1. The DSL will disclose any information about a pupil to other members of staff on a need-to-know basis.
2. The DSL is a member of the senior leadership team and takes lead responsibility for child protection and wider safeguarding
3. During term time, the DSL will be available during school hours for staff to discuss any safeguarding concerns.
4. When the DSL is absent, the DSL(s) will act as cover, but the DSL will always be contactable remotely when needed.
5. The overarching role of the DSL is to: manage referrals; work with all stakeholders regarding safeguarding issues; raise awareness and plan for the delivery of safeguarding training; transfer child protection files to other schools/colleges.
6. The DSL will be given the time, funding, training, resources and support to:
  1. Provide advice and support to other staff on child welfare and child protection matters.
  2. Take part in strategy discussions and inter-agency meetings and/or support other staff to do so.
  3. Contribute to the assessment of children.
  4. Refer suspected cases, as appropriate, to the relevant body (local authority children’s social care, Channel programme, Disclosure and Barring Service, and/or police), and support staff who make such referrals directly.
7. The DSL will also keep the Headteacher informed of any issues, and liaise with local authority case managers and designated officers for child protection concerns as appropriate.
Alternative Provision
1. The School is committed to safeguarding children even if they are placed in alternative provision for a period of time within the school day/week. Written reassurance is sought to ensure the Alternative Provision provider has acceptable safeguarding practices in place including; their response to concerns about a child; safer recruitment processes; attendance and child missing education procedures; and appropriate information sharing procedures. The School will also obtain a written statement from the provider that they have completed all the vetting and barring checks that are necessary on their staff.
When organising work placements the school will ensure that the placement provider has policies and procedures in place to safeguard pupils.
Governing Body Responsibilities
1. The Governing Body recognises its responsibilities with regard to Safeguarding and promoting the welfare of children in accordance with Government guidance.
2. The Governing Body will facilitate a whole-school approach to safeguarding, ensuring that safeguarding and child protection are at the forefront and underpin all relevant aspects of process and policy development.
3. All Governors will read Keeping Children Safe in Education (2021).
4. The Governing Body have agreed processes which allow it to monitor and ensure that the School:
  1. Has robust Safeguarding procedures in place.
  2. Operates safer recruitment procedures and that appropriate checks are made on new staff and adults working on the School site. This includes ensuring the Headteacher and/or the DSL check the Single Central Record (SCR)at least annually
  3. There are procedures in place(as described in KCSIE 2021)to manage safeguarding concerns, or allegations against staff (including supply staff and volunteers) that might indicate they would pose a risk of harm to children.
  4. There are clear systems and processes in place for identifying possible mental health problems, including routes to escalate and clear referral and accountability systems.
  5. Has a member of the Leadership Team who is designated to take lead responsibility for dealing with Safeguarding and Child Protection issues and to ensure there is a Deputy Safeguarding Lead in place.
  6. Takes steps to remedy any deficiencies or weaknesses with regard to Safeguarding arrangements.
  7. Is supported by the Governing Body in nominating a member responsible for liaising with the LA and/or partner agencies in the event of allegations of abuse against the Headteacher; this has been agreed to be the Chair of Governors.
  8. Carries out an annual review of the Safeguarding policy and procedures, ensuring they comply with the law and hold the Headteacher to account for its implementation.
  9. Carries out an annual Safeguarding Audit in consultation with the Governing Body, sharing this with the LSCB/Safeguarding in Schools team on request.

Prevention

The School will establish an ethos where:

Students feel secure in a safe environment in which they can learn and develop.
Students know that there are adults in the School who they can approach if worried or in difficulty.
Adequate signposting to external sources of support and advice is in place for staff, parents and students. Childline posters are displayed throughout the School.
Importance and prioritisation is given to equipping students with the skills needed to stay safe, including providing opportunities for Personal, Social and Health Education.
Students develop realistic attitudes to their responsibilities in adult life and learn how to recognise healthy/unhealthy relationships.
Students are aware of risk management (online and offline) and can judge what type of physical contact is acceptable and unacceptable.
Students can recognise when pressure from others, including people they know, threatens their personal safety and well-being. Students are supported in developing strategies to resist pressure.
All adults feel comfortable and supported to draw safeguarding issues to the attention of the Designated Safeguarding Lead (DSL) and are able to pose safeguarding questions with 'respectful uncertainty' as part of their shared responsibility to safeguard children (‘Think the unthinkable’) Keeping Children Safe in Education - DfE, 2021.
Emerging themes are proactively addressed and shared with the local authority and LSCB to ensure a coherent approach so that multi-agency awareness and strategies are developed.
There is a proactive approach to substance misuse. Issues of drugs and substance misuse are recorded and there is a standalone policy which is robustly delivered throughout the School.
Support and planning for young people in custody and their resettlement back into the School community is undertaken, where necessary, as part of our inclusive approach.
It works in accordance with ‘Working Together to Safeguard Children 2018' and supports the Lincolnshire Local Safeguarding Children’s Board (LSCB) Continuum of Need (see Appendix 2) to ensure children and young people receive the most appropriate referral and can access provision; actively supporting multi-agency planning for those children and, in doing so, providing information about the ‘voice of the child’ and the child’s lived experience as evidenced by observations or information provided through the multi-agency forum.
Our School’s arrangements for consulting with, listening and responding to students are shared with staff and scrutinised by Governors.
There is a commitment to the continuous development of staff with regard to safeguarding training.
1. All staff follow the LSCB 6-year training pathway (see Appendix 6) and receive a safeguarding update as part of their induction, and safeguarding training at least annually to enable them to understand and fulfil their safeguarding responsibilities effectively. Staff also receive weekly Safeguarding briefings.
2. All staff will have training on the government’s anti-radicalisation strategy, Prevent, to enable them to identify children at risk of being drawn into terrorism and to challenge extremist ideas.
3. Volunteers will receive appropriate training, if applicable (e.g. DofE volunteers).
4. The DSL(s) completes training at least every 2 years to help them understand their role and responsibilities.
5. The DSL also follows the LSCB 6-year training pathway and attends the LSCB Inter-Agency Safeguarding training.
6. Bourne Grammar School has three Deputy DSLs who are trained to the same standard as the DSL.
7. The DSL, and/or Deputy remain up to date with any emerging concerns/themes in Lincolnshire.
8. All Governors receive training about safeguarding, to make sure they have the knowledge and information needed to perform their functions and understand their responsibilities.

Early Identification, Recognising and Responding to Safeguarding Needs

Lincolnshire has adopted an Early Intervention approach to addressing all children's needs. There is an expectation that all schools use the Early Help Assessment to identify the holistic needs of a child and seek support through the Early Help consultants or Team Around the Child coordinators.
Bourne Grammar School acknowledges serious case review findings and shares lessons learned with all staff to help ensure best practice.
All key staff should understand the ‘Meeting the Needs of Children in Lincolnshire' procedures and all staff should know how to pass on any concerns no matter how trivial they seem.
All staff understand the importance of reassuring 'victims' that they are being taken seriously and that they will be supported and kept safe.
All staff understand the difference between a 'concern' about a child and 'immediate danger or at risk of harm' and know the procedures to follow for each.
If staff have any concerns about a child's welfare, they should act on them immediately and report to the DSL.
The DSL will use the Meeting the Needs of Children and Families in Lincolnshire 2018 document based on Signs of Safety for making safeguarding decisions to determine the threshold of concern and then will determine whether this can be dealt with within the School or whether this may require an Early Help Intervention.
If the child is in immediate danger, the School must phone children's social care and/or the Police without delay. Anyone can make a referral. If an individual member of staff has to makes a direct referral, they must tell the DSL as soon as practicable
The School knows how to identify and respond to:
1. Signs/symptoms of any type of abuse, e.g. Physical, Sexual, Emotional.
2. Neglect – appendix 3 and 4 and useful information in the Safeguarding in Schools Training Package and on the NSPCC website.
3. Drug/substance/alcohol misuse (by a student or any other member of the School community).
4. County Lines criminal activity and exploitation.
5. Serious violent crime.
6. Child sexual exploitation/trafficked children.
7. Child criminal exploitation (CCE).
8. Children missing in education.
9. Domestic abuse.
10. Youth-Produced Sexual Imagery.
11. Peer-on-peer abuse.
12. Sexual violence and harassment.
13. Risky behaviours including concerns around extremism/radicalisation.
14. Sexual health needs.
15. Obesity/malnutrition.
16. Inclusion and diversity including SEND, HIV, LGBT pupils.
17. Online grooming – CEOP guidance.
18. Inappropriate behaviour of staff (or other adults connected to the School) towards children.
19. Bullying, including homophobic, racist, gender and disability. Breaches of the Equality Act 2010.
20. Self harm.
21. Female Genital Mutilation (FGM) & multi-agency statutory guidance on FGM – April 2016.
22. Forced marriage.
23. Honour-based abuse.
24. Looked after children.
25. Homelessness.
26. Children with family members in prison.
School staff contribute to assessments along the ‘Continuum of Need’ (see Appendix 2) and actively support multi-agency planning for those children. Staff have an understanding of the Framework of Assessment of Need (see below) and make decisions based on a child’s development needs, parenting capacity and family & environmental factors.

Early Help

Early Help is the term used to describe arrangements and services that identify the need for help for children and families as soon as the problems start to emerge, or when there is a strong likelihood that problems will emerge in the future. Working Together to Safeguard Children (2015) identifies the critical features of effective Early Help as:
A multi-disciplinary approach that brings a range of:
1. Practice that empowers families and helps them to develop the capacity to resolve their own skills and expertise through a 'Team Around the Child' approach.
2. A relationship with a trusted lead professional who can engage with the child and their family, and coordinate the support needed from other agencies.
3. A holistic approach that addresses the child's needs in the wider family context.
4. Simple, streamlined referral and assessment process.
5. Early Help in Lincolnshire includes both the TAC and ESCO process. Signs of Safety is embedded throughout. ESCO is similar to the TAC process but specifically supports the care coordination of Children with Disabilities (CWD). Further information can be seen here. All forms and guidance for Early Help including Signs of Safety, TAC Handbook, TAC Consultants contact details etc. are available at www.lincolnshirechildren.net.
What is Team Around the Child (TAC)?

TAC is a shared assessment and planning framework which is in use by a variety of agencies across the county and is employed in a similar format throughout the country. It aims to help with the early identification of additional needs of children and young people and promote a coordinated multi-agency response to meet them. A TAC can be used to support children and young people between 0–19 years, including unborn babies and can also be used with consent up to the age of 24 where a young person has a learning difficulty or disability. There are four main stages in setting up a TAC:

Early identification of needs
1. Assessing strengths and needs in a consistent and methodical framework.
2. Developing and delivering an integrated service.
3. Reviewing and refining the support arrangements.
Support and guidance available.
1. Refer to the LSCP website and publications (particularly 'Meeting the Needs of Children in Lincolnshire') at www.lincolnshire.gov.uk/lscp.
2. The following staff are available to support professionals:
  1. Early Help Advisors: These advisors are based within the Customer Service Centre (01522 782111). They offer consultations to professionals for new cases where practitioners need some advice or guidance. The Advisors are qualified social workers who will advise on all levels of safeguarding and thresholds.
  2. Early Help Consultants provide support, advice and guidance to lead professionals on existing TAC Cases. They will use Signs of Safety methodology to map and/or quality assure cases in order to secure improved outcomes for children, young people and their families.
  3. TAC Administrators provide administrative support, maintain records, monitor processes, and can signpost professionals to local services.
3. Further Support for Schools and Academies: In addition to the support outlined above, case supervision can be requested for all TAC cases where the Lead Professional is employed in an educational setting. Administrative support can also be requested in the form of arranging meetings and the typing of assessments and plans. This support can be accessed via the Request Forms at www.lincolnshirechildren.net/tac.
The Designated Safeguarding Lead acts as the focal point for all matters concerning child protection and safeguarding children and young people. One of the primary tasks is to act as the contact between the School, the family and other agencies. Incidents of possible child abuse need to be handled with sensitivity and confidentiality, consistent with the multi-disciplinary approach. If there is any cause for concern it is vital that information is passed to the Designated Safeguarding Lead. In the event (following statutory investigation) of concerns proving to be unfounded, staff should not reproach themselves for having raised the issue. In cases of this nature it is always best to share information.

Reporting systems for our students

We recognise the importance of ensuring pupils feel safe and comfortable to come forward and report any concerns and/or allegations.
Students may share their concerns with any of the four Designated Safeguarding Leads if they do not feel able to speak with another member of staff.
Students may share concerns with any member of staff and be reassured that their concerns will be taken seriously.
Students will be encouraged, through the tutorial programme, PSHE scheme of work and assembly programme, to support one another by sharing concerns/allegations with a member of staff. They will also be educated on the importance of standing up for what is right and protecting themselves and others by seeking support when they have concerns.
Staff will foster strong relationships with students to help cultivate an environment where students feel safe and confident in sharing their concerns.
All students have 1-1 SPR meetings with their form tutor to provide further opportunities to share any concerns.
Students are able to feedback general concerns through the School Council.
Students are able to email in their concerns as opposed to face-to-face disclosures.
Parents are encouraged to share concerns with the School if they feel their child is not able to do so.

Procedures and Record-keeping

Bourne Grammar School will follow Lincolnshire’s safeguarding procedures with reference to Lincolnshire's LSCB 'Managing Individual Cases where there are Concerns about a Child's Safety and Welfare'. (section 4 of LSCB Inter-Agency procedures).
If a member of staff has a concern about a child they know that they should complete a BGS orange Safeguarding Referral Form and pass to the DSL or the Deputy. Action will be taken by the DSL and a summary of events will be recorded securely.
The School will ensure that:
1. Safeguarding information including Child Protection information is stored and handled in line with the principles of the Data Protection Act 1998 ensuring that information is:
  1. used fairly and lawfully;
  2. for limited, specifically-stated purposes;
  3. used in a way that is adequate, relevant and not excessive;
  4. accurate;
  5. kept for no longer than necessary;
  6. handled according to people’s data protection rights;
  7. kept safe and secure;
Data Protection Toolkit.
Any concerns about a child will be recorded in writing within 24 hours. All records will provide a factual, evidence-based account. Timely, accurate recording of every incident/concern/activity/actions will be made, including communication with other professionals. Records will be signed and dated.
Hard copies of records or reports relating to Safeguarding and Child Protection concerns will be kept in a secure confidential file. Authorisation to access electronic records will be controlled by the DSL and Headteacher.
Safeguarding records which contain information about allegations of sexual abuse will be retained for the Independent Inquiry into Child Sexual Abuse (IICSA), for the term of the inquiry.
There is always a DSL or Deputy DSL who can be contacted when required.
The Policy is updated at least annually and updates are made in line with any new DfE or other government department guidance
In the case of a child protection referral or serious injury the DSL will contact Lincolnshire Customer Service Centre without delay to report concerns and seek medical attention as necessary.
Staff must report any concerns about adults who work with children or young people to the Headteacher or to the Chair of Governors (via the Clerk) if an allegation of abuse is made against the Headteacher. The Headteacher or Chair may seek advice from the DSL and must contact the Local Authority Designated Officer (LADO) Tel: 01522 554674 (see Section 4 of Keeping Children Safe in Education - DfE, 2021). The Emergency Duty Team should be contacted outside normal working hours 01522 782333.
If the DSL is ever in any doubt about next steps they can consult with Lincolnshire Children's Services Customer Service Centre and seek advice from the Early Help Advisors.
The DSL will keep written, signed and dated records detailing any allegation and action taken as near to the time of disclosure as possible even when no investigation is undertaken.
Conversations with a child who discloses abuse should follow the basic principles:
1. Listen rather than directly question, remain calm.
2. Never stop a child who is recalling significant events.
3. Make a record of discussion to include time, place, persons present and what was said (use the phrases given by the child).
4. Advise that the information will have to be shared with the DSL, who may have to speak with other professionals on a need-to-know basis.
5. Avoid coaching/prompting.
6. Never take photographs of any injury.
7. Allow time and provide a safe haven/quiet area for future support meetings.
8. At no time promise confidentiality to a child or adult.

Confidentiality

Timely information sharing is essential to effective safeguarding.
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.
The Data Protection Act (DPA) 2018 and UK GDPR do not prevent, or limit, the sharing of information for the purposes of keeping children safe.
If staff need to share ‘special category personal data’, the DPA 2018 contains ‘safeguarding of children and individuals at risk’ as a processing condition that allows 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.
Staff should never promise a child that they will not tell anyone about a report of abuse, as this may not be in the child’s best interests.
The government’s information sharing advice for safeguarding practitioners will support staff who have to make decisions about sharing information.
If staff are in any doubt about sharing information, they should speak to the designated safeguarding lead (or deputy).

Supporting Vulnerable pupils at risk

Special consideration should be given to safeguarding and protecting children that may have additional vulnerabilities, for example children that are looked after or those with special educational needs and disabilities (SEND). Additional barriers can exist to the recognition of abuse and neglect which can include:
1. Assumptions that indicators of possible abuse such as behavior, mood and injury relate to the child's disability without further exploration.
2. Vulnerable children being disproportionately impacted by bullying – without outwardly showing any signs.
3. Communication barriers and difficulties in overcoming these barriers.
The School will endeavour to support vulnerable pupils through:
1. Its ethos which promotes a positive, supportive and secure environment; giving students a sense of feeling valued.
2. Its behaviour policy aimed at supporting vulnerable pupils in School. All staff will agree a consistent approach which focuses on working to support children in developing positive behaviour.
3. Liaison with other appropriate agencies which support the student.
4. Developing supportive relationships.
5. Recognition that children living in difficult home environments are vulnerable and are in need of support and protection.
6. Monitoring student welfare, keeping accurate records and notifying appropriate agencies when necessary.
7. Allowing designated staff opportunities to attend Safeguarding training.
8. Ensuring information is transferred safely and securely when a student with a Safeguarding Record transfers to another school.
9. Notifying key workers or social workers when a child leaves the School (as appropriate).
10. Following Lincolnshire's procedures for Child Sexual Exploitation including using the CSE Risk Assessment Toolkit as necessary.
Children may need a social worker due to safeguarding or welfare needs. Children may need this help due to abuse, neglect and complex family circumstances. A child’s experiences of adversity and trauma can leave them vulnerable to further harm, as well as educationally disadvantaged in facing barriers to attendance, learning, behaviour and mental health.
Where children need a social worker, this should inform decisions about safeguarding (for example, responding to unauthorised absence or missing education where there are known safeguarding risks) and about promoting welfare (for example, considering the provision of pastoral and/or academic support, alongside action by statutory services).

Contextual Safeguarding

The School recognises that 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 DSL will consider the context within which such incidents and/or behaviours occur. This is known as contextual safeguarding, which simply means assessments of children should consider whether wider environmental factors are present in a child’s life that are a threat to their safety and/or welfare.
The School will provide as much information as possible to children’s social care as part of any referral undertaken.

Mental Health

The School is guided by The DfE's Promoting and Supporting Mental Health and Wellbeing in Schools and Colleges, 2021.
All staff should also be aware that mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation.
Staff are well placed to observe children day-to-day and identify those whose behaviour suggests that they may be experiencing a mental health problem or be at risk of developing one.
If staff have a mental health concern about a child that is also a safeguarding concern, immediate action should be taken by speaking to the designated safeguarding lead or a deputy.

Online Safety

We recognise the importance of safeguarding children from potentially harmful and inappropriate online material, and we understand that technology is a significant component in many safeguarding and wellbeing issues.
To address this, our school aims to:
1. Have robust processes in place to ensure the online safety of pupils, staff, volunteers and governors.
2. Protect and educate the whole school community in its safe and responsible use of technology, including mobile and smart technology (which we refer to as ‘mobile phones’).
3. Set clear guidelines for the use of mobile phones for the whole school community.
4. Establish clear mechanisms to identify, intervene in and escalate any incidents or concerns, where appropriate.
The 4 key categories of risk are:
1. Content – being exposed to illegal, inappropriate or harmful content, such as pornography, fake news, racism, misogyny, self-harm, suicide, anti-Semitism, radicalisation and extremism.
2. Contact – being subjected to harmful online interaction with other users, such as peer-to-peer pressure, commercial advertising and adults posing as children or young adults with the intention to groom or exploit them for sexual, criminal, financial or other purposes.
3. Conduct – personal online behaviour that increases the likelihood of, or causes, harm, such as making, sending and receiving explicit images (e.g. consensual and non-consensual sharing of nudes and semi-nudes and/or pornography), sharing other explicit images and online bullying; and
4. Commerce – risks such as online gambling, inappropriate advertising, phishing and/or financial scams
To meet our aims and address the risks above we will:
1. Educate pupils about online safety as part of our curriculum. For example:
  1. The safe use of social media, the internet and technology.
  2. Keeping personal information private.
  3. How to recognise unacceptable behaviour online.
  4. How to report any incidents of cyber-bullying, ensuring pupils are encouraged to do so, including where they are a witness rather than a victim.
2. Train staff, as part of their induction, on safe internet use and online safeguarding issues including cyber-bullying and the risks of online radicalisation. All staff members will receive regular refresher training.
3. Educate parents/carers about online safety via our website, communications sent directly to them and during parents’ evenings. We will also share clear procedures with them so they know how to raise concerns.
4. Put in place robust filtering and monitoring systems to limit children’s exposure to the 4 key categories of risk (described above) from the school’s IT systems.

This section summarises our approach to online safety and mobile phone use. For comprehensive details about our school’s policy on online safety and the use of mobile phones, please refer to our e-safety policy and Bring Your Own Device policy.

Safer Recruitment and Professional Boundaries

The School Safer Recruitment policy can be found here Safer Recruitment Policy.
The School pays full regard to DfE guidance Keeping Children Safe in Education – DfE, 2021 and with reference to the ‘Position of Trust’ offence (Sexual Offences Act 2003). All appropriate measures are applied in relation to everyone who works in the School who is likely to be perceived by the children as a safe and trustworthy adult, which includes Governors who we require to have an enhanced criminal records certificate. We do this by:
1. Operating safer recruitment practices including appropriate Disclosure and Barring Service (DBS) and reference checks; verifying identity; academic and vocational qualifications; obtaining professional references; checking previous employment history (including any additional checks thought appropriate for staff who have lived or worked outside the UK); ensuring that a candidate has the health and physical capacity for the job; undertaking interviews and checking the Children’s List and the existence of any teacher prohibition orders (checked via the 'Teacher Services' system) and the right to work in England checks in accordance with DBS and Department for Education procedures.
2. In February 2015 the DfE issued additional guidance about disqualification by association 'Disqualification Under the Childcare Act 2006' which applies to staff employed. The School asks those staff in scope to complete a disqualification declaration. Upon return, Bourne Grammar School will advise the LADO where a positive declaration has been made.
3. Ensuring that staff and volunteers adhere to a code of conduct and other professional standards at all times, including after-school activities and are aware of social media/on-line conduct.
4. Ensuring any disciplinary proceedings against staff related to Child Protection matters are concluded in full in accordance with Government guidance Keeping Children Safe in Education – DfE, 2021 and LSCB, LADO and HR Policy, procedures and guidance.
5. Ensuring that all staff and other adults on site are aware of the need for maintaining appropriate and professional boundaries in their relationship with pupils and parents.
6. Establishing adequate risk assessments including for extended school, volunteer and holiday activities.
7. Supporting staff confidence to report misconduct.
8. Ensuring that at least one member of every recruitment panel has completed Safer Recruitment training within the last 2 years

Whistleblowing Procedure

Please refer to the School's Whistleblowing Policy

Communication with Parents and Carers

The School takes steps to help ensure that all parents and carers are aware of this Safeguarding Policy: The policy is available through the School website and parents receive updates on reviews and changes through home-school communication.
Parents can raise a concern about their child's safety or about general safeguarding concerns in the School by telephoning the School or emailing [email protected].
Parents are informed of information when necessary to help them protect their children from harm inside and outside the School environment.
Where the School has concerns for the safety of a child, parents are made aware of these concerns and their consent is sought in line with local safeguarding procedures unless doing so would increase the risk of harm to the child.

Allegations made against adults who work with children - Local Authority Designated Officer (LADO)

Child Protection procedures must be followed whenever any member of staff or volunteer becomes aware of a concern, or an allegation of abuse is made, about an adult, including volunteers, who work with children.
Allegations that may meet the harms threshold: The guidance in KCSIE 2021 will be followed where it is alleged that anyone working in the school or college that provides education for children under 18 years of age, including supply teachers, volunteers and contractors has met the 'harms threshold' i.e:
1. behaved in a way that has harmed a child, or may have harmed a child;
2. possibly committed a criminal offence against or related to a child;
3. behaved towards a child or children in a way that indicates he or she may pose a risk of harm to children; or
4. behaved or may have behaved in a way that indicates they may not be suitable to work with children.
The Headteacher must be notified or, where the allegation is against the Headteacher, the Chair of Governors must be informed (via the Clerk).
Concerns should be reported as soon as possible.
Where it is believed there is a conflict of interest in reporting a concern or allegation about a member of staff (including a supply teacher, volunteer or contractor) to the headteacher, the concerns should be reported directly to the local authority designated officer (LADO).
The first priority is whether any immediate action needs taking to ensure a child or other children are safe.
All allegations of alleged or suspected abuse against an adult who works with children must be reported to the Lincolnshire’s Local Authority Designated Officers (LADO). (Contact information in Appendix 1) Further guidance is in part 4 of the statutory document Keeping Children Safe in Education – DfE, 2021 )
Reporting to the LADO applies even where the nature of the alleged assault would not normally meet the threshold if applied to children in their own families. This is because of:
1. The vulnerability of children away from home.
2. The higher standards of conduct demanded by law and regulation of those caring for other people’s children.
3. The position of trust enjoyed by such people.
Contact should be made with the LADO when it is alleged, or there are concerns that, a person who works with children has:
1. Behaved in a way that has harmed a child, or may have harmed a child.
2. Possibly committed a criminal offence against or related to a child; or
3. behaved towards a child or children in a way that indicates he or she would pose a risk of harm if they work regularly or closely with children.
This process should be followed for members of staff/volunteers who are currently working in any school or college regardless of whether the school or college is where the alleged abuse took place – ie. the allegation may relate to the individual’s personal life or be historic.
Employers have a duty of care to their employees. They should ensure that they provide effective support for anyone facing an allegation and provide the employee with a named contact if they are suspended. Decisions about suspension are made on a case by case basis and will depend on the nature and seriousness of the allegation. It is essential that any allegation of abuse made against a teacher or other member of staff or volunteer in a school or college is dealt with in a timely manner, in a fair and consistent way that provides effective protection for the child and at the same time supports the person who is the subject of the allegation.
Concerns that do not meet the harms threshold: KCSIE 2021 will also be referred to when dealing with allegations that have not met the 'harms threshold' and are deemed as low-level concerns.
1. This section applies to all concerns (including allegations) about members of staff, including supply teachers, volunteers and contractors, which do not meet the harm threshold set out above,
2. Concerns may arise through, for example:
  1. Suspicion.
  2. Complaint.
  3. Disclosure made by a child, parent or other adult within or outside the school.
  4. Pre-employment vetting checks.
3. We recognise the importance of responding to and dealing with any concerns in a timely manner to safeguard the welfare of children.
4. Definition of low-level concerns.
  1. The term ‘low-level’ concern is any concern – no matter how small – that an adult working in or on behalf of the school may have acted in a way that:
    1. Is inconsistent with the staff code of conduct, including inappropriate conduct outside of work, and
    2. Does not meet the allegations threshold or is otherwise not considered serious enough to consider a referral to the designated officer at the local authority.
  2. Examples of such behaviour could include, but are not limited to:
    1. Being overly friendly with children.
    2. Having favourites.
    3. Taking photographs of children on their mobile phone.
    4. Engaging with a child on a one-to-one basis, without legitimate reason, in a secluded area or behind a closed door.
5. Sharing low-level concerns.
  1. We recognise the importance of creating a culture of openness, trust and transparency to encourage all staff to share low-level concerns so that they can be addressed appropriately.
  2. We will create this culture by:
    1. Ensuring staff are clear about what appropriate behaviour is, and are confident in distinguishing expected and appropriate behaviour from concerning, problematic or inappropriate behaviour, in themselves and others.
    2. Empowering staff to share any low-level concerns.
    3. Empowering staff to self-refer.
    4. Addressing unprofessional behaviour and supporting the individual to correct it at an early stage.
    5. Providing a responsive, sensitive and proportionate handling of such concerns when they are raised.
    6. Helping to identify any weakness in the school’s safeguarding system.
6. Responding to low-level concerns
  1. If the concern is raised via a third party, the headteacher will collect evidence where necessary by speaking:
    1. Directly to the person who raised the concern, unless it has been raised anonymously.
    2. To the individual involved and any witnesses.
  2. The headteacher will use the information collected to categorise the type of behaviour and determine any further action.
7. Record keeping
  1. All low-level concerns will be recorded in writing. In addition to details of the concern raised, records will include the context in which the concern arose, any action taken and the rationale for decisions and action taken.
  2. Records will be:
    1. Kept confidential, held securely and comply with the DPA 2018 and UK GDPR.
    2. Reviewed so that potential patterns of concerning, problematic or inappropriate behaviour can be identified. Where a pattern of such behaviour is identified, we will decide on a course of action, either through our disciplinary procedures or, where a pattern of behaviour moves from a concern to meeting the harms threshold, we will refer it to the designated officer at the local authority.
    3. Retained at least until the individual leaves employment at the school.
    4. Where a low-level concern relates to a supply teacher or contractor, we will notify the individual’s employer, so any potential patterns of inappropriate behaviour can be identified.
8. References
  1. We will not include low-level concerns in references unless:
    1. The concern (or group of concerns) has met the threshold for referral to the designated officer at the local authority and is found to be substantiated; and/or
    2. The concern (or group of concerns) relates to issues which would ordinarily be included in a reference, such as misconduct or poor performance.

Specific Safeguarding Issue: Children Missing from Education

A child going missing from education, particularly repeatedly, can be a warning sign of a range of safeguarding issues. This might include abuse or neglect, such as sexual abuse or exploitation or child criminal exploitation, or issues such as mental health problems, substance abuse, radicalisation, FGM or forced marriage.
There are many circumstances where a child may become missing from education, but some children are particularly at risk. These include children who:
1. Are at risk of harm or neglect.
2. Are at risk of forced marriage or FGM.
3. Come from Gypsy, Roma, or Traveller families.
4. Come from the families of service personnel.
5. Go missing or run away from home or care.
6. Are supervised by the youth justice system.
7. Cease to attend a school.
8. Come from new migrant families.
We will follow our procedures for unauthorised absence and for dealing with children who go missing from education, particularly on repeat occasions, to help identify the risk of abuse and neglect, including sexual exploitation, and to help prevent the risks of going missing in future. This includes informing the local authority if a child leaves the school without a new school being named, and adhering to requirements with respect to sharing information with the local authority, when applicable, when removing a child’s name from the admission register at non-standard transition points.
Staff will be trained in signs to look out for and the individual triggers to be aware of when considering the risks of potential safeguarding concerns which may be related to being missing, such as travelling to conflict zones, FGM and forced marriage.
If a staff member suspects that a child is suffering from harm or neglect, we will follow local child protection procedures, including with respect to making reasonable enquiries. We will make an immediate referral to the local authority children’s social care team, and the police, if the child is suffering or likely to suffer from harm, or in immediate danger.

Specific Safeguarding Issue: Extremism and Radicalisation

Bourne Grammar School seeks to protect children and young people against the messages of all violent extremism including, but not restricted to, those linked to radical Islamist ideology, or to Far Right/Neo Nazi/White Supremacist ideology, Irish Nationalist and Loyalist paramilitary groups, and extremist Animal Rights movements.
The current threat from terrorism in the United Kingdom may include the exploitation of vulnerable people, to involve them in terrorism or in activity in support of terrorism. The normalisation of extreme views may also make children and young people vulnerable to future manipulation and exploitation.
The School is clear that this exploitation and radicalisation should be viewed as a safeguarding concern.
Extremism is the vocal or active opposition to our fundamental values, including democracy, the rule of law, individual liberty and the mutual respect and tolerance of different faiths and beliefs. This also includes calling for the death of members of the armed forces.
Radicalisation refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups.
Terrorism is an action that endangers or causes serious violence to a person/people; causes serious damage to property; or seriously interferes or disrupts an electronic system. The use or threat must be designed to influence the government or to intimidate the public and is made for the purpose of advancing a political, religious or ideological cause.
Prevention work and reductions of risks will include the EPR curriculum, SEND Policy, assembly routine, the use of School premises by external agencies, integration of pupils by gender and SEND, Anti-bullying Policy and other issues specific to the School’s profile.
The School adheres to the Prevent Duty Guidance for England and Wales July 2015.
Risk assessment
1. Settings need to assess the risk, with local partners, of their children being drawn into terrorism, as well as their support for extremist ideas and terrorist ideology. They should have robust safeguarding policies to identify children at risk, appropriate intervention and the most appropriate referral option. The policy should also cover the suitability of visiting speakers.
2. Police in all regions are expected to produce a Counter-Terrorism Local Profile (CTLPs) which is to assess the risk of individuals being drawn into terrorism and is the risk assessment that settings need to refer to. Further support can be provided by contacting [email protected] or [email protected]
Working in Partnership
1. Lincolnshire settings are required to ensure that their safeguarding arrangements take into account policies and procedures of the Lincolnshire Safeguarding Children's Board.
The key aim of the Prevent strategy in Lincolnshire is:
1. To help local authorities, police, community safety partnerships and other partners and partnerships to develop and implement effective actions, which will make their communities safer.
2. Experience has shown that the best results are achieved by:
  1. Partnership working and community engagement.
  2. Understanding the challenge and its context.
  3. Developing an effective action plan.
  4. Managing risk.
  5. Tracking progress and evaluating success.
  6. Sharing learning.
3. Lincolnshire has a Prevent steering board which provides the strategic direction and is attended by a variety of partners including representatives from education.
4. The Channel panel is the operational group for Lincolnshire and has multi-agency representation.
Staff training
1. Settings should ensure that their staff are equipped to identify children at risk of being drawn into terrorism, as well as challenge extremist ideas. They should know how to refer children and young people for further help.
2. Potential signs that a child is being radicalised can include:
  1. Refusal to engage with, or becoming abusive to, peers who are different from themselves.
  2. Becoming susceptible to conspiracy theories and feelings of persecution.
  3. Changes in friendship groups and appearance.
  4. Rejecting activities they used to enjoy.
  5. Converting to a new religion.
  6. Isolating themselves from family and friends.
  7. Talking as if from a scripted speech.
  8. An unwillingness or inability to discuss their views.
  9. A sudden disrespectful attitude towards others.
  10. Increased levels of anger.
  11. Increased secretiveness, especially around internet use.
  12. Expressions of sympathy for extremist ideologies and groups, or justification of their actions.
  13. Accessing extremist material online, including on Facebook or Twitter.
  14. Possessing extremist literature.
  15. Being in contact with extremist recruiters and joining, or seeking to join, extremist organisations.
3. All staff undertake Prevent awareness training (in-house) and key Pastoral staff complete e-learning via the LSCB website. Face-to-face learning is available to book via the Stay Safe partnership website.
Referral Process
1. As part of the duty to protect young people from the messages of extremism, the School may refer any young person it is concerned about to the local Prevent team through the Channel process. The Channel referral form can be found through the LSCB website link above and should be returned to the email provided [email protected] Before doing this the School should contact [email protected] or [email protected] to seek advice and support to see if a Channel referral is appropriate.
2. The Department for Education also has a dedicated telephone helpline, 020 7340 7264, which school staff and governors can call to raise concerns about extremism with respect to a pupil.
3. Where the School has serious concerns about the vulnerability of a young person in relation to extremist behaviour, then the School should make a call to the Police on 999 or the confidential anti-terrorist hotline on 0800 789 321.
IT policies
1. Settings are expected to ensure that children are safe from online terrorist and extremist material, typically via appropriate levels of filtering.
2. Settings can require students and staff to abide by acceptable user polices which make clear that accessing such sites is unacceptable. Using School equipment to send terrorist publications to others is a criminal offence.
Monitoring and enforcement
1. Ofsted inspectors will assess the approach to keeping children safe from the dangers of radicalisation and extremism and what is done when the setting suspects that pupils are vulnerable to these threats. If a setting is considered to be failing in this regard or if their staff or children’s safety is threatened, academies or free schools may be subject to termination of funding.
Wider issues to consider:
1. Additional strategies:
  1. Settings are required to promote the fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs.
  2. Delivering a curriculum that includes a balanced Religious Education, Personal Social and Health Education.
2. EMTET is the Ethnic Minority and Traveller Education Team who can support settings by working with individuals who are victims of racism or are perpetrators of racism or have racist views. In addition, they can signpost settings to other organisations. EMTET contact details are 01427 787190, www.lincolnshire.gov.uk/emtet.

Specific Safeguarding issue: So-called 'honour-based' abuse including FGM and Forced Marriage

So-called ‘honour-based’ abuse is abuse and encompasses crimes which have been committed to protect or defend the honour of the family and/or community, including: Forced marriage (FM) and Female genital mutilation (FGM).
Regardless of the motivation, it is still abuse and our responsibility as childcare professionals is to put the welfare and protection of the child first.
A forced marriage is where one or both people do not (or in cases of people with learning disabilities, cannot) consent to the marriage and pressure or abuse is used. It is an indefensible practice and is recognised in the UK as a form of violence against women and men, domestic/child abuse and a serious abuse of human rights.
1. Staff at Bourne Grammar School understand that this is a Safeguarding issue and thus they would pass on concerns by applying the usual referral process and Child Protection procedures and pass this information to the Designated Safeguarding Lead (DSL).
Advice can be sought from the Forced Marriage Unit on 020 7008 0151 or [email protected].
Government guidance on Forced Marriage: Forced Marriage
Female Genital Mutilation (FGM) is child abuse and illegal.
1. FGM comprises all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs for non-medical reasons.
2. Where a case of FGM is disclosed by or visually identified in a girl under the age of 18, any teacher or persons who are employed or engaged to carry out teaching work in schools are required to report cases of FGM to the Police on 101.
3. The duty is a personal duty which requires the individual professional who becomes aware of the case to make a report; the responsibility cannot be transferred.
4. Unless the teacher has a good reason not to, they should still consider and discuss any such case with the DSL and involve children's social care as appropriate.
5. Other staff who are not subject to the mandatory reporting duty (persons who are not employed or engaged to carry out teaching work in schools) should pass on concerns by applying the usual referral process and Child Protection procedures and pass this information to the DSL.
6. The duty to report cases of FGM to the police does not apply in relation to at risk or suspected cases. In these cases, all staff should report to the DSL and follow standard safeguarding procedures.
7. Members of staff in school should not examine children for signs of FGM.
8. Government Multi-agency guidance on female genital mutilation: FGM Guidance.

Specific Safeguarding Issue: Child Sexual Exploitation (CSE)

The School is aware that:
1. CSE is a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity.
  1. (a) in exchange for something the victim needs or wants, and/or
  2. (b) for the financial advantage or increased status of the perpetrator or facilitator.
2. The victim may have been sexually exploited even if the sexual activity appears consensual.
3. Child sexual exploitation can involve violent, humiliating and degrading sexual assaults, but does not always involve physical contact; it can also occur through the use of technology.
Staff have been made aware of some of the key indicators of CSE by training provided by the DSL.
In addition the School appreciates that it has a role to play in the prevention of CSE within its Safeguarding curriculum e.g. Healthy Relationships.
If staff identify children for whom CSE may be a concern they will apply the usual referral process and Child Protection procedures and pass this information to the DSL. The DSL can then refer cases where relevant to Lincolnshire Customer Services Team.
The School also appreciates that there is a role to play in sharing soft intelligence relevant to perpetrators of CSE and therefore if such information should come to light within School, the DSL will share this appropriately with the police on Tel: 101
Indicators of sexual exploitation can include a child:
1. Appearing with unexplained gifts or new possessions.
2. Associating with other young people involved in exploitation.
3. Having older boyfriends or girlfriends.
4. Suffering from sexually transmitted infections or becoming pregnant.
5. Displaying inappropriate sexualised behaviour.
6. Suffering from changes in emotional wellbeing.
7. Misusing drugs and/or alcohol.
8. Going missing for periods of time, or regularly coming home late.
9. Regularly missing school or education, or not taking part in education.

Specific Safeguarding issue: Child Criminal Exploitation - County Lines and Serious Violent Crime

CCE is where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child into any criminal activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial or other advantage of the perpetrator or facilitator and/or (c) through violence or the threat of violence. The victim may have been criminally exploited even if the activity appears consensual.
CCE does not always involve physical contact; it can also occur through the use of technology.
The School recognises that criminal exploitation of children is a geographically widespread form of harm that is a typical feature of county lines criminal activity.
County lines is a term used to describe gangs and organised criminal networks involved in exporting illegal drugs (primarily crack cocaine and heroin) into one or more importing areas [within the UK], using dedicated mobile phone lines or other form of “deal line”. Exploitation is an integral part of the county lines offending model with children and vulnerable adults exploited to move [and store] drugs and money. Offenders will often use coercion, intimidation, violence (including sexual violence) and weapons to ensure compliance of victims.
Key to identifying potential involvement in county lines are missing episodes, when the victim may have been trafficked for the purpose of transporting drugs.
The School will consider whether a referral to the National Referral Mechanism (NRM) should be undertaken in order to safeguard that child and/or other children.
Serious violent crime is often part of child criminal exploitation. This carries associated risks such as inury, putting families in danger and becoming criminalised.
Concerns of this nature should be reported to the DSL without delay.
Staff will be made aware of indicators that a child may be at risk from or involved with serious violent crime. These are listed below:
1. Unexplained gifts/new possessions - these can indicate children have been approached by/involved with individuals associated with criminal networks/gangs.
2. Increased absence from school.
3. Change in friendship/relationships with others/groups.
4. Significant decline in performance.
5. Signs of self-harm/significant change in wellbeing.
6. Signs of assault/unexplained injuries.

Specific Safeguarding Issue: Homelessness

Being homeless or being at risk of becoming homeless presents a real risk to a child’s welfare.
If any member of staff suspects or knows that a student is homeless or is at risk of becoming homeless then they must complete an orange safeguarding form and share the information with the DSL.

Specific Safeguarding Issue: Domestic abuse

The School understands that the cross-government definition of domestic violence and abuse is:
1. any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse between those aged 16 or over who are, or have been, intimate partners or family members regardless of gender or sexuality.
The abuse can encompass, but is not limited to: psychological, physical, sexual, financial and emotional harm.
Controlling behaviour is a range of acts designed to make a person subordinate and/or dependent by isolating them from sources of support, exploiting their resources and capacities for personal gain, depriving them of the means needed for independence, resistance and escape and regulating their everyday behaviour.
Coercive behaviour is an act or a pattern of acts of assault, threats, humiliation and intimidation or other abuse that is used to harm, punish, or frighten their victim.
All children can witness and be adversely affected by domestic abuse in the context of their home life where domestic abuse occurs between family members.
Exposure to domestic abuse and/or violence can have a serious, long lasting emotional and psychological impact on children.

Specific Safeguarding Issue: Peer-on-Peer abuse

We recognise that children are capable of abusing their peers. Abuse will never be tolerated or passed off as “banter”, “just having a laugh” or “part of growing up”, as this can lead to a culture of unacceptable behaviours and an unsafe environment for pupils.
We also recognise the gendered nature of peer-on-peer abuse. However, all peer-on-peer abuse is unacceptable and will be taken seriously.
Most cases of pupils hurting other pupils will be dealt with under the School’s Behaviour for Learning policy, but this safeguarding policy will apply to any allegations that raise safeguarding concerns. This might include where the alleged behaviour:
1. Is serious, and potentially a criminal offence.
2. Could put pupils in the school at risk.
3. Is violent.
4. Involves pupils being forced to use drugs or alcohol.
5. Involves sexual exploitation, sexual abuse or sexual harassment, such as indecent exposure, sexual assault, upskirting or sexually inappropriate pictures or videos (including the sharing of nudes and semi-nudes).
Procedures for dealing with allegations of peer-on-peer abuse.
1. If a pupil makes an allegation of abuse against another pupil:
  1. You must record the allegation and tell the DSL, but do not investigate it.
  2. The DSL will contact the local authority children’s social care team and follow its advice, as well as the police if the allegation involves a potential criminal offence.
  3. The DSL will put a risk assessment and support plan into place for all children involved (including the victim(s), the child(ren) against whom the allegation has been made and any others affected) with a named person they can talk to if needed.
  4. The DSL will contact the children and adolescent mental health services (CAMHS), if appropriate.
Creating a supportive environment in school and minimising the risk of peer-on-peer abuse.
1. We recognise the importance of taking proactive action to minimise the risk of peer-on-peer abuse, and of creating a supportive environment where victims feel confident in reporting incidents.
2. To achieve this, we will:
  1. Challenge any form of derogatory or sexualised language or inappropriate behaviour between peers, including requesting or sending sexual images.
  2. Be vigilant to issues that particularly affect different genders – for example, sexualised or aggressive touching or grabbing towards female pupils, and initiation or hazing type violence with respect to boys.
  3. Ensure our curriculum helps to educate pupils about appropriate behaviour and consent.
  4. Ensure pupils are able to easily and confidently report abuse using our reporting systems.
  5. Ensure staff reassure victims that they are being taken seriously.
  6. Ensure staff are trained to understand:
    1. How to recognise the indicators and signs of peer-on-peer abuse, and know how to identify it and respond to reports.
    2. That even if there are no reports of peer-on-peer abuse in school, it does not mean it is not happening – staff should maintain an attitude of “it could happen here”.
    3. That if they have any concerns about a child’s welfare, they should act on them immediately rather than wait to be told, and that victims may not always make a direct report. For example:
      1. Children can show signs or act in ways they hope adults will notice and react to.
      2. A friend may make a report.
      3. A member of staff may overhear a conversation.
      4. A child’s behaviour might indicate that something is wrong.
      5. That certain children may face additional barriers to telling someone because of their vulnerability, disability, gender, ethnicity and/or sexual orientation.
      6. That a pupil harming a peer could be a sign that the child is being abused themselves, and that this would fall under the scope of this policy.
      7. The important role they have to play in preventing peer-on-peer abuse and responding where they believe a child may be at risk from it.
      8. That they should speak to the DSL if they have any concerns.

Specific Safeguarding Issue: Sharing nudes/semi-nudes

The School will follow advice set out by the DfE in Sharing nudes and semi-nudes: advice for education settings working with children and young people.
This refers to the sending or posting of nude or semi-nude images, videos or live streams by young people under the age of 18 online. This could be via social media, gaming platforms, chat apps or forums. It could also involve sharing between devices via services like Apple’s AirDrop which works offline.
Your responsibilities when responding to an incident.
1. If you are made aware of an incident involving the consensual or non-consensual sharing of nude or semi-nude images/videos (also known as ‘sexting’ or ‘youth produced sexual imagery’), you must report it to the DSL immediately.
2. You must not:
  1. View, copy, print, share, store or save the imagery yourself, or ask a pupil to share or download it (if you have already viewed the imagery by accident, you must report this to the DSL).
  2. Delete the imagery or ask the pupil to delete it.
  3. Ask the pupil(s) who are involved in the incident to disclose information regarding the imagery (this is the DSL’s responsibility).
  4. Share information about the incident with other members of staff, the pupil(s) it involves or their, or other, parents and/or carers.
  5. Say or do anything to blame or shame any young people involved.
3. You should explain that you need to report the incident, and reassure the pupil(s) that they will receive support and help from the DSL.
Initial review meeting.
1. Following a report of an incident, the DSL will hold an initial review meeting with appropriate school staff – this may include the staff member who reported the incident and the safeguarding or leadership team that deals with safeguarding concerns. This meeting will consider the initial evidence and aim to determine:
  1. Whether there is an immediate risk to pupil(s).
  2. If a referral needs to be made to the police and/or children’s social care.
  3. If it is necessary to view the image(s) in order to safeguard the young person (in most cases, images or videos should not be viewed).
  4. What further information is required to decide on the best response.
  5. Whether the image(s) has been shared widely and via what services and/or platforms (this may be unknown).
  6. Whether immediate action should be taken to delete or remove images or videos from devices or online services.
  7. Any relevant facts about the pupils involved which would influence risk assessment.
  8. If there is a need to contact another school, college, setting or individual.
  9. Whether to contact parents or carers of the pupils involved (in most cases parents/carers should be involved).
2. The DSL will make an immediate referral to police and/or children’s social care if:
  1. The incident involves an adult.
  2. There is reason to believe that a young person has been coerced, blackmailed or groomed, or if there are concerns about their capacity to consent (for example owing to special educational needs).
  3. What the DSL knows about the images or videos suggests the content depicts sexual acts which are unusual for the young person’s developmental stage, or are violent.
  4. The imagery involves sexual acts and any pupil in the images or videos is under 13.
  5. The DSL has reason to believe a pupil is at immediate risk of harm owing to the sharing of nudes and semi-nudes (for example, the young person is presenting as suicidal or self-harming).
3. If none of the above apply then the DSL, in consultation with the headteacher and other members of staff as appropriate, may decide to respond to the incident without involving the police or children’s social care. The decision will be made and recorded in line with the procedures set out in this policy.
Further review by the DSL.
1. If at the initial review stage a decision has been made not to refer to police and/or children’s social care, the DSL will conduct a further review to establish the facts and assess the risks.
2. They will hold interviews with the pupils involved (if appropriate).
3. If at any point in the process there is a concern that a pupil has been harmed or is at risk of harm, a referral will be made to children’s social care and/or the police immediately.
Informing parents/carers.
1. The DSL will inform parents/carers at an early stage and keep them involved in the process, unless there is a good reason to believe that involving them would put the pupil at risk of harm.
Referring to the police.
1. If it is necessary to refer an incident to the police, this will be done by dialling 101.
Recording incidents.
1. All incidents of sharing of nudes and semi-nudes, and the decisions made in responding to them, will be recorded. The record-keeping arrangements set out in section 14 of this policy also apply to recording these incidents.
Curriculum coverage.
1. Pupils are taught about the issues surrounding the sharing of nudes and semi-nudes as part of Relationships and Sex Education.
2. Teaching covers the following in relation to the sharing of nudes and semi-nudes:
  1. What it is.
  2. How it is most likely to be encountered.
  3. The consequences of requesting, forwarding or providing such images, including when it is and is not abusive and when it may be deemed as online sexual harassment.
  4. Issues of legality.
  5. The risk of damage to people’s feelings and reputation.
3. Pupils also learn the strategies and skills needed to manage:
  1. Specific requests or pressure to provide (or forward) such images.
  2. The receipt of such images.

Specific Safeguarding issue: Sexual Violence and Sexual Harassment between children

The School will follow guidance as set out in The DfE’s Sexual violence and sexual harassment between children in schools and colleges, September 2021, and is cognisant of the findings in Ofsted's review into sexual abuse in schools and colleges, 2021.
Sexual violence and sexual harassment involving children at school is a form of peer-on-peer abuse.
Sexual violence involves the criminal sexual offences defined in the Sexual Offences Act 2003.
Sexual Harassment is defined as unwanted conduct of a sexual nature and can include online behaviour. Neither is acceptable and will not be tolerated by the School.
The Voyeurism (Offences) Act, which is commonly known as the Upskirting Act, came into force on 12 April 2019.‘Upskirting’ is where someone takes a picture under a persons clothing (not necessarily a skirt) without their permission and or knowledge, with the intention of viewing their genitals or buttocks (with or without underwear) to obtain sexual gratification, or cause the victim humiliation, distress or alarm. It is a criminal offence. Anyone of any gender, can be a victim.
Sexual violence and sexual harassment can occur:
1. Between 2 children of any age and sex.
2. Through a group of children sexually assaulting or sexually harassing a single child or group of children.
3. Online and face to face (both physically and verbally).
Sexual violence and sexual harassment exist on a continuum and may overlap.
Children who are victims of sexual violence and sexual harassment will likely find the experience stressful and distressing. This will, in all likelihood, adversely affect their educational attainment and will be exacerbated if the alleged perpetrator(s) attends the same school.
If a victim reports an incident, it is essential that staff make sure they are reassured that they are being taken seriously and that they will be supported and kept safe. A victim should never be given the impression that they are creating a problem by reporting sexual violence or sexual harassment. Nor should a victim ever be made to feel ashamed for making a report.
Some groups are potentially more at risk. Evidence shows that girls, children with SEN and/or disabilities, and lesbian, gay, bisexual and transgender (LGBT) children are at greater risk.
Staff should be aware of the importance of:
1. Challenging inappropriate behaviours.
2. Making clear that sexual violence and sexual harassment is not acceptable, will never be tolerated and is not an inevitable part of growing up.
3. Challenging physical behaviours (potentially criminal in nature), such as grabbing bottoms, breasts and genitalia, pulling down trousers, flicking bras and lifting up skirts. Dismissing or tolerating such behaviours risks normalising them.
The School takes all such reports seriously and will receive the same high standard of care that any other safeguarding concern receives.
A multi-agency approach will be undertaken when responding to all such complaints, however the School will always take immediate action to protect children despite the actions of any other agency.
These actions may include an immediate risk assessment in respect of the needs of the child victim and will address any risks identified to any child in respect of an alleged perpetrator of sexual violence or sexual harassment to ensure children are protected from harm. Any risk assessment will be fluid and may change to reflect any developments during the management of the case. All such reports will be managed by the DSL.
There are a number of options the School may consider in respect of the management of a report of sexual violence or sexual harassment between children and each case will receive an appropriate bespoke response once all the facts are known.
Irrespective of any potential criminal outcome, the School has a duty to safeguarding all children and may deal with any such report on a balance of probability basis when considering the outcomes for children involved.
Should an outcome involve a move to an alternative school for any child, then information sharing of the case will be undertaken with the Designated Safeguarding Lead professional at that school.

Specific Safeguarding Issue: Serious Violent Crime

Indicators which may signal that a child is at risk from, or involved with, serious violent crime may include:
1. Increased absence from school.
2. Change in friendships or relationships with older individuals or groups.
3. Significant decline in performance.
4. Signs of self-harm or a significant change in wellbeing.
5. Signs of assault or unexplained injuries.
6. Unexplained gifts or new possessions (this could indicate that the child has been approached by, or is involved with, individuals associated with criminal networks or gangs and may be at risk of criminal exploitation (see above)) .
Risk factors which increase the likelihood of involvement in serious violence include:
1. Being male.
2. Having been frequently absent or permanently excluded from school.
3. Having experienced child maltreatment.
4. Having been involved in offending, such as theft or robbery.

APPENDIX 1 - Who to contact if you have a concern

Advice on any aspect of Safeguarding/Child Protection can be sought from the Safeguarding Team.
1. Designated Safeguarding Lead: Mr Mark Brunker.
2. Deputy Safeguarding Leads: Mrs Sarah Shales, Mr Stephen Chamberlain, Mrs Mary Ford.
3. The LCC Safeguarding and Education Welfare Supervisor for Education Settings Ruth Fox is available on 01522 554695 or [email protected] for non-urgent safeguarding advice about training and policy and procedures.
Safeguarding children - concerns over children living in Lincolnshire: 01522 782111 (working hours), 01522 782333 (Emergency Duty Team; 6pm-8am + weekends and Bank Holidays).
Safeguarding children - concerns (Children living in other Authorities).
1. Rutland Children’s Duty Team: 01572 758407 (working hours), 0116 305 00055 (out of hours).
2. Peterborough Safeguarding Children’s Board: 01733 864170 (working hours), 01733 234724 (out of hours).
Allegations against /concerns about adult(s) working with children.
1. Staff must report concerns to the Headteacher or in the event of concerns about the Headteacher, concerns must be reported to the Chair of Governors (via the Clerk).
2. The Headteacher/Chair may liaise with the DSL (unless the concern is about the DSL) and must contact the LADO to discuss concerns & course of action.
3. Lincolnshire Local Authority Designated Officers (LADO) are Rachel Powis, Kim Murray and Ildiko Kiss: 01522 554674 or [email protected].
4. Secure transfer of documents should be sent to [email protected]
Police (Emergency): 999. When to phone the Police.
Police (Non Emergency): 101 or 01522 947590 (Lincolnshire Police Public Protection Unit, Central Referral Unit).

APPENDIX 2 - Continuum of need

Universal.
1. Children and young people whose needs are being adequately met by their family, friends and community and who are accessing universal services. (e.g. health visiting, GP, schools).
2. Response: Continue meeting child or young person’s needs as a universal service in a safe environment.
3. Universal services will remain at all levels of need.
Targeted.
1. Children and young people who would benefit from additional help with moderate difficulties in order to make the best of their life chances.
2. Response: A practitioner who identifies unmet needs for a child or young person should consider how these needs can best be met, usually by some additional help from within their own agency. The Early Help Assessment (EHA) can help to identify and plan to meet needs and involve others where necessary.
Complex.
1. Children and young people who have a range of additional needs affecting different areas of their life.
2. Response: Request support from other agencies such as family support, commissioned services, Youth Crime Prevention Team and Education Welfare. Agencies work together to provide a network of support to the child or young person and their family.
3. Identify a lead professional to co-ordinate support and be primary link with the family.
4. Hold a multi-agency meeting and use the Early Help Assessment (EHA) with child and family to assess their needs. Develop and implement an Action Plan and review progress.
Specialist.
1. Children and young people who need immediate protection or who require integrated support from a statutory service such as CAMHS, Children’s Social Care, or Youth Offending Service.
2. Children’s Social Care lead multi-agency planning and support through a Child-in-Need Plan, Child Protection Procedures, or accommodation by Children’s Social Care.
3. Youth Offending Team lead multi-agency interventions for Court-Ordered Supervision of Young Offenders in the community and in custody.

If at any point you are concerned about the safety of a child or young person, contact Lincolnshire Children's Services Customer Service Centre. Tel: 01522 782111 or 01522 782333 (Emergency Duty Team for out of hours). If you are concerned about an immediate danger, phone 999.

APPENDIX 3 - Definitions of Abuse

Physical Abuse.
1. A form of abuse which may involve:
  1. Hitting, shaking, throwing, poisoning, burning, scalding, drowning, suffocating, or otherwise causing physical harm to a child
  2. Physical harm may also be caused when a parent or carer feigns the symptoms of, or deliberately induces illness in a child (fabricated/induced illness).
  3. Injuries in babies and non-mobile children.
Sexual Abuse.
1. Forcing or enticing a child 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.
2. Physical contact: including assault by penetration e.g. rape or oral sex; or non-penetrative acts e.g. masturbation, kissing, rubbing & touching outside of clothing.
3. Non-contact activities: eg. involving children in looking at/in the production of sexual images/ activities, encouraging children to behave in sexually inappropriate ways, grooming a child in preparation for abuse.
Emotional Abuse.
1. The persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on their emotional development. It may involve:
  1. Conveying to them that they are worthless, unloved, inadequate, or valued only insofar as they meet the needs of another person
  2. Not giving them opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate.
  3. Developmentally inappropriate expectations being imposed; interactions that are beyond the child's developmental capability.
  4. Overprotection and limitation of exploration and learning.
  5. Preventing the child participating in normal social interaction.
  6. Seeing/hearing the ill-treatment of another.
  7. Serious bullying causing them frequently to feel frightened or in danger.
  8. Exploitation or corruption of them.
2. Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone.
Neglect.
1. 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.
2. It may occur during pregnancy as a result of maternal substance abuse.
3. Once a child is born, neglect may involve a parent or carer failing to:
  1. Provide adequate food, clothing and shelter (including exclusion from home or abandonment).
  2. Protect a child from physical and emotional harm or danger.
  3. Ensure adequate supervision (including the use of inadequate care-givers).
  4. Ensure access to appropriate medical care or treatment.
4. It may also include unresponsiveness to, or neglect of a child’s basic emotional needs.

APPENDIX 4 - Symptoms of Abuse

The symptoms below do not necessarily mean they are a result of abuse, but can be used as a list of possible indicators. A marked change in behaviour is often the biggest indicator.

Physical.
1. Bruises, black eyes, broken bones.
2. Injuries to unusual body parts eg. thighs, back, abdomen.
3. Bruising that resembles hand/finger marks.
4. Burns/scalds.
5. Bite marks, cigarette burns.
6. Injuries that the child cannot explain or explains unconvincingly.
Sexual.
1. Genital discomfort, pain, itching, bruising, injuries.
2. Public masturbation, compulsive masturbation.
3. Eating disorders.
4. Sexually explicit behaviour or language not appropriate for their age.
5. Sexually transmitted infection.
6. Sexually explicit drawings.
7. Pregnancy.
Emotional.
1. Physical, mental and emotional development lags.
2. Talks of excessive punishment.
3. Fear of parents being contacted.
4. Sudden speech disorders.
5. Running away.
6. Self-deprecation, low self-esteem.
Neglect.
1. Child inappropriately dressed for weather conditions.
2. Undernourished/always hungry.
3. Untreated medical problems eg. dental decay.
4. Extreme lethargy, tiredness.
5. Aggressive tendencies.

APPENDIX 5 - Receiving Disclosures

Receive.
1. Listen, try not to look shocked or be judgmental.
2. Accept what the young person says and ‘take it seriously’.
3. Don’t ‘interrogate’ them – let them tell you; try not to interrupt.
4. Note the date and time, what was done, who did it, and where it took place.
5. Use the young person’s own words.
6. Don’t criticise anyone.
7. Don't take photographs of any injuries.
8. Don’t ask leading questions – use ‘open’ questions to clarify only.
  1. TED - Tell me; Explain; Describe.
    1. Tell me what you mean by that.
    2. Explain that to me.
    3. Describe that....
Reassure.
1. Stay calm, tell the young person they have done the right thing in telling you.
2. Reassure them they are not to blame.
3. Empathise – don’t tell them how they should be feeling.
4. Don’t promise confidentiality, explain who needs to know.
5. Explain what you’ll do next.
6. Be honest about what you can do.
Report and Record (BGS orange Safeguarding Referral Form).
1. Make a Brief, accurate, timely and factual record.
2. Discuss with the DSL/Deputy, without delay.
3. The Designated Safeguarding Lead will assess the situation and decide on the next steps.
4. Things to include:
  1. Time and full date of disclosure/incident and the time and full date the record was made.
  2. An accurate record of what was said or seen.
  3. Whether it is first or second hand information.
  4. Whether the child was seen/spoken to.
  5. Whether information is fact or professional judgement.
  6. Full names and roles/status of anyone identified in the report.
  7. Avoid acronyms/jargon/abbreviations.
  8. Sign the record.
  9. Record actions agreed with/by the Designated Lead.
5. Records should be reviewed regularly and any new concerns should be added and responded to immediately.

APPENDIX 6 - Staff Training and the 6-year Safeguarding Pathway

Staff training will be integrated, aligned and considered as part of the whole-school safeguarding approach and wider staff training, and curriculum planning.
Staff training will have regard to the Teachers' Standards.
The statutory guidance, 'Keeping Children Safe in Education 2021', states 'All staff members should be aware of systems within their school or college which support safeguarding and these should be explained to them as part of staff induction. This should include: the Safeguarding policy; the staff code of conduct; and the role of the DSL.
Copies of policies and a copy of part one of Keeping Children Safe in Education should be provided to staff at induction.
All staff members should receive appropriate safeguarding and child protection training which is regularly updated. In addition all staff members should receive safeguarding and child protection updates (for example, via email, staff meetings and briefings), as required, but at least annually to provide them with relevant skills and knowledge to safeguard children effectively.
Please note there is a statutory requirement for DSLs to attend training at least every two years, that helps them understand their role and responsibilities.
DSLs are reminded to ensure they complete their safeguarding refresher training and are strongly encouraged to attend training offered by the Early Help teams, eg. Early Help & TAC Record Keeping, Voice of the Child etc. and attend TAC briefings. www.lincolnshire.gov.uk/tac.
Lincolnshire Safeguarding Children's Board (LSCB) 6-year training pathway is available at www.lincolnshire.gov.uk/lscb.
Settings should plan their own 6-year pathway using training provided by a range of partners, e.g. LSCB, Stay Safe Partnership etc. in order to suit the needs of the school community. This should be adapted in order to reflect local and national guidance.
Schools should plan the 6-year pathway carefully, taking into consideration any gaps in staff knowledge, updates to statutory guidance documents and the needs of the children and young people in the setting and community. Always keep accurate records of staff safeguarding updates on a spreadsheet and remember to keep a central copy of any evidence of training, e.g. certificates. Include evidence of staff training and safeguarding input at staff meetings/in-house updates etc., of which there may be several annually.
Support is available from [email protected].

APPENDIX 7 - Safer Recruitment and DBS Checks

The safe recruitment of staff in schools is the first step to safeguarding and promoting the welfare of children in education. Bourne Grammar School is committed to safeguarding and promoting the welfare of all pupils in its care. As an employer, the school expects all staff and volunteers to share this commitment.
The School will record all information on the checks carried out in the School’s Single Central Record (SCR). Copies of these checks, where appropriate, will be held in individuals’ personnel files.
The School follows requirements and best practice in retaining copies of these checks, as set out below.
Appointing new staff.
1. When appointing new staff, the School will:
2. Operate in accordance with DfE guidance within KCSIE 2021 regarding DBS checks.
  1. Verify their identity.
  2. Obtain (via the applicant) an enhanced Disclosure and Barring Service (DBS) certificate, including barred list information for those who will be engaging in regulated activity (see definition below). We will not keep a copy of this for longer than 6 months.
  3. Obtain a separate barred list check if they will start work in regulated activity before the DBS certificate is available.
  4. Verify their mental and physical fitness to carry out their work responsibilities.
  5. Verify their right to work in the UK. A copy of this verification will be kept for the duration of the member of staff’s employment and for 2 years afterwards.
  6. Verify their professional qualifications, as appropriate.
  7. Ensure they are not subject to a prohibition order if they are employed to be a teacher.
  8. Carry out further additional checks, as appropriate, on candidates who have lived or worked outside of the UK, including (where relevant) any teacher sanctions or restrictions imposed by a European Economic Area professional regulating authority, and criminal records checks or their equivalent.
  9. Check that candidates taking up a management position are not subject to a prohibition from management (section 128) direction made by the secretary of state.
  10. Ask for written information about previous employment history and check that information is not contradictory or incomplete.
  11. The School will seek references on all short-listed candidates, before interview. We will scrutinise these and resolve any concerns before confirming appointments.
  12. Shortlisted candidates will be asked at least one safeguarding question before any appointments are made.
Regulated activity means a person who will be:
1. Responsible, on a regular basis in a school or college, for teaching, training, instructing, caring for or supervising children
2. Carrying out paid, or unsupervised unpaid, work regularly in a school or college where that work provides an opportunity for contact with children.
3. Engaging in intimate or personal care or overnight activity, even if this happens only once and regardless of whether they are supervised or not.
Existing staff.
1. If the School has concerns about an existing member of staff’s suitability to work with children, the relevant checks will be completed as if the individual was a new member of staff. The School will also do this if an individual moves from a post that is not regulated activity to one that is.
2. The School will refer to the DBS anyone who has harmed, or poses a risk of harm, to a child or vulnerable adult:
  1. Where the ‘harm test’ is satisfied in respect of the individual (i.e. that no action or inaction occurred but the present risk that it could was significant).
  2. Where the individual has received a caution or conviction for a relevant offence.
  3. If there is reason to believe that the individual has committed a listed relevant offence, under the Safeguarding Vulnerable Groups Act 2006 (Prescribed Criteria and Miscellaneous Provisions) Regulations 2009.
  4. If the individual has been removed from working in regulated activity (paid or unpaid) or would have been removed if they had not left.
Agency and third-party staff.
1. The School will obtain written notification from any agency or third-party organisation that it has carried out the necessary safer recruitment checks that we would otherwise perform. We will also check that the person presenting themselves for work is the same person on whom the checks have been made.
Contractors.
1. The School will ensure that any contractor, or any employee of the contractor, who is to work at the School has had the appropriate level of DBS check(this includes contractors who are provided through a PFI or similar contract). This will be:
  1. An enhanced DBS check with barred list information for contractors engaging in regulated activity.
  2. An enhanced DBS check, not including barred list information, for all other contractors who are not in regulated activity but whose work provides them with an opportunity for regular contact with children.
2. The School will obtain the DBS check for self-employed contractors.
3. The School will not keep copies of such checks for longer than 6 months.
4. Contractors who have not had any checks will not be allowed to work unsupervised or engage in regulated activity under any circumstances.
5. The School will check the identity of all contractors and their staff on arrival at the school.
Trainee/student teachers.
1. Where applicants for initial teacher training are salaried by the School, the School will ensure that all necessary checks are carried out.
2. Where trainee teachers are fee-funded, written confirmation will be obtained from the training provider that necessary checks have been carried out and that the trainee has been judged by the provider to be suitable to work with children.
Volunteers
1. The School will:
  1. Never leave an unchecked volunteer unsupervised or allow them to work in regulated activity.
  2. Obtain an enhanced DBS check with barred list information for all volunteers who are new to working in regulated activity.
  3. Obtain an enhanced DBS check without barred list information for all volunteers who are not in regulated activity, but who have an opportunity to come into contact with children on a regular basis, for example, supervised volunteers.
  4. Carry out a risk assessment when deciding whether to seek an enhanced DBS check for any volunteers not engaging in regulated activity.
Governors
1. All governors will have an enhanced DBS check without barred list information and section 128 check [section 128 checks are only required for local governors if they have been delegated any management responsibilities].
2. They will have an enhanced DBS check with barred list information if working in regulated activity.
3. The chair of the board of trustees will have their DBS check countersigned by the secretary of state.
4. All trustees, proprietors and local governors will also have the following checks:
  1. Identity.
  2. Right to work in the UK.
  3. Other checks deemed necessary if they have lived or worked outside the UK.
Adults who supervise pupils on work experience.
1. When organising work experience, the School will ensure that policies and procedures are in place to protect children from harm.
2. The School will also consider whether it is necessary for barred list checks to be carried out on the individuals who supervise a pupil under 16 on work experience. This will depend on the specific circumstances of the work experience, including the nature of the supervision, the frequency of the activity being supervised, and whether the work is regulated activity.
Pupils staying with host families (Home-stays/exchange visits).
1. Where the School makes arrangements for overseas students to be provided with care and accommodation by a UK host family to which they are not related (for example, during a foreign exchange visit), the School will request enhanced DBS checks with barred list information on those people. As volunteers, all checks will be processed free of charge by the DBS.
2. Where additional people in the host family are aged over 16 (i.e. elder siblings) the School will consider on a case by case risk assessment basis whether such checks are necessary.
3. Where the School is organising such hosting arrangements overseas and host families cannot be checked in the same way, the School will work with the partner schools abroad to ensure that similar assurances are undertaken prior to the visit.

APPENDIX 8 Children Missing Education

CME is defined as a child or young person of compulsory School age who is not attending school, not placed in alternative provision by an LA, and who is not receiving a suitable education elsewhere. This definition also includes children who are receiving an education, but one that is not suitable; this could include children who are not receiving full-time education suitable to their needs, e.g. age, ability, aptitude, special educational needs and disabilities (SEND).
Why children miss education.
1. The most common reasons for children missing education include the following:
  1. failing to be registered at a School at the age of five.
  2. Failing to make a successful transition.
  3. Exclusion.
  4. Mid-year transfer of education provision Families moving into a new area.
Children at particular risks of missing education.
1. As there could be many reasons for a child to be missing from education, the LA will make a judgement on a case-by-case basis. The following list indicates pupils who are most at risk of missing education:
  1. Pupils at risk of harm or neglect – where this is suspected, local child protection procedures will be followed; however, if a child is in immediate danger or at risk of harm, a referral should be made immediately to children’s social care (and the police if appropriate) as per the School’s safeguarding procedures. The LA officers responsible for CME will check a referral has been made, and will contact children’s social care if this is not the case. Should there be a reason to suspect a crime has been committed or the child’s safety is at risk, the LA will contact the police.
  2. Children of gypsy, roma and traveller (GRT) families – when a GRT student leaves the School without naming their next destination school, the School will contact the LA. If necessary, the School will consult the Attendance and Prosecution Service for advice on the best strategies to ensure minimal disruption to the GRT pupil’s education.
  3. Children of service personnel – the School will contact the Ministry of Defence Children’s Education Advisory Service for advice to ensure continuity of education for these children.
  4. Missing children/runaways – should the School suspect a child has gone missing/run away, an appropriate staff member will consult the DfE for advice on missing children.
  5. Children and young people supervised by the Youth Justice System – in this case, LA youth offending teams are responsible for supervising children (aged 8 to 18). Where a young person is registered at the School prior to custody, the School will keep the place open for their return.
  6. Children who cease to attend Bourne Grammar School – where the reason for a child who has stopped attending the School is not known, the LA will investigate the situation.
  7. Children of migrant families – there is an increased risk of a child missing education if they are part of a new migrant family who may not yet have settled into a fixed address, or may have arrived into an LA area without the authority becoming aware.
Roles and responsibilities.
1. The School.
  1. The School will enter students on the admissions register at the beginning of the first day on which it has been agreed by the School, or the day that the School has been notified, that the pupil will attend the School.
  2. In the event that a student fails to attend the School on the agreed or notified date, the School will undertake reasonable enquiries to establish the reason for this absence, and will consider notifying the LA at the earliest opportunity.
  3. The School will keep an accurate and up-to-date admissions register by encouraging parents/carers to inform them of any changes.
  4. The School will monitor students’ attendance through our daily register.
  5. The School will agree with the LA what intervals are best to inform them of students who are regularly absent from School, or who have missed 10 School days or more without permission.
  6. Where a pupil has not returned to School for 10 days after an authorised absence, or is absent from the School without authorisation for twenty consecutive School days, the School will remove the student from the admission register if the School and the LA have failed to establish the whereabouts of the child after making reasonable enquiries.
  7. The School will notify the LA if any student is to be deleted from the admission register in the circumstance outlined in Regulation 8 of the Education (Pupil Registration) (England) Regulations 2006 (as amended in 2016).
  8. Students who remain on the School roll are not necessarily missing education, but will be monitored and attendance will be addressed when it is poor.
  9. The School will arrange full-time education for excluded students from the sixth School day of a fixed period exclusion.
  10. The School will provide information to the LA regarding standard transitions, if requested to do so by the LA.
2. The Local Authority
  1. Under the Education Act 1996, the LA has a duty to establish the identities of children in the area who are not registered pupils at a school and are not receiving education provision otherwise.
  2. The LA will provide full-time education for permanently excluded students from the sixth School day of a fixed period exclusion.
  3. When it is brought to the LA’s attention that a child may not be receiving a suitable education, the LA will serve notices on parents/carers to assure the LA that their child is receiving such an education.
  4. The LA will issue School Attendance Orders to parents/carers who fail to assure the LA that their child is receiving a suitable education, and the LA believes that the child should attend school.
  5. The LA will prosecute parents/carers that do not comply with a School Attendance Order.
  6. The LA will prosecute or fine parents/carers of School-registered children who fail to ensure their child attends school regularly.
  7. The LA will ensure that children identified as not receiving suitable education are returned to full-time education either at the School or elsewhere.
  8. The LA will ensure that the School demonstrates prompt action and effective early intervention procedures to ensure children are safe and receiving suitable education.
  9. The LA will apply to court for an Education Supervision Order for a CME.
  10. The LA will ensure that children who return to full-time education are appropriately supported, taking into account the reasons why they missed education in the first place.
  11. Students with special educational needs statements, or EHC plans, are able to be home educated. If the statement/EHC plan sets out the provision that the student should receive at home, or names a school where the provision will be received, but the parent/carer chooses to home educate the child, the LA will arrange the provision and ensure that it is suitable to the child’s special educational needs. The LA will review this statement annually.
  12. The LA is responsible for liaising and sharing information with other agencies to support children who miss education.
  13. The LA is responsible for referring to the LA children’s social care where there is concern for a child’s welfare, as well as the police if there is reason to suspect a crime has been committed.
3. Parents/carers
  1. Parents/carers are responsible for ensuring that their children, who are of compulsory School age, are receiving suitable full-time education.
  2. Parents/carers are responsible for notifying the School in writing where they will be home-Schooling their child, in order for the child to be removed from the admissions register.
  3. Parents/carers will notify the School regarding any absences or changes to the pupils education arrangements.
Working with others
1. Families moving from one LA to another can sometimes lead to a child being lost in the system and consequently missing education. When a child moves, LAs will work with other LAs, regionally or nationally, to ensure this does not happen.
2. The LA will raise awareness of its procedures with local Schools, partners and agencies working with children and families.
3. To assist them in tracing CME, the LA has contacts with the Department for Work and Pensions, the UK Border Agency and HMRC.
4. Bourne Grammar School uses a secure internet system, Web exchange/S2S to allow the School to transfer student information when a child moves education setting.
Safeguarding
1. For the purpose of this policy, “reasonable enquiries” are defined as limited, investigative powers that the School may action to determine a child’s whereabouts and whether they may be in danger.
2. In line with the Children Act 2004, the School will follow appropriate procedures when carrying out reasonable enquiries, such as the designated safeguarding lead (DSL) conducting discussions with neighbours, relatives or landlords, to determine whether a child may be at risk of harm.
3. The DSL will record that they have completed these procedures and, if necessary, make a referral to the children’s social care or police.
4. Where the whereabouts and safety of a child is unknown, the School, in conjunction with the LA, may carry out the following actions:
  1. Make contact with the parent/carer, relatives and neighbours using known contact details.
  2. Check local databases.
  3. Check data transfer systems such as School2School or Key to Success.
  4. Follow local information sharing arrangements, and making enquiries via other local databases and agencies where possible.
  5. Check with UK Visas and Immigration and/or the Border Force.
  6. Check with agencies known to be involved with the family.
  7. Check with the LA and school from which the pupil moved originally.
  8. Check with the LA where the pupil lives, if this is different to where the School is located.
  9. Check with the Ministry of Defence Children’s Education Advisory Service in the case of children of Service Personnel.
  10. Conduct home visits via an appropriate team, following local guidance concerning risk assessments, and making enquiries with neighbours or relatives, if appropriate.
  11. NB. This list is not exhaustive – the School and LA will use their judgement towards what reasonable enquiries are appropriate, once all the facts of the case have been taken into account.
Admissions register.
1. Bourne Grammar School will ensure that the admissions register is kept up-to-date at all times, and will encourage parents/carers to notify the School of any changes as they occur, such as via email or newsletters.
2. Students will be recorded on the admissions register at the beginning of the first day on which it has been agreed by the School, or the day that the School has been notified, as the date that the student will attend the School.
3. Once a student has been recorded on the admissions register, the School will notify the LA within five days, and will supply the LA with all of the details contained on the admissions register for the new pupil.
4. Where a parent/carer notifies the School that a student will live at another address, the School will record the following information on the admissions register:
  1. The full name of the parent/carer with whom the student will live.
  2. The new address.
  3. The date from when it is expected the student will live at this address.
5. Where a parent/carer notifies the School that the student is registered at another school, or will be attending a different school in future, the School will record the following information on the admissions register:
  1. The name of the new school.
  2. The date when the student first attended, or is due to attend, that school.
6. Parents/carers are able to elect to educate their children at home, and will subsequently withdraw them from school. This can happen at any time, unless the student is subject to a School Attendance Order.
7. If a parent/carer notifies Bourne Grammar School the student will be deleted from our admission register and the LA informed.
Removing a pupil from the admissions register.
1. Bourne Grammar School will inform the LA of any student who will be deleted from the admission register where they:
  1. Have been taken out of School by their parents/carers and are being educated outside the School system, e.g. home-schooled.
  2. Have ceased to attend school and no longer live within a reasonable distance of the School.
  3. Have 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 he/she nor his/her parent/carer has indicated the intention to continue to attend the School after ceasing to be of compulsory school age.
  4. Are in custody for a period of more than four months due to a final court order, and the School does not reasonably believe they will be returning at the end of that period.
  5. Have been permanently excluded.
  6. Have died.
  7. Have been registered at another school where it is not indicated this should be the case.
  8. Are registered at more than one school, but have failed to attend the School and the proprietor of any other schools concerned have consented to the deletion.
  9. Have been granted authorised leave but have failed to attend school within 10 School days after the period of authorised absence ended, and:
  10. There is reason to believe the pupil is not unable to attend school.
  11. The LA and School are unable to determine the pupil’s whereabouts after making joint reasonable enquiries.
  12. Have been continuously absent from school for a period of not less than 20 School days, and:
  13. The absence was not authorised.
  14. There is reason to believe the student is not unable to attend school.
  15. Will cease to be of compulsory school age before the School next meets, and the relevant person has indicated the pupil will not attend the School, or, the pupil does not meet the academic entry requirements for sixth form.
2. We will notify the LA that a pupil is to be removed from the admissions register as soon as any of the above criteria are met, and no later than the time at which the student’s name is actually removed.
3. If a pupil’s name is to be removed from the admissions register, Bourne Grammar School will provide the LA with the following information:
  1. The full name of the student.
  2. The full name and address of any parent/carer with whom the student lives.
  3. At least one telephone number of the parent/carer with whom the student lives.
  4. The full name and address of the parent/carer who the student is going to live with and the date the student is expected to start living there, if applicable.
  5. The name of the student’s new school and their expected start date, if applicable.
  6. The grounds for removal from the admissions register under Regulation 8 of the Education (Pupil Registration) (England) Regulations 2006 (as amended), as outlined in section 8 of this policy.

APPENDIX 9 - Visitors

All visitors to the School may be asked to bring formal identification with them at the time of their visit.
A ‘visitor’ refers to an adult who is not employed by the School. This could be any of the following:
1. A peripatetic music teacher.
2. An enrichment provider.
3. A sports coach.
4. A visiting speaker.
5. A Contractor.
6. A parent.
7. A Prospective Parent.
8. A Volunteer.
9. A Governor.

NB – This is an illustrative not an exhaustive list.

The Visitor Calendar/Arrival in School

All planned visitors will be recorded on the Visitor Calendar, following completion of a Visitor Booking Form.
Once on site, all visitors must report to reception first. No visitor is permitted to enter the School via any other entrance under any circumstances.
At reception, all visitors must state the purpose of their visit and who has invited them. They should be ready to produce formal identification upon request.
All visitors will be asked to sign the Visitors Record Book which is kept in reception at all times making note of their name, the time of their visit, their organisation, who they are visiting and car registration.
All visitors will be required to wear an identification badge – the badge must remain visible throughout their visit.
Visitors will then be escorted to their point of contact OR their point of contact will be asked to come to reception to receive the visitor. The contact will then be responsible for them while they are on site.
The visitor must not be allowed to move about the site unaccompanied unless they are registered on the Approved Visitor List. These visitors will appear on the Calendar, for example, as Joe Bloggs Approved.

Approved Visitor List

The School’s Single Central Record will act an approved visitor list, for visitors who frequently visit the School site to undertake work within the School (including contractors and supply staff). To qualify for the list the visitor must have demonstrated, prior to the visit that:
1. They have a current clear enhanced DBS check and a copy of this has been registered on the School's Central Record AND
2. A current clear DBS childrens' barred check has been undertaken AND visitors on the Approved List MUST follow the same procedures on entry to the premises (ie come to reception and sign in the visitors' book). A copy of the approved visitor list will be kept behind reception at all times.
3. When these criteria are met, the visitor will appear on the Visitor Calendar as, for example Joe Bloggs Approved.

Visitors Departure from School

On departing the School, visitors MUST leave via reception and:

Enter their departure time in the Visitors Record Book alongside their arrival entry.
Return the identification badge to reception.
A member of staff should escort the visitor to the reception.

Unknown/Uninvited Visitors to the School

Any visitor to the School site who is not wearing an identity badge should be challenged politely to enquire who they are and their business on the School site.
They should then be escorted to reception to sign the visitors' book and be issued with an identity badge.
The procedures under 'Visitors to the School' above will then apply. In the event that the visitor refuses to comply, they should be asked to leave the site immediately and a member of the LT informed. The LT member will consider the situation and decide if it is necessary to inform the police.
If an unknown/uninvited visitor becomes abusive or aggressive, they will be asked to leave the site immediately and warned that if they fail to leave the School grounds, police assistance will be called for.

Prospective Parents

At times Prospective Parents will visit the School during the school day. These visits are by appointment only and will appear in the School Visitors Calendar.
Prospective parents are expected to follow the normal visitor signing in procedure.
Prospective parents will undertake a tour of the School and will be escorted by two Sixth Form students who have been briefed prior to the tour about:
1. The ‘route’ to take.
2. The importance of being honest about the School.
3. How best to stay safe when escorting visitors – students are taught how to ‘keep safe’ as part of their curriculum and will be reminded of this prior to the tour.
4. What actions to take if they experience inappropriate behaviour or they feel uncomfortable during the tour.
5. The need to return visitors to reception.

Governors and Volunteers

All governors and parent helpers must comply with safeguarding procedures, completing a DBS disclosure form (if not already held) via the School office.
The School must check all governors' and volunteers' DBS certification. Thereafter, procedures as per above should apply. Please note: Governors should sign in and out using the Visitors Book or with their electronic id card. New governors will be made aware of this policy and familiar with its procedures as part of their induction. This is the responsibility of the Headteacher and Chair of Governors.
New volunteers will be asked to comply with this policy by staff they first report to when coming into School for an activity or class supporting role.

APPENDIX 10 - School closure due to COVID-19

This appendix to our Safeguarding policy sets out details of our safeguarding arrangements when the School is closed or partially closed.

Version control and dissemination

This is version 1.0 of this appendix.
It will be reviewed by our Designated Safeguarding Lead (DSL) or a deputy DSL on a weekly basis as circumstances continue to evolve or following updated Department for Education advice or guidance.
It is available on the school website here.
We will ensure that on any given day all staff and volunteers in attendance will be aware of how to contact the DSL.

Safeguarding priority

During these challenging times the safeguarding of all students at our School – whether they are currently at home or in attendance – continues to be our priority. The following fundamental safeguarding principles remain the same:
1. the best interests of students continue to come first.
2. if anyone in the School has a safeguarding concern, they will act immediately.
3. the Designated Safeguarding Lead (DSL) or Deputy DSL will always be contactable.
4. no unsuitable people will be allowed to gain access to students.

Current school position

All staff attending School have received specific guidelines ensure they are aware of safeguarding risks and know how to act if they have concerns (contact DSL).

Safeguarding partners’ advice

The School continues to work closely with its safeguarding partners, and will ensure this appendix is consistent with their advice.
This will include expectations for supporting students with Education, Health and Care (EHC) plans, the Local Authority Designated Officer and Children’s Social Care, reporting mechanisms, referral thresholds and Children in Need.

Roles and responsibilities

The roles and responsibilities for safeguarding in the School remain in line with our Safeguarding Policy.
The School's DSL is available every day via email.
The Designated Safeguarding Lead (DSL) for child protection is Mr M A Brunker.
1. Contact details: email: [email protected].

Vulnerable children

Vulnerable children include those who have a social worker and those children and young people up to the age of 25 with education or health care (EHC) plans.
Those who have a social worker include children who have a child protection plan and those who are looked after by the Local Authority. A child may also be deemed to be vulnerable if they have been assessed as being in need or otherwise meet the definition in section 17 of the Children Act 1989.
There is an expectation that vulnerable children who have a social worker will attend school, so long as they do not have underlying health conditions that put them at risk. Where a parent does not want their child to attend school, and their child is considered vulnerable, we will discuss this with the social worker and explore the reasons for this directly with the parent.
Those with an EHC plan will be risk-assessed in consultation with the Local Authority and parents/carers to decide whether they need to continue to be offered a school place in order to meet their needs, or whether they can safely have their needs met at home.
We encourage our vulnerable children and young people to attend school.
The School has the flexibility to offer a place to those on the edge of receiving children’s social care support.
The School will continue to work with children’s social workers and the local authority virtual school head (VSH) for Looked-After and Previously Looked-After children.

Increased vulnerability or risk

Negative experiences and distressing life events, such as the current circumstances, can affect the mental health of students and their parents/carers.
Staff will be aware of the mental health of students and their parents/carers and carers and will contact the DSL or a deputy if they have any concerns.

Attendance

Where a student is expected but does not arrive at school, we will follow our attendance procedure and attempt to contact the family. If contact cannot be made, the DSL or a Deputy DSL will be informed and steps will be taken to ascertain the whereabouts of the child and to ensure they are safe.
Where a vulnerable student does not take up their place, we will notify their social worker.

Reporting concerns about children or staff

The importance of all staff acting immediately on any safeguarding concerns remains.
Staff will continue to follow Keeping Children Safe in Education and the School's Safeguarding policy.
Staff will advise the DSL of any concerns they have about any student, including those who are not attending School.

Staff training and induction

For the duration of the COVID-19 measures, our DSL and Deputy DSLSs are unlikely to receive their refresher training. In line with government guidance, our trained DSLs and Deputy DSLs will be classed as trained even if they cannot receive this training.
All current School staff have received safeguarding training and have read Part One and Annex B of Keeping Children Safe in Education. When new staff are recruited or volunteers join us, they will receive a safeguarding induction in accordance with our Safeguarding Policy.
If staff from another setting attend the school site then, in line with government guidance, we will not undertake any additional safeguarding checks if the setting providing those staff confirm that:
1. the individual has been subject to an enhanced DBS and children’s barred list check and, that in the opinion of that setting, nothing resulted from those checks that provided any caused for concern.
2. there are no safeguarding investigations into the conduct of that individual.
3. the individual remains suitable to work with children.

Safer recruitment/volunteers and movement of staff

When recruiting new staff, we will continue to follow our Safer Recruitment procedures.
In response to COVID-19, the Disclosure and Barring Service (DBS) has made changes to its guidance on standard and enhanced DBS ID checking to minimise the need for face-to-face contact.
For volunteers we will continue to follow the checking and risk assessment process set out in paragraphs 167 to 172 of Keeping Children Safe in Education 2021. Under no circumstances will a volunteer who has not been checked be left unsupervised or allowed to engage in regulated activity.
It is essential from a safeguarding perspective that we are aware, on any given day, which staff/volunteers are on our school site and that the appropriate checks have been carried out on those individuals. We will continue to maintain our single central record (SCR) during these measures to ensure we have this awareness.

Peer on peer abuse

The School recognises that abuse can still occur during a school closure or partial closure and between those students who do attend the school site during these measures.
Staff will remain vigilant to the signs of peer-on-peer abuse and will follow the process set out in our Safeguarding Policy.

Online safety

It is likely that students will be using the internet and engaging with social media far more during this time. Our staff are aware of the signs of cyberbullying and other online risks and our filtering and monitoring software remains in use during this time.

New children at the school

Students may join the School from other settings. When they do, we will seek from those settings the relevant welfare and child protection information. This is relevant for all students that join us, but it will be especially important where students are vulnerable.
For vulnerable students we will ensure we understand the reasons for the vulnerability and any arrangements in place to support them. As a minimum we will seek access to that student’s EHC plan, child in need plan, child protection plan or, for Looked-After children, their personal education plan and know who the student’s social worker (and, for looked-after children, who the responsible VSH is).
Ideally this will happen before a student arrives but where that is not possible it will happen as soon as reasonably practicable.
Any exchanges of information will ideally happen at DSL (or Deputy) level, and likewise between special educational needs co-ordinators where necessary.
The DSL will undertake a risk assessment based on the information received, considering how risks will be managed.

Supporting children not in school

The School will develop a plan to communicate with students who are considered to be on the edge of social care support, or who who they deem to be particularly vulnerable.

Ownership and Date of next review

Policy owned by: Pastoral and Community committee.
Last reviewed and approved on 23 August 2021.
Next review due: July 2022.