Child Protection

A.  Named staff/personnel with specific responsibility for Child Protection

Academic Year   Designated Senior Lead & ‘Back-Up’ or Deputy DSL   Nominated Governor
2015-16 Sarah Goldson       Annette Higham
Cheryl Winstanley
Dorothy Monaghan


B. Training for Designated Staff in School (DSLs should refresh their training every 2 years KCSIE 2015)

Name of Staff Member / Governor Date when last attended CP Training Provided by Whom (e.g. LCC, Governor Services)
Sarah Goldson 18/11/14 LCC
Annette Higham 2/6/15 LCC
Cheryl Winstanley 2/3/15 LCC
Dorothy Monaghan June 2015 Sarah Goldson


C. Whole School Child Protection Training (all staff should receive induction and “regular” updated training KCSIE 2015) Lancashire Safeguarding Children Board Best practice guidance for education states that minimally this should be every 3 years and best practice is annually.

Who attended (e.g. all teaching and welfare / support staff,  Governors, volunteers) Date Training Delivered by
All teaching and non teaching staff Sept 2014 S Goldson, A Higham
New and volunteer staff ongoing S Goldson


D.  Safer Recruitment Training in line with KCSiE 2015 at least one person on any recruitment and selection panel has to have undertaken Safer Recruitment training (LCC recommends this is updated every 5 years)

Name of Staff Member / Governor Date when attended Provided by Whom (e.g. LCC, Governor Services, on line training )
S Goldson 20/5/15 LA
A Bradshaw 17/6/15 LA
N Oddie 12/2/15 LA
F Fordyce TBC


E.  Review dates for this policy (annual review required KCSIE 2015)

Review Date Changes made By whom
June 2015 Policy updated and approved by Governors AH, SG
Sept 2015 Delivery of whole school inset to staff and non teaching staff. Staff to read part 1 of Keeping children Safe in Education 2015 and to sign that read SG, AH



An effective whole school child protection policy is one which provides clear direction to staff and others about expected codes of behaviour in dealing with child protection issues.  An effective policy also makes explicit the school’s commitment to the development of good practice and sound procedures.  This ensures that child protection concerns and referrals may be handled sensitively, professionally and in ways which prioritise the needs of the child.


This policy was written by Mary Aurens, Schools Safeguarding Officer, Lancashire County Council, based on the previous template which originated in the Child Protection Information Pack 2004 and has  been updated on an as and when required basis and acknowledges that it did and does include information from the CAPE sample school policy.

All schools are expected to play their part in keeping children safe. These responsibilities for maintained and independent schools (including academies) are set out in section 175 of the Education Act 2002 and the Education (Independent School Standards) Regulations 2014 (made under section 94 of the Education and Skills Act 2008). These require Governing Bodies and Proprietors to ensure that arrangements are made to safeguard and promote the welfare of children at the school.

This policy updates the LA sample template policy issued last in April 2014 and is in response to Section 175 of the Education Act 2002 and  Section 94 of the Education and Skills Act 2008 and:

  • Working Together To Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children (DfE 2015);


Our school fully recognises the contribution it can make to protect children and support pupils in school’.

There are three main elements to our Child Protection Policy’.

(a)     Prevention:

Creating a positive school atmosphere, teaching and pastoral support to pupils where children have opportunities to have a voice and that their wishes and feelings are listened to and taken into account.

(b)     Protection:

By following agreed procedures, ensuring staff are trained to recognise possible signs and symptoms of abuse and are trained and supported to respond appropriately and sensitively to child protection concerns.

(c)     Support:

To pupils and school staff and to children who may have been abused.

This policy applies to all adults, including volunteers, working in or on behalf of the school.


We recognise that high self- esteem, confidence, peer support and clear lines of communication with trusted adults helps all children, and especially those at risk of or suffering abuse.

Our school will therefore:

(a)     Establish and maintain an ethos where children feel secure and are encouraged to talk, and are listened to. That they have opportunities to talk and their wishes and feeling are sort, listened to and taken into account.

(b)     Ensure that children know that there are adults in the school who they can approach if they are worried or are in difficulty.

(c)     Include in the curriculum activities and opportunities for PSHE which equip children with the skills they need to stay safe and / or communicate their fears or concerns about abuse.

(d)     Include in the curriculum material which will help children develop realistic attitudes to the responsibilities of adult life, particularly with regard to childcare and parenting skills. To enable them to develop to their full potential and enter adulthood successfully.

(e)     Ensure that every effort will be made to establish effective working relationships with parents and colleagues from other agencies.


Effective safeguarding systems are those where:

  • The child’s needs are paramount, and the needs and wishes of child, be they be a baby or infant, or an older child, should be put first, so that every child receives the support they need before a problem escalates;
  • All professionals who come into contact with children and families are alert to their needs and any risks of harm that individual abusers, or potential abusers, may pose to those children;
  • All professionals share appropriate information in a timely way and can discuss concerns about an individual child with the Designated Safeguarding Lead (DSL) and recognise their responsibilities in sharing information with the local authority children’s social care where they feel that appropriate action has not been taken by the DSL or their concerns have not been taken seriously.
  • High quality professionals are able to use their expert judgement to put the child’s needs at the heart of the safeguarding system so that the right solutions can be found for each individual child;
  • All professionals contribute to whatever actions are needed to safeguard and promote the child’s welfare and take part in regularly reviewing the outcomes for the child against specific and outcomes.

Child protection is the responsibility of all adults and especially those working with children.  The development of appropriate procedures and the monitoring of good practice are the responsibilities of the Lancashire Safeguarding Children Board (LSCB).


The Governing Body/proprietor should ensure that:

  • there is a clear accountability for the commissioning and / or provision of services designed to safeguard and promote the welfare of children.
  • there is a senior board level lead to take leadership responsibility for

the school’s safeguarding arrangements ( e.g. nominated governor)

  • the school has a child protection policy and procedures in place which are provided to and read by all staff – including temporary staff and volunteers on induction. These are in accordance with government guidance and refer to locally agreed inter-agency procedures put in place by the LSCB, are updated annually, and available publicly either via the school or college website or by other means
  • all staff read at least part one of DfE statutory Guidance Keeping

Children Safe in Education

  • all staff undertake appropriate child protection training
  • a senior member of the school’s leadership team is designated to take

lead responsibility for child protection (Designated Safeguarding Lead). This is explicit in the DSL’s job description (Annex B KCSiE 2015) and there is always ” cover for the role” ie a backup DSL

  • the DSL has the appropriate authority and the time, funding, training, resources and support to provide advice and support to other staff on child welfare and child protection matters, to take part in strategy discussions and inter-agency meetings – and/or to support other staff to do so – and to contribute to the assessment of children.
  • a designated teacher is appointed to promote the educational achievement of children who are looked after and to ensure that this person has appropriate training.
  • the school has a staff behaviour policy (code of conduct) provided to all staff – including temporary staff and volunteers,  on induction.
  • the school has written recruitment and selection policies and procedures in place at least one person on any appointment panel has undertaken safer recruitment training.
  • the school operates safe recruitment procedures and makes sure that it adheres to statutory responsibilities to check staff who work with children, taking proportionate decisions on whether to ask for any checks beyond what is required; and ensures volunteers are appropriately supervised.
  • the school has procedures for dealing with allegations of abuse against staff and volunteers that comply with guidance from the local authority and locally agreed inter-agency procedures
  • a governor is nominated to be responsible for liaising with the LA and/or partner agencies in the event of allegations of abuse being made against the head teacher
  • there are procedures in place to make a referral to the Disclosure and Barring Service (DBS) if a person in regulated activity has been dismissed or removed due to safeguarding concerns, or would have been had they not resigned.
  • it considers how children may be taught about safeguarding, including online, through teaching and learning opportunities, as part of providing a broad and balanced curriculum. This may include covering relevant issues through personal, social health and economic education. (PSHE), and/or through sex and relationship education (SRE)
  • there are procedures in place to handle allegations against other children.
  • where services or activities are provided on the school premises by another body, the body concerned has appropriate policies and procedures in place in regard to safeguarding children and child protection and liaises with the school on these matters where appropriate.
  • there is an annual review of policies and procedures/safeguarding arrangements and this is presented to the governing body by way of the governors audit tool.
  • without delay, any deficiencies or weaknesses regarding child protection arrangements are remedied.

The Headteacher should ensure that:

  • the policies and procedures adopted by the Governing Body or Proprietor, particularly concerning referrals of cases of suspected abuse and neglect, are fully implemented and followed by all staff;
  • s/he will be the case manager and liaises with the LA designated officer (LADO)  in the event of allegations of abuse being made against a member of staff or volunteer
  • s/he receives appropriate child protection training which is regularly updated
  • s/he will ensure that sufficient resources and time are allocated to enable the staff to discharge their responsibilities, will help to create an environment where all staff and volunteers feel able to raise concerns about poor or unsafe practice in regard to children and will address any concerns sensitively and effectively in a timely manner in accordance with the agreed whistle blowing policies.

The Designated Safeguarding Lead (DSL) should ensure that:

  • that there is always cover for this role including arrangements for any out of school provision that the school is responsible for and how managers contact the DSL if they are not in school at the time.

Managing referrals

The DSL will:

  • Act as a source of support, advice and expertise to staff on matters of safety and safeguarding and when deciding whether to make a referral by liaising with relevant agencies
  • Refer all cases of suspected abuse to the local authority children’s social care
  • Liaise with the headteacher or principal to inform him or her of issues ongoing enquiries under section 47 of the Children Act 1989 and police investigations


The DSL will access appropriate training carried out every two years in order to:

  • Understand the assessment process for providing early help and intervention, for example through locally agreed common and shared assessment processes such as early help assessments
  • Have a working knowledge of how local authorities conduct a child protection case conference and a child protection review conference and be able to attend and contribute to these effectively when required to do so
  • Ensure each member of staff has access to and understands the school’s child protection policy and procedures, especially new and part time staff
  • Be alert to the specific needs of children in need, those with special educational needs and young carers
  • Be able to keep detailed, accurate, secure written records of concerns and referrals
  • Obtain access to resources and attend any relevant or refresher training courses
  • Encourage a culture of listening to children and taking account of their wishes and feelings, among all staff, in any measures the school or college may put in place to protect them
  • They will also undertake other relevant training commensurate with their role, in line with LSCB best practice guidance, this will be minimally 1 other multi agency course within their 2 year refresher period.

Raising Awareness

 The DSL will ensure the school or college’s policies are known and used appropriately:

  • Ensure the school or college’s child protection policy is reviewedannually and the procedures and implementation are updated and reviewed regularly, and work with governing bodies or proprietors regarding this
  • Ensure the child protection policy is available publicly and parents are aware of the fact that referrals about suspected abuse or neglect may be made and the role of the school or college in this
  • Link with the LSCB to make sure staff are aware of training opportunities and the latest local policies on safeguarding
  • Where children leave the school or college ensure their child protection file is copied for any new school or college as soon as possible (LSCB best practice guidance is that this is within 15 working days of the child going off role)  but transferred separately from the main pupil file, ensuring secure transit and confirmation of receipt should be obtained.
  • School will retain the original CP file in line with National Record Office guidelines along with a record of when and to which establishment the copy was sent. Minimally this will be for all children until their 25th

Ensure that all staff and volunteers:

  • read at least part one of Keeping Children Safe in Education 2015
  • be aware of systems within their school which support safeguarding and these will be explained to them as part of staff induction. This includes: the school’s child protection policy; the school’s staff behaviour policy (sometimes called a code of conduct); and the identity and role of the DSL
  • receive appropriate child protection training which is regularly updated
  • be aware of the signs of abuse and neglect so that they are able to identify cases of children who may be in need of help or protection
  • maintain an attitude of ‘it could happen here’ where safeguarding is concerned. When concerned about the welfare of a child, staff members should always act in the interests of the child
  • where there are concerns about a child, raise these with the DSL and ensure that they are recording using the LCC proforma and certainly within 24 hours
  • understand that, whilst anyone can make a referral to CSC, that the correct school procedure is to report their concerns to the DSL in the first instance. They should however, escalate their concerns for the child if they do not feel those concerns have been taken seriously &/ or procedures have not been followed &/or the child’s situation does not appear to be improving. They can make a referral to CSC by ringing 0300 1236720 and follow this up in writing on the CSC referral form within 48 hours and emailing it securely to cypreferrals@lancashire.gov.uk. Prior to this, they can access advice from the safeguarding in education team on 01772 531196

Who is available within the Local Authority to offer advice and support?

Mary Aurens Schools Safeguarding Officer 01772 531196
Tim Booth LADO 01772 536694
Vic Welsh Schools HR Advisor 01772 531814
Heather Sargeson School Advisor 01257516166
Lynn Brewer Legal Services 01772 530849
Sarah Goldson CAF Coordinator/Early Intervention Officer 01772 339813

It is recognised that child protection is an emotive area of work and staff will be made aware that there are support networks available to them outside to school:-  LCC Employee Welfare and Counselling Service 08000 214 154 www.youreap.co.uk  http://lccintranet2/corporate/web/?siteid=5193&pageid=27239


‘Where it is believed that a child is suffering from, or is at risk of significant harm,        we will follow the procedures set out in the document produced by Lancashire Safeguarding Children Board (2011) and follow the action chart in the appendices within this policy.

All staff will have access to the Child Protection policy and will work within it.

A copy of the policy will be made publically available via the schools website or by other means

All parents/carers will be made aware of the schools responsibilities in relation to safeguarding and that the school will refer all cases of suspected abuse to Children’s Social Care via a statement in the prospectus.

All staff will received induction on day one including a copy of the LCC induction pack for safeguarding in schools.

All staff via staff meetings will be advised of changes to policy and procedures including when the CP policy has been updated.


Confidentiality is an issue which needs to be discussed and fully understood by all those working with children, particularly in the context of child protection.

The basic principles of information sharing are the 7 Golden Rules of Information sharing (Data Protection Act 1998 (2008))

Staff will be reminded on a regular basis of the 7 Golden Rules and within child Protection training will be informed that they must never promise to keep secrets, that if a child ask them to keep a secret they will tell them that them that cannot keep secrets and that any information that indicates that they or another child or adult is being harmed or is at risk of being harmed will be shared with DSL’s/backup DSL’s named within this policy.

See appendix 2 of the attached Procedures template

Professionals can only work together to safeguard children if there is an exchange of relevant information between them.  This has been recognised in principle by the courts. Any disclosure of personal information to others, [including Children’s Social Care Services], must always have regard to both common and statute law.

Normally, personal information should only be disclosed to third parties (including other agencies) with the consent of the subject of that information (Data Protection Act 1998, European Convention on Human Rights, Article 8).  Wherever possible, consent should be obtained before sharing personal information with third parties.  In some circumstances, consent may not be possible or desirable but the safety and welfare of a child dictate that the information should be shared.  The law permits the disclosure of confidential information necessary to safeguard a child or children.  Disclosure should be justifiable in each case, according to the particular facts of the case, and legal advice should be sought if in doubt.


Well-kept records are essential to good child protection practice.  Our school is clear about the need to record any concerns held about a child or children within our school, the status of such records and when these records, or parts thereof, should be shared with other agencies.

All concerns regarding children and any disclosures made will be recorded on the LCC proforma “reporting concerns to the DSL”. This will be done as soon as possible and within 24 hours of the disclosure and then given to the DSL or if not available will be given to the backup DSL’s. . It is recognised that in some cases the initial reporting to the DSL will be verbal to enable a timely response to the concerns raised.

The DSL will then make a decision regarding any further action in accordance with the LSCB Continuum of Need and thresholds guidance.

Where a referral to Children’s Social Care and/or the police is required, it will normally be the DSL that undertakes this action, but recognising that anyone can make a referral to CSC and/or the police.

The child protection files will be stored under lock and key in a central place and only those who are DSL trained will have open access to them. The DSL/backup DSL will share information on a need to know basis.

Where children leave the school/college will ensure their child protection file is transferred to the new school or college as soon as possible and in accordance with LSCB best practice guidance, this will be within 15 working days of the child going off role.  It is recognised that best practice is that there will be a verbal handover between the DSL and the DSL at the receiving school/college prior to the file transfer happening. This will be transferred separately from the main pupil file, ensuring secure transit and confirmation of receipt should be obtained.


Our school recognises that children who are abused or who witness violence may find it difficult to develop a sense of self-worth and to view the world in a positive way.  This school may be the only stable, secure and predictable element in the lives of children at risk.  Whilst at school, their behaviour may still be challenging and defiant and there may even be moves to consider suspension or exclusion from school.

It is also recognised that some children who have experienced abuse may in turn abuse others.  This requires a considered, sensitive approach in order that the child can receive appropriate help and support[1].’

This school will endeavour to support pupils through:

(a)     The curriculum, to encourage self-esteem and self-motivation;

(b)     The school ethos, which promotes a positive, supportive and secure environment and which gives all pupils and adults a sense of being respected and valued;

(c)     The implementation of school behaviour management policies (required under the Code of Practice, 1993 Education Act)[2];

(d)     A consistent approach, which recognises and separates the cause of behaviour from that which the child displays.  This is vital to ensure that all children are supported within the school setting;

(e)     Regular liaison with other professionals and agencies who support the pupils and their families, in-line with appropriate confidentiality parameters;

(f)      A commitment to develop productive, supportive relationships with parents, whenever possible and so long as it is in the child’s best interests to do so;

(g)     The development and support of a responsive and knowledgeable staff group trained to respond appropriately in child protection situations.

This policy should be considered alongside other related policies in school.

See Section 14

We recognise that, statistically, children with behavioural difficulties and disabilities are particularly vulnerable to abuse. School staff who work, in any capacity, with children with profound and multiple disabilities, sensory impairment and/or emotional and behaviour problems will need to be particularly sensitive to signs of abuse.

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


As in the Children Acts 1989 and 2004, a child is anyone who has not yet reached his/her 18th birthday. Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting, by those known to them or, more rarely, by others (e.g. via the internet. Theymay be abused by an adult or adults, or another child or children.

Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say and how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond the child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment or a child, though it may occur alone.

Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.

Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to:

  • provide adequate food, clothing and shelter (including exclusion from home or abandonment)
  • protect a child from physical and emotional harm or danger
  • ensure adequate supervision (including the use of inadequate caregivers)
  • ensure access to appropriate medical care or treatment

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


All staff and volunteers follow the LSCB Child Protection Procedures


It is not the responsibility of the school staff to investigate or determine the truth of any disclosure or allegation of abuse or neglect. All staff, however, have a duty to recognise concerns and maintain an open mind. Accordingly all concerns indicating possible abuse or neglect will be recorded and discussed with the DSL or backup DSL prior to any discussion with parents.

It must also be stressed that children can be exposed to a range of issues and in the home environment examples of these would be where there is domestic abuse , drug or alcohol misuse, parental mental ill health issues, then children may also be particularly vulnerable and in need of support or protection.

Go to http://panlancashirescb.proceduresonline.com/index.htm

and click on contents and go to CHILDREN IN SPECIFIC CIRCUMSTANCES

  1. Staff must immediately report:
  • any suspicion that a child is injured, marked, or bruised in a way which is not readily attributable to the normal knocks or scrapes received in play
  • any explanation given which appears inconsistent or suspicious
  • any behaviours which give rise to suspicions that a child may

have suffered harm (e.g. significant changes in behaviour, worrying  drawings or play)

  • any concerns that a child may be suffering from inadequate care, ill treatment, or emotional maltreatment
  • any concerns that a child is presenting signs or symptoms of abuse or neglect
  • any significant changes in a child’s presentation, including nonattendance
  • any hint or disclosure of abuse or neglect received from the

child, or from any other person, including disclosures of abuse or neglect perpetrated by adults outside of the family or by other children or young people

  • any concerns regarding person(s) who may pose a risk to children (e.g. staff in school or person living in a household with children present) including inappropriate behaviour e.g. inappropriate sexual comments; excessive one-to-one attention beyond the requirements of their usual role and responsibilities; or inappropriate sharing of images.
  1. Responding to Disclosure

 Disclosures or information may be received from pupils, parents or other members of the public. School recognises that those who disclose such information may do so with difficulty, having chosen carefully to whom they will speak. Accordingly all staff will handle disclosures with sensitivity. Any child who has communication difficulties will be given access to express themselves to a member of staff with the appropriate skills. Such information cannot remain confidential and staff will immediately communicate what they have been told to the DSL  and make a contemporaneous record using the school pro forma.


The School Staffing Regulations require governing bodies of maintained schools to ensure that at least one person on any appointment panel has undertaken safer recruitment training.

In line with part three of KCSiE 2015, governing bodies and proprietors will take steps to prevent people who pose a risk of harm from working with children by adhering to statutory responsibilities to check staff who work with children, taking proportionate decisions on whether to ask for any checks beyond what is required; and ensuring volunteers are appropriately supervised. The school or college should have written recruitment and selection policies and procedures in place.

In line with part four of KCSiE 2015, governing bodies and proprietors will ensure there are procedures in place to handle allegations against members of staff and volunteers. Such allegations should be referred to the LADO at the local authority. There must also be procedures in place to make a referral to the Disclosure and Barring Service (DBS) if a person in regulated activity has been dismissed or removed due to safeguarding concerns, or would have been had they not resigned.

If the allegation is against a member of staff/volunteer then the Head Teacher is the Case Manager who deals with this and liaises with the Local Authority. If the allegation is against the Head Teacher then the Case Manager who deals with this is the Chair of Governors.

In all instances, the Case Manager has no role of investigation at the onset of the allegation and advice should be sort from the LADO (Local Authority Designated Officer for Allegations) 01772 536694 or Safeguarding in Education Team 01772 531196.

Parents or carers of a child or children involved should be told about the allegation as soon as possible if they do not already know. However, there will be some cases that require a strategy discussion with CSC and/or the police and it will be within the strategy discussion that decisions are made as to what information can be disclosed to parents or carers. (KCSIE 2015 para122, p39)

As a school we have due regard to the need to prevent people from being drawn into terrorism in the exercise of their functions. The Prevent duty will reinforce these existing duties by spreading understanding of the risks and current good practice across the country.

Confidentiality in relation to allegations.

In the event of an allegation being made, our school/college will make every effort to maintain confidentiality and guard against unwanted publicity. Parents and carers will be made aware that under s141F of the Education Act 2011, there is a prohibition on reporting or publishing allegations about teachers, this includes via social media eg Facebook, Twitter etc and if breached this could lead to prosecution. If parents or carers wish to apply to the court to have reporting restrictions removed, they will be advised to seek legal advice.

go to : http://panlancashirescb.proceduresonline.com/index.htm and click on contents and go to Chaper 6 – Safer Workforce

The level of DBS certificate required, and whether a prohibition check is required, will depend on the role and duties of an applicant to work in a school or college, as outlined in this guidance.It is recognised that for most appointments, an enhanced DBS certificate, which includes barred list information, will be required as the majority of staff will be engaging in regulated activity (as defined in KCSiE 2015)

On induction, all staff and volunteers, will be given the LCC Induction Pack and included in this is the Guidance for Safer Working Practice for Staff who work in Education Settings March 2009. They will sign to say that they have had this document and will work within it.


 Staff, visitors, volunteers and students are not permitted to use their own mobile phones to take or record any images of children for their own records during session times.


  • Under the Data Protection Act 1998, the school must seek parental consent to take photographs and use video recorders. Photographs will be stored on the T drive and photographs must be instantly deleted from the memory card. Images are deleted from the T drive when the pupil leaves the school.
  • The schools digital camera/s or memory cards must not leave the school setting unless on an official school trip. Photos are printed/uploaded in the setting by staff and  once done images are then immediately removed from the cameras memory.

It is acknowledged that often photographs may contain other children in the background.

On admission, parents will be asked to sign the consent for photographs to be taken in school or by the media for use in relation to promoting/publishing the school. This consent will last for a maximum of 5 years only.  This does not cover any other agency and if any other agency requests to take photographs of any child then separate consent before photographs are taken will be sought.

Staff are allowed to bring mobile phones to school and may be used in social time.

Cameras and mobile phones are prohibited in all toilet areas


Safeguarding is not just about protecting children from deliberate harm (child protection). It includes:

  • protecting children from maltreatment
  • preventing impairment of children’s health or development
  • ensuring that children are growing up in circumstances consistent with
  • the provision of safe and effective care
  • taking action to enable all children to have the best outcomes

and relates to:

  • pupils’ health and safety
  • the use of reasonable force
  • meeting the needs of pupils with medical conditions
  • providing first aid
  • educational visits and work experience
  • intimate care
  • internet or e-safety
  • appropriate arrangements to ensure school security, taking into

account the local context.

  • rigour with which absence is followed up
  • decision-making process involved in taking pupils off roll
  • care taken to ensure that pupils placed in alternative provision are safe

at all times

Safeguarding can involve a range of potential issues such as:

  • Child sexual exploitation
  • Bullying including cyberbullying
  • Domestic abuse
  • Drugs and/or alcohol
  • Fabricated or induced illness
  • Faith abuse
  • Female genital mutilation
  • Forced marriage and honour based violence
  • Gangs and youth violence
  • Gender based violence/violence against women and girls
  • Mental health
  • Private fostering
  • preventing radicalisation
  • Sexting
  • Teenage relationship abuse

Go to http://panlancashirescb.proceduresonline.com/index.htm

and click on contents and go to CHILDREN IN SPECIFIC CIRCUMSTANCE

School policies include

  • Attendance, admissions & exclusions
  • Anti-bullying
  • Behaviour
  • Child Protection
  • Complaints
  • Discipline
  • Educational Visits
  • Equal opportunities
  • E-Safety inc Acceptable Use Policy , including use of photographs/videos/imagery.
  • Managing medicine
  • Health and Safety
  • Home School Agreements
  • Managing Allegations
  • PSHE inc Sex and Relationships Education
  • Accessibility
  • Special Needs
  • Staff behaviour/codes of conduct
  • Staff Discipline
  • Procedures for dealing with allegations of abuse against staff
  • CRB
  • Data protection
  • Pupil Premium 


The Designated Safeguarding Lead  will ensure that the school Child Protection policy is made publically available and that parents are aware of the fact that all cases of suspected abuse or neglect will be referred to Children’s Social Care  and the school/colleges’ role within this.  That staff know the policy and use it appropriately, it is reviewed and updated regularly along with the governing body/ proprietors/management committee.

  1. What Should Staff/Volunteers Do If They Have Concerns About A Child or Young Person in School?

Education professionals who are concerned about a child’s welfare or who believe that a child is or may be at risk of abuse should pass any information to the Designated Safeguarding Lead (DSL) in school; this should always occur as soon as possible and certainly within 24 hours (see Flowchart at Appendix 1):

The Designated Safeguarding Lead is: Sarah Goldson

The Back up Designated Safeguarding Lead is: Annette Higham

It is these senior colleagues who are responsible for taking action where the welfare or safety of children or young people is concerned.  If staff are uncertain about whether their concerns are indeed ‘child protection’ then a discussion with their DSL/lback up DSL will assist in determining the most appropriate next course of action[3]:

            Staff should never:

  • Do nothing/assume that another agency or professional will act or is acting.
  • Attempt to resolve the matter themselves, the process in our school is that all concerns are reported to the DSL/backup DSL, if no one who is DSL trained is contactable, then the concerns are reported to the next most senior member of staff.

What should the DSL consider right at the outset?

  • Am I dealing with ‘risk’ or ‘need’? (By definition, a child at risk is also a child in need. However, what is the priority / level and immediacy of risk / need?)
  • Can the level of need identified be met:
  • In or by the school or by accessing universal services/ undertaking a level 2 or 3 CAF/TAF without referral to Children’s Social Care  or other targeted services
  • By working with the child, parents and colleagues?
  • What resources are available to me / the school and what are their limitations?
  • Is the level of need such that a referral needs to be made to Children’s Social Care which requests that an assessment of need be undertaken? (Level 4 on the Continumm of Need (CoN))
  • Is the level and/or likelihood of risk such that a child protection referral needs to be made (i.e. a child is suffering or is likely to suffer significant harm? (Level 4 on the CoN)
  • What information is available to me: Child, Parents, Family & Environment?
  • What information is inaccessible and, potentially, how significant might this be?
  • Who do I/don’t I need to speak to now and what do they need to know?
  • Where can I access appropriate advice and/or support? (Safeguarding in Education Team  01772 531196)
  • If I am not going to refer, then what action am I going to take? (e.g. CAF, time‑limited monitoring plan, discussion with parents or other professionals, recording etc)
  1. Feedback to Staff Who Report Concerns to the Designated Safeguarding Lead

Rules of confidentiality dictate that it may not always be possible or appropriate for the Designated Safeguarding Lead to feedback to staff who report concerns to them. Such information will be shared on a ‘need to know’ basis only and the Designated Safeguarding Lead will decide which information needs to be shared, when and with whom. The primary purpose of confidentiality in this context is to safeguard and promote the child’s welfare.

  1. Thresholds for Referral to Children’s Social Care (CSC)

Where a Designated Safeguarding Lead or back up considers that a referral to CSC may be required, there are two thresholds for (and their criteria) and types of referral that need to be carefully considered:

  • Is this a Child In Need?

Under section 17 (s.17(10)) of the Children Act 1989, a child is in need if:

  • He is unlikely to achieve or maintain, or to have the opportunity to achieve or maintain, a reasonable standard of health or development, without the provision of services by a local authority;
  • His health or development is likely to be impaired, or further impaired, without the provision of such services;
  • He is disabled.
  • Is this a Child Protection Matter?

Under section 47(1) of the Children Act 1989, a local authority has a duty to make enquiries where they are informed that a child who lives or is found in their area:

  • is the subject of an Emergency Protection Order;
  • is in Police Protection; or where they have
  • reasonable cause to suspect that a child is suffering or is likely to suffer significant harm.

Therefore, it is the ‘significant harm’ threshold’ that justifies statutory intervention into family life. A professional making a child protection referral under s.47 must therefore provide information which clearly outlines that a child is suffering or is likely to suffer significant harm.

The Designated Safeguarding Lead will make judgements around ‘significant harm’, levels of ‘need’ and when to refer.

  1. Making Referrals to CSC (Guidance for the Designated Safeguarding Lead)

The Lancashire CoN provides 4 levels to described family circumstances

  • LEVEL 1 Universal – thriving
  • LEVEL 2 Additional Support Needs – Just coping
  • LEVEL 3 Complex Support Needs – Struggling to Cope
  • LEVEL 4 Intensive Needs – Not Coping

The link below enables access to the documents to enable a referral to CSC


 CAF/TAF forms as well as relevant guidance documents can be found at:

www.lancashirechildrenstrust.org.uk › Resources

  1. CSC Responses to Referrals and Timescales

In response to a referral, Children’s Social Care   may decide to:

  • Provide advice to the referrer and/or child/family;
  • Refer on to another agency who can provide services;
  • Convene a Strategy Meeting (within five working days);
  • Provide support services under Section 17;
  • Undertake a Statutory Assessment (completed within  45 working days);
  • Convene an Initial Child Protection Conference (within 15 working days of a Strategy Meeting) (see http://www.lancashiresafeguarding.org.uk/ click on contents and go to Chapter 3; Managing Individual Cases where there are Concerns about a Child’s Safety and Welfare – Procedures
  • Accommodate the child under Section 20 (with parental consent);
  • Make an application to court for an Order;
  • Take no further action.
  • Step down to Early Support
  1. Feedback from Children’s Social Care

Upon receiving referral, Children’s Social Care will decide on a course of action. They should acknowledge receipt of a written referral within ONE working day. If the referrer has not received an acknowledgement within THREE working days they should make contact with the relevant manager in the Children’s Social Care Team. The Children’s Social Care manager is responsible for ensuring that the referrer and the family (provided this does not increase any risk to the child) are informed of the outcome of the referral and reasons for supporting the decision. This will be done as soon as possible and, in all cases, within a maximum of 7 working days.

  1. Risk Assessment ‘Checklist’
  • Does/could the suspected harm meet the LSCB definitions of abuse?
  • Are there cultural, linguistic or disability issues?
  • I am wrongly attributing something to impairment?
  • Does the chronology indicate any possible patterns which could/do impact upon the level of risk?
  • Are any injuries or incidents acute, cumulative, episodic?
  • Did any injuries result from spontaneous action, neglect, or intent?
  • Explanations consistent with injuries/behaviour?
  • Severity and duration of any harm?
  • Effects upon the child’s health/development?
  • Immediate/longer term effects?
  • Likelihood of recurrence?
  • Child’s reaction?
  • Child’s perception of the harm?
  • Child’s needs, wishes and feelings?
  • Parent’s/carer’s attitudes/response to concerns?
  • How willing are they to cooperate?
  • What does the child mean to the family?
  • What role does the child play?
  • Possible effects of intervention?
  • Protective factors and strengths of/for child (i.e. resilience/vulnerability)
  • Familial strengths and weaknesses?
  • Possibilities?
  • Probabilities?
  • When and how is the child at risk?
  • How imminent is any likely risk?
  • How grave are the possible consequences?
  • How safe is this child?
  • What are the risk assessment options?
  • What are the risk management options?
  • What is the interim plan?


The Designated Safeguarding Lead  in School is Sarah Goldson  ….

The ‘Back Up’ DSL is Annette Higham


If a child wants to confide in you, you SHOULD

  • Be accessible and receptive;
  • Listen carefully and uncritically, at the child’s pace;
  • Take what is said seriously;
  • Reassure children that they are right to tell;
  • Tell the child that you must pass this information on;
  • Make sure that the child is ok ;
  • Make a careful record of what was said (see Recording).

You should NEVER

  • Investigate or seek to prove or disprove possible abuse;
  • Make promises about confidentiality or keeping ‘secrets’ to children;
  • Assume that someone else will take the necessary action;
  • Jump to conclusions, be dismissive or react with shock, anger, horror etc;
  • Speculate or accuse anybody;
  • Investigate, suggest or probe for information;
  • Confront another person (adult or child) allegedly involved;
  • Offer opinions about what is being said or the persons allegedly involved;
  • Forget to record what you have been told;
  • Fail to pass this information on to the correct person (the Designated Senior Leader).

Children with communication difficulties, or who use alternative/augmentative communication systems

  • While extra care may be needed to ensure that signs of abuse and neglect are interpreted correctly, any suspicions should be reported in exactly the same manner as for other children;
  • opinion and interpretation will be crucial (be prepared to be asked about the basis for it and to possibly have its validity questioned if the matter goes to court).

The LA’s Child Protection Information Pack (2004) provides guidance on these issues insofar as children with disabilities/complex needs are concerned – See Document C4.

Recordings should

  • State who was present, time, date and place;
  • Be written in ink and be signed by the recorder;
  • Be passed to the DSL or backup immediately (certainly within 24 hours);
  • Use the child’s words wherever possible;
  • Be factual/state exactly what was said;
  • Differentiate clearly between fact, opinion, interpretation, observation and/or allegation.

What information do you need to obtain?

  • Schools have no investigative role in child protection (Police and Children’s Social Care will investigate possible abuse very thoroughly and in great detail, they will gather evidence and test hypotheses – leave this to them!);
  • Never prompt or probe for information, your job is to listen, record and pass on;
  • Ideally, you should be clear about what is being said in terms of who, what, where and when;
  • The question which you should be able to answer at the end of the listening process is ‘might this be a child protection matter?’;
  • If the answer is yes, or if you’re not sure, record and pass on immediately to the Designated Safeguarding Lead /Head Teacher/line manager.

If you do need to ask questions, what is and isn’t OK?

  • Never asked closed questions i.e. ones which children can answer yes or no to e.g. Did he touch you?
  • Never make suggestions about who, how or where someone is alleged to have touched, hit etc e.g. Top or bottom, front or back?
  • If we must, use only ‘minimal prompts’ such as ‘go on … tell me more about that … tell me everything that you remember about that … … ‘
  • Timescales are very important: ‘When was the last time this happened?’ is an important question.

What else should we think abut in relation to disclosure?

  • Is there a place in school which is particularly suitable for listening to children e.g. not too isolated, easily supervised, quiet etc;
  • We need to think carefully about our own body language – how we present will dictate how comfortable a child feels in telling us about something which may be extremely frightening, difficult and personal;
  • Be prepared to answer the ‘what happens next’ question;
  • We should never make face-value judgements or assumptions about individual children. For example, we ‘know that [child…………] tells lies’;
  • Think about how you might react if a child DID approach you in school. We need to be prepared to offer a child in this position exactly what they need in terms of protection, reassurance, calmness and objectivity;
  • Think about what support you could access if faced with this kind of situation in school.

APPENDIX 3: Children’s Social Care  


The Customer Service Centre 0300 123 6720
email address for referrals cypreferrals@lancashire.gov.uk
Emergency Duty Team (Out of Hours)    0300 123 6721/3

Customer Service Contact Numbers in neighbouring Local Authorities:-

Blackburn with Darwen   01254   666400   EDT 01254 587547

Blackpool  01254 477299

Cumbria     0333 240 1727

North Yorkshire      01609 536993                  EDT 0845 0349417

St Helens   01744 676600 or 0300 6500 148   EDT 0845 0500 148

Wirrell  0151 606 2008                                 EDT 0151 604  63501

Sefton  0845 140 0845                                      EDT 0151 9208234

Rochdale     0300 303 0440                             EDT 0300 303 8875

Bradford  01274 437500                                  EDT 01274 431010

Wigan   01942 828300                                      EDT 0161 834 2436





[1] Guidance for schools on the management and support of young people who display problematic or sexually harmful behaviour, for example is available via mary.aurens@lancashire.gov.uk

[3] Detailed information on possible signs and symptoms of abuse can be found in part 1 of Keeping Children Safe in Education 2015  https://www.gov.uk/government/publications/keeping-children-safe-in-education–2