Westward School

Safeguarding and Child Protection Policy

Last Updated May 2018


This policy will be reviewed at least annually with the proprietor and/or the nominated advisory board member for Child Protection, including an update and review of the effectiveness of procedures and their implementation.

Key Personnel


The Designated Safeguarding Lead (DSL) is :  

Mrs Shelley Stevenson


Contact details: email: dsl@westwardschool.co.uk    Telephone: 01932 220911


The Deputy DSL is

Mrs Kelly Callaby


Contact details: email: dsl@westwardschool.co.uk     Telephone: 01932 220911


The Nominated Advisory Board Member for Child Protection is:

Mr Johnnie Parkhurst


Contact details: jparkhurst@westwardschool.co.uk    Telephone: 01932 220911


The Proprietor is:

Mrs Patricia Townley


Contact details: patriciatownley@btinternet.com


At Westward School we  recognise our moral and statutory responsibility to safeguard and promote the welfare of all pupils in the Main School, EYFS and the Westward Out of School Care facilities. We endeavour to provide a safe and welcoming environment where pupils are respected and valued. We are alert to the signs of abuse and neglect and follow our procedures to ensure that children receive effective support, protection and justice.

Child Protection forms part of the school's safeguarding responsibilities.

This policy applies to all members of staff, the proprietor and nominated advisory board members in the school.

Staff refers to all those working for or on behalf of the school, full or part time, in either a paid or voluntary capacity.




1. Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to work with children. (Refer to Recruitment Policy)

2. Raising awareness of safeguarding and child protection issues and equipping children with the skills needed to keep them safe. (Refer to Social Media and PSHE Scheme of work including Spiritual, Moral, Social and Cultural Development)

3. Developing and then implementing procedures for identifying children who may be in need of early help or who are suffering, or are likely to suffer, significant harm.

4. Supporting pupils in accordance with his/her agreed early help or child protection plan.

5. Establishing a safe environment for all children at Westward in which they can learn and develop.


We recognise that because of the day-to-day contact with children, School staff are well placed to identify children who may be in need of extra help or who are suffering, or are likely to suffer, significant harm. All staff have a responsibility to listen to pupils and take appropriate action, working with other services as needed.

This policy has been developed in accordance with the principles established by the Children Acts 1989 and 2004; the Education Act 2002, and in line with government publications.

The School will therefore follow the procedures set out by the Local Safeguarding Board in Surrey and have regard for the Government's statutory guidance

Keeping Children Safe in Education (KCSIE) (September 2016)

Keeping Children Safe in Education (KCSIE) Part 1 (September 2016)

The Statutory Framework for the Early Years Foundation Stage  (April 2017)

Disqualification under the Childcare Act (June 2016)

Working Together to Safeguard Children (Feb 2017)

Children Missing Education (September 2016)

Mandatory Reporting of Female Genital Mutilation Procedural Information (Oct 2015)

Multi-agency Statutory Guidance on Female Genital Mutilation (April 2016)

Prevent Duty Guidance for England and Wales (July 2015)

and the non-statutory advice

Information Sharing (March 2015)

What to do if you're worried a child is being abused (March 2015)

The Prevent Duty: Departmental advice for schools and childminders (June 2015)

The use of social media for on-line radicalisation (July 2015)

Child Sexual Exploitation Guidance (NSPCC)

Mental Health and Behaviour in Schools: Departmental advice 2016

Counselling in schools:a blue print for the future (Feb 2016)

Sexting in schools and colleges: Responding to incidents and safeguarding young people (UKCCIS 2016)

Child Sexual Exploitation Definition and a guide for practitioners, local leaders and decision makers working to protect children from child sexual exploitation (Feb 2017)



The welfare of the child is paramount


All children regardless of age, gender, culture, language, race, ability, sexual identity or religion have equal rights to protection, safeguarding and opportunities.


We recognise that all adults, including temporary staff, volunteers and the proprietor, have a full and active part to play in protecting pupils from harm and have an equal responsibility to act on any suspicion or disclosure that may suggest a child is at risk of harm;


All staff believe that our school should provide a caring, positive, safe and stimulating environment that promotes the social, physical and moral development of the individual child.


Pupils and staff involved in child protection issues will receive adequate support.



To demonstrate the school’s commitment with regard to safeguarding and child protection to pupils, parents and other partners.


To support the child’s development in ways that will foster security, confidence and independence.


To provide an environment in which children and young people feel safe, secure, valued and respected, and feel confident to, and know how to approach adults if they have difficulties, believing they will be effectively listened to.


To raise awareness of all teaching and non-teaching staff of the need to safeguard children and their responsibilities in identifying and reporting possible cases of abuse.


To provide a systematic means of monitoring children known or thought to be at risk of harm, and ensure we, the school, contribute to assessments of need and support packages for those children.


To emphasise the need for good levels of communication between all members of staff.


To develop a structured procedure within the school which will be followed by all members of the school community in cases of suspected abuse.


To develop and promote effective working relationships with other agencies, especially the Police and Social Care.


To ensure that all staff working within our school who have substantial access to children have been checked as to their suitability, including verification of their identity, qualifications, and a satisfactory DBS check (according to guidance), and a single central record is kept for audit. (Refer to the safer recruitment policy for more detailed information)





We recognise that a child who is abused or witnesses violence may feel helpless and humiliated, may blame themselves, and find it difficult to develop and maintain a sense of worth.


We recognise that the school may provide the only stability in the lives of children who have been abused or who are at risk of harm.


We accept that research shows that the behaviour of a child in these circumstances may range from that which is perceived to be normal to aggressive or withdrawn.


Our school will support all children by:

  • Encouraging self esteem and self-assertiveness, through the curriculum as well as our relationships, whilst not condoning aggression or bullying.
  • Promoting a caring, safe and positive environment within the school.
  • Responding sympathetically to any requests for time out to deal with distress or anxiety.
  • Offering details of helplines, counselling or other avenues of external support.
  • Liaising and working together with other support services and those agencies involved in the safeguarding of children.
  • Notifying Social Care as soon as there is significant concern.
  • Providing continuous support to a child about whom there have been concerns who leaves the school by ensuring that appropriate information is copied under confidential cover to the child’s new setting.



We recognise that the school plays a significant part in the prevention of harm to our children by providing pupils with good lines of communication with trusted adults, supportive friends and an ethos of protection.


The school community will therefore:

  • Work to establish an ethos where children feel secure, are encouraged to talk and are always listened to. There are worry boxes located in each classroom and in areas such as the school office.
  • Include regular consultation with children e.g. through safety questionnaires, participation in anti-bullying week, asking children to report whether they had happy/sad lunchtimes/playtimes.
  • Ensure that all children know that there is an adult in the school whom they can approach if they are worried or in difficulty.
  • Include safeguarding across the curriculum, including PSHE and computing, opportunities which equip children with the skills they need to stay safe from harm and to know to whom they should turn for help. In particular this will include anti-bullying work, online-safety, road safety, pedestrian and cycle training. Also focused work in Year 6 to prepare for transition to Secondary school and more personal safety/independent travel.
  • Ensure all staff are aware of school guidance for their use of mobile technology as set out in the School Code of Conduct and have discussed safeguarding issues around the use of mobile technologies and their associated risks.



We will ensure that;


All staff receive information about the school’s safeguarding arrangements, the school’s safeguarding statement, staff code of conduct, safeguarding and child protection policy, the role and names of the Designated Safeguarding Lead and their deputy, and Keeping Children Safe in Education part 1 and annex A on induction;


All staff receive safeguarding and child protection training at induction in line with advice from Surrey Safeguarding Children’s Board which is regularly updated and receive safeguarding and child protection updates (for example, via email, staff meetings or through e-learning modules), as required, but at least annually;


All members of staff are trained in and receive regular updates in online safety and reporting concerns.


All staff, the proprietor and any nominated child protection advisory board members have regular child protection awareness training, updated by the DSL as appropriate, to maintain their understanding of the signs and indicators of abuse;


The safeguarding and child protection policy is made available via the school website or other means and that parents/carers are made aware of this policy and their entitlement to have a copy via the website. All parents/carers are made aware of the responsibilities of staff members with regard to child protection procedures through the publication of the safeguarding and child protection policy on the website and posters displayed throughout the school.


The school provides a coordinated offer of Early Help when additional needs of children are identified and contributes to early help arrangements and inter-agency working and plans;


Our Visiting Speakers policy will seek to ensure the suitability of adults working with children on the school site at any time;


Community users organising activities for children are aware of the school’s Safeguarding and Child Protection policy, guidelines and procedures.


The name of the designated members of staff for child protection , the Designated Safeguarding Lead and deputy, are clearly advertised in the school with a statement explaining the school’s role in referring and monitoring cases of suspected abuse.


All staff will be given a copy of Part 1 and Annex A of Keeping Children Safe in Education 2016 and will sign to say they have read and understood it. This applies to the proprietor and nominated advisory board members in relation to part 2 of the guidance.


Roles and Responsibilities




There is a safeguarding and child protection policy together with a staff code of conduct;


Child protection, safeguarding, recruitment and managing allegations policies and procedures, including the staff behaviour policy (code of conduct), are consistent with Surrey Safeguarding Children’s Board and statutory requirements, are reviewed annually and that the Safeguarding and Child Protection policy is publically available on the school website or by other means;


Ensure that all staff including temporary staff and volunteers are provided with the school’s safeguarding and child protection policy and staff code of conduct;


All staff have read Keeping Children Safe in Education (2016) part 1 and annex A and that mechanisms are in place to assist staff in understanding and discharging their roles and responsibilities as set out in the guidance;


The school operates a safer recruitment procedure that includes statutory checks on staff suitability to work with children and disqualification by association regulations and by ensuring that there is at least one person on every recruitment panel who has completed safer recruitment training;


The school has procedures for dealing with allegations of abuse against staff (including the headteacher), volunteers and against other children and that a referral is made to the DBS if a person in regulated activity has been dismissed or removed due to safeguarding concerns, or would have had they not resigned.


The proprietor is nominated to liaise with the Local Authority on Child protection issues and in the event of an allegation of abuse made against the Headteacher. (See allegations against staff section)


A member of the senior leadership team has been appointed as the Designated Safeguarding Lead (DSL) by the proprietor who will take lead responsibility for safeguarding and child protection and that the role is explicit in the role holder’s job description;


On appointment, the DSL and deputy  undertake interagency training (SSCB Modules 1& 2) and also undertake DSL ‘New to Role’ and ‘Update’ training every two years;


All other staff have safeguarding training as appropriate;


The nominated advisory board member for child protection will complete safer recruitment training to be repeated every five years.


Children are taught about safeguarding (including online safety) as part of a broad and balanced curriculum covering relevant issues through the PSHE and computing curriculum.


Appropriate safeguarding responses are in place for children who go missing from education, particularly on repeat occasions, to help identify the risk of abuse and neglect including sexual abuse or exploitation and to help prevent the risks of their going missing in the future;


Appropriate online filtering and monitoring systems are in place;


Any weaknesses in child protection are remedied immediately.




The safeguarding and child protection policy and procedures are implemented and followed by all staff;


Sufficient time, training, support, resources, including cover arrangements where necessary, is allocated to the DSL and deputy DSL to carry out their roles effectively, including the assessment of pupils and attendance at strategy and other necessary meetings;


Where there is a safeguarding concern that the child’s wishes and feelings are taken into account when determining what action to take and what services to provide;


Systems are in place for children to express their views and give feedback which operate with the best interest of the child at heart;


All staff feel able to raise concerns about poor or unsafe practice and that such concerns are handled sensitively and in accordance with the whistleblowing procedures;


That pupils are provided with opportunities throughout the curriculum to learn about safeguarding, including keeping themselves safe online;


They liaise with the Local Authority Designated Officer (LADO), before taking any action and on an ongoing basis, where an allegation is made against a member of staff;


Anyone who has harmed or may pose a risk to a child is referred to the Disclosure and Barring Service.




Holds ultimate responsibility for safeguarding and child protection in the school;


Acts as a source of support and expertise in carrying out safeguarding duties for the whole school community;


Encourages a culture of listening to children and taking account of their wishes and feelings;


Is appropriately trained with updates every two years and will refresh their knowledge and skills at regular intervals but at least annually;


Will also attend local training sessions run by Surrey Safeguarding Children Board (SSCB) and carry out e-learning modules focusing on specific safeguarding issues such as the 'Prevent Duty', preventing radicalism and extremism, to stop children getting drawn into terrorism, Child Sexual Exploitation, Safer Recruitment (every 5 years), Missing Children, Domestic Abuse, Forced Marriages and Female Genital Mutilation (FGM).

Will run workshop sessions at staff meetings based on the above safeguarding issues to raise all staff members awareness during each School year.


Will refer a child if there are concerns about possible abuse, to the Surrey Multi Agency Safeguarding Hub (MASH), and act as a focal point for staff to discuss concerns. Referrals should be made in writing, following a telephone call using the Multi Agency Referral Form (MARF).


Will keep detailed, accurate records, either written or using appropriate online software, of all concerns about a child even if there is no need to make an immediate referral;


Will ensure that all such records are kept confidential, stored securely and are separate from pupil records, until the child’s 25th birthday;


Will ensure that an indication of the existence of the additional file is marked on the pupil records;


Will ensure that when a pupil leaves the school, their child protection file is passed to the new school (separately from the main pupil file and ensuring secure transit) and that confirmation of receipt is obtained;


Will ensure that a copy of the CP file is retained until such time that the new school acknowledges receipt of the original file. The copy should then be shredded;


Will liaise with the Local Authority and work with other agencies and professionals in line with Working Together to Safeguard Children;


Has a working knowledge of SSCB procedures;


Will ensure that either they, or another staff member, attend case conferences, core groups, or other multi-agency planned meetings, contribute to assessments, and provide a report where required which has been shared with the parents;


Will ensure that any pupil currently with a child protection plan who is absent in the educational setting without explanation for two days is referred to their key worker’s Social Care Team;


Will ensure that all staff sign to say that they have read, understood and agree to work within the School’s safeguarding and child protection policy, staff code of conduct and Keeping Children Safe in Education Part 1 and Annex A and ensure that the policies are used appropriately;


Will organise child protection and safeguarding induction, regularly updated training and a minimum of annual updates (including online safety) for all school staff, keep a record of attendance and address any absences;


Will ensure that all staff are aware of the need to safeguard children from radicalisation and extremism.


Will ensure that staff are aware that Female Genital Mutilation (FGM) is illegal in England and Wales under the FGM Act (2003) and that it is a form of child abuse and violence against women.


Will contribute to and provide, with the proprietor and/or the nominated advisory board member for child protection, the ‘Audit of Statutory Duties and Associated Responsibilities’ to be submitted annually to the Education Safeguarding Team at Surrey County Council;


Has an understanding of locally agreed processes for providing early help and intervention and will support members of staff where Early Help is appropriate; Advice can be sought by phoning the North East Early Help Referral Hub on 01372 833133.


Will ensure that the name of the Designated Safeguarding Lead and deputy, are clearly advertised in the school, with a statement explaining the school’s role in referring and monitoring cases of suspected abuse.




The Deputy Designated Safeguarding Lead is trained to the same standard as the Designated Safeguarding Lead and, in the absence of the DSL, carries out those functions necessary to ensure the ongoing safety and protection of pupils. In the event of the long-term absence of the DSL the deputy will assume all of the the functions above.



Understand that it is everyone’s responsibility to safeguard and promote the welfare of children and that they have a role to play in identifying concerns, sharing information and taking prompt action;


Consider, at all times, what is in the best interest of the child;


Know how to respond to a pupil who discloses abuse through delivery of ‘Working together to Safeguard Children’, ‘What to do if you suspect a Child is being Abused’ “ (2015) and ‘Keeping Children Safe in Education’ (2016);


Will refer any safeguarding or child protection concerns to the DSL or if necessary where the child is at immediate risk to the Police or Children’s Social Care;


Are aware of the Early Help process and understand their role within it including identifying emerging problems for children who may benefit from an offer of Early Help, liaising with the DSL in the first instance and supporting other agencies and professionals in an early help assessment through information sharing. In some cases staff may act as the Lead Professional in Early Help Cases.


Will provide a safe environment in which children can learn;




Westward School recognises that in order to effectively meet a child’s needs, safeguard their welfare and protect them from harm the school must contribute to inter-agency working in line with Working Together to Safeguard Children (2015) and share information between professionals and agencies where there are concerns.


All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children and that the Data Protection Act 1998 is not a barrier to sharing information where the failure to do so would place a child at risk of harm.


All staff must be aware that they cannot promise a child to keep secrets which might compromise the child’s safety or wellbeing.


However, we also recognise that all matters relating to child protection are personal to children and families. Therefore, in this respect they are confidential and the Headteacher or DSL’s will only disclose information about a child to other members of staff on a need to know basis.


We will always undertake to share our intention to refer a child to Social Care with the parents/carers unless to do so could put the child at greater risk of harm, or impede a criminal investigation. If in doubt, we will consult with an Assistant Team Manager at the Children’s Services Area Team on this point.



At Westward we recognise our duty in relation to safeguarding issues outside of School hours and all correspondence will be read and acted upon 365 days a year.

Please note that the ultimate lead responsibility for Child Protection at Westward School remains with the Designated Safeguarding Lead.

It is our responsibility to ensure that every child feels safe and secure in relation to worries that concern her/his personal health, safety and well being. We aim to provide an environment where each child has the confidence to communicate her/his feelings and be assured that they will be listened to sympathetically.

All staff should be aware that abuse, neglect and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases multiple issues will overlap with one another.


Accepted definitions of abuse fall into the following categories:




is a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others (e.g. via the internet). They may be abused by an adult or adults, or another child or children.




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 or 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 care-givers); or
  • ensure access to appropriate medical care or treatment.

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




A form of abuse which 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.



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 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.



The persistent emotional maltreatment of a child such as to cause persistent adverse effects on the child's emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or 'making fun' of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child's developmental capability, as well as overprotection and limitation of exploration and learning, or preventing a 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 of a child, though it may occur alone.


At Westward we recognise that children with special educational needs (SEN) and disabilities can face additional safeguarding challenges.

Additional barriers can exist when recognising abuse and neglect in this group of children. This can include:

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


Please refer to the leaflet found in the staff room regarding 'bruising in children who are not independently mobile'.

Protection of the child (and his/her family) extends to the maintenance of absolute confidentiality and accurate factual record‑keeping in all cases of concern about an individual child.


Refer to Appendix 1 for more information


What to do if you have welfare concerns about a child/suspect abuse

Children may choose to confide in a teacher they trust.

All those who have contact with children have a duty to act in accordance with the provisions of the Children Act, which gives paramount importance to the welfare of the child,


If a child confides in you be sympathetic and supportive:

* Listen

* Provide support

* Reassure

* Take it seriously



* Make promises that you can't keep

* Ask leading questions

* Jump to conclusions

* Speculate or make accusations

* Display any disbelief

* Act shocked or disgusted

* Never delay immediate response to protect a child


Then take the following steps:

Explain to the child that her/his disclosure must be reported. Stress that you want to help.

Do not discuss concern and fears with the parents.

Inform the Designated Safeguarding Lead.

As soon as possible make a written verbatim (if possible) record of what was said by whom and who was present using the school's child protection concern form and body map as appropriate. Sign and date all records.

Observe confidentially at all times.

All completed forms must be handed to the Designated Safeguarding Lead to be held securely in the Child Protection file.

Anyone can make a referral to Children's Services but if you have a welfare concern or suspect abuse discuss your concern with the Designated Safeguarding Lead. They will decide on a course of action following the Surrey Safeguarding Board procedures and guidance and use of the 'Levels of need when working with children, young people and their families in Surrey' SSCB Guidance for professionals on Early Help and use of thresholds across Surrey. This may involve observation of a child or referral to an outside agency.


Click to access the Surrey Safeguarding Children Board Procedures

For more information visit the Surrey Safeguarding Board website at http://www.surreyscb.org.uk/

Who to contact if you are concerned that a child or young person is at risk of harm:

Contact will be made with a welfare agency (Surrey Children's Services) within 24 hours of a disclosure or suspicion of abuse.

We would call the Surrey Multi Agency Safeguarding Referral Hub (MASH) on 0300 470 9100, Monday to Friday from 9am to 5pm.

Outside of these hours we will call the emergency duty team on 01483 517898.


In an emergency where we are concerned for a child's immediate safety we would call Surrey Police on 999.


The Designated Safeguarding Lead will usually decide whether to make a referral to Children's Services but staff members can refer their concerns to Children's Services directly.


Remember anyone can make a referral.




Our School Policy on anti-bullying is set out in a separate document and acknowledges that to allow or condone bullying may lead to consideration under child protection procedures. This includes all forms e.g. cyber, racist, homophobic and gender related bullying. We keep a record of known bullying incidents which is shared with and analysed by the Proprietor and/or members of the Advisory Board. All staff are aware that children with SEND and/or differences/perceived differences are more susceptible to being bullied/victims of child abuse.


When there is 'reasonable cause to suspect that a child is suffering, or likely to suffer, significant harm' a bullying incident should be addressed as a child protection concern. If the anti-bullying procedures are seen to be ineffective, the headteacher/DSL and Deputy DSL will also consider implementing child protection procedures.


The subject of bullying is addressed at regular intervals in PSHE education.


Racist Incidents


Our policy on racist incidents is set out separately, and acknowledges that repeated racist incidents or a single serious incident may lead to consideration under child protection procedures. We keep records of racist incidents.


Radicalisation and Extremism


The Prevent Duty for England and Wales (2015) under section 26 of the Counter-Terrorism and Security Act 2015 places a duty on education and other children’s services to have due regard to the need to prevent people being drawn into terrorism.


Extremism is defined as ‘vocal or active opposition to fundamental British values, including democracy, the rule of the law, individual liberty and mutual respect and tolerance of different faiths and beliefs’. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas.


Some children are at risk from being radicalised; adopting beliefs and engaging in activities which are harmful, criminal or dangerous. This can happen both online and offline.


Westward School is clear that exploitation of vulnerable children and radicalisation should be viewed as a safeguarding concern and follows the Department of Education guidance for schools and childcare providers on preventing children and young people from being drawn into terrorism.


Westward School seeks to protect children and young people against the messages of all violent extremism including but not restricted to, those linked to Islamist ideology, or to Far Right/Neo Nazi/ White Supremacist ideology, Irish Nationalist and Loyalist paramilitary groups, and extremist Animal Rights movements.


School staff receive training to help identify early signs of radicalisation and extremism.


Opportunities are provided in the curriculum to enable pupils to discuss issues of religion, ethnicity and culture and the school follows the DfE advice Promoting Fundamental British Values as part of SMSC (spiritual, moral, social and cultural education) in Schools (2014).


The Proprietor, members of the Advisory Board, the Headteacher and the Designated Safeguarding Lead (DSL) assess the level of risk within the school and put actions in place to reduce that risk. Risk assessment may include, the use of the school premises by external agencies, anti-bullying policy and other issues specific to the school’s profile, community and philosophy.


When any member of staff has concerns that a pupil may be at risk of radicalisation or involvement in terrorism, they should speak to the DSL. They should then follow normal safeguarding procedures. If the matter is urgent then Surrey Police must be contacted by dialling 999. In non urgent cases where police advice is sought then dial 101 and ask to speak to the Surrey Police Prevent Coordinator. The Department of Education has also set up a dedicated telephone helpline for staff to raise concerns around Prevent (0207 340 7264) or email counter-extremism@education.gsi.gov.uk. You can also contact the Police via the ACT (Action Counters Terrorism) number (0800 789 321).


Refer to Appendix 2 for more information

Domestic Abuse


Domestic abuse represents one quarter of all violent crime. It is actual or threatened physical, emotional, psychological or sexual abuse. It involves the use of power and control by one person over another. It occurs regardless of race, ethnicity, gender, class, sexuality, age, religion, mental or physical ability. Domestic abuse can also involve other types of abuse.


We use the term domestic abuse to reflect that a number of abusive and controlling behaviours are involved beyond violence.


Slapping, punching, kicking, bruising, rape, ridicule, constant criticism, threats, manipulation, sleep deprivation, social isolation, and other controlling behaviours all count as abuse.


Living in a home where domestic abuse takes place is harmful to children and can have a serious impact on their behaviour, wellbeing and understanding of healthy, positive relationships. Children who witness domestic abuse are at risk of significant harm and staff are alert to the signs and symptoms of a child suffering or witnessing domestic abuse. Staff undertake Domestic abuse e-learning training.


The School are enrolled onto the Operation Encompass scheme, a joint project between Surrey Police, Surrey County Council, Surrey Domestic Abuse Services and Surrey Schools. Every school day morning our DSL/Deputy DSL is notified of all domestic abuse incidents that have occurred in the previous 24 hours which involved a pupil at this school (72 hours on a Monday morning). This allows us to provide the right support at the right time for our pupils who are experiencing domestic abuse. 


Refer to Appendix 3 for more information


Child Sexual Exploitation (CSE)


Child sexual exploitation 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 (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact; it can occur through the use of technology. All staff are aware of the link between online safety and vulnerability to CSE.


Any concerns that a child is being or is at risk of being sexually exploited should be passed without delay to the DSL. Westward School is aware there is a clear link between regular school attendance/truanting and CSE. Staff should consider a child to be at potential CSE risk in the case of regular school absence/truanting and make reasonable enquiries with the child and parents to assess this risk.


The DSL will use the Surrey Safeguarding Children’s Board CSE Screening Tool on all occasions when there is a concern that a child is being or is at risk of being sexually exploited or where indicators have been observed that are consistent with a child who is being or who is at risk of being sexually exploited.


In all cases if the tool identified any level of concern (green, amber or red) the DSL should contact the Surrey MASH and email the completed CSE Screening Tool along with a Multi-Agency Referral Form (MARF). If a child is in immediate danger the police should be called on 999.


Westward School is aware that a child often is not able to recognise the coercive nature of the abuse and does not see themselves as a victim. As a consequence the child may resent what they perceive as interference by staff. However, staff must act on their concerns as they would for any other type of abuse. Children rarely  self-report CSE so staff must be particularly vigilant to potential risk indicators.


Westward School includes the risks of sexual exploitation in the PSHE curriculum. Pupils will be informed of the grooming process and how to protect themselves from people who may potentially be intent on causing harm. They will be supported in terms of recognising and assessing risk in relation to CSE, including online, and knowing how and where to get help.


Refer to Appendix 4 for more information


Female Genital Mutilation (FGM)


Female Genital Mutilation (FGM) is illegal in England and Wales under the FGM Act (2003). It is a form of child abuse and violence against women.A mandatory duty requires teachers to report 'known' cases of Female Genital Mutilation (FGM) in under 18's, which are identified in the course of their professional work, to the Police.


Local Police contact details can be found on the staff notice board.


The duty applies to all persons in Westward School who is employed or engaged to carry out 'teaching work' in the School, whether or not they have qualified teaching status. The duty applies to the individual who becomes aware of the case to make a report. It should not be transferred to the Designated Safeguarding Lead, however the DSL should be informed.


If a teacher is informed by a girl under 18 that an act of FGM has been carried out on her or a teacher observes physical signs which appear to show that an act of FGM has been carried out on a girl under 18 and they have no reason to believe the act was necessary for the girl's physical or mental health or for the purposes connected with labour or birth, the teacher should call 101 and make a report to the police force in which the girl resides. The report should be made by the close of the next working day.


All staff will undertake FGM training and are trained to be aware of risk indicators of FGM. Concerns about FGM outside of the mandatory reporting duty should be reported as per Westward School's child protection procedures. Staff should be particularly alert to suspicions or concerns expressed by female pupils about going on a long holiday during the summer vacation period. There should be consideration of potential risk to other girls in the family and practicing community.


Where there is risk to life or serious immediate harm the teacher should report the case immediately to the police, including dialling 999 if appropriate.


There are no circumstances in which a teacher or other member of staff should examine a girl.


Refer to Appendix 5 for more information


Forced Marriage


A forced marriage is a marriage in which one or both people do not (or in cases of people with learning disabilities cannot) consent to the marriage but are coerced into it. Coercion may include physical, psychological, financial, sexual and emotional pressure. It may also involve physical or sexual violence or abuse.


Forced marriage is an appalling and 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. Since June 2014 forcing someone to marry has become a criminal offence in England and Wales under the Anti-Social Behaviour, Crime and Policing Act 2014.


A forced marriage is not the same as an arranged marriage which is common in several cultures. The families of both spouses take a leading role in arranging the marriage but the choice of whether or not to accept the arrangement remains with the prospective spouses.


School staff should never attempt to intervene directly as a school or through a third party. Contact should be made with the contact centre or the Forced Marriage Unit 200 7008 0151.


Honour-based Violence


Honour based violence (HBV) can be described as a collection of practices, which are used to control behaviour within families or other social groups to protect perceived cultural and religious beliefs and/or honour. Such violence can occur when perpetrators perceive that a relative has shamed the family and/or community by breaking their honour code.


Honour based violence might be committed against people who;

  • Become involved with a boyfriend or girlfriend from a different culture or religion;
  • Want to get out of an arranged marriage;
  • Want to get out of a forced marriage;
  • Wear clothes or take part in activities that might not be considered traditional within a particular culture.

It is a violation of human rights and may be a form of domestic and/or sexual abuse. There is no, and cannot be, honour or justification for abusing the human rights of others.


One Chance Rule


All staff are aware of the ‘One Chance Rule’ in relation to forced marriage, FGM and HBV. Staff recognise they may only have one chance to speak to a pupil who is a potential victim and have just one chance to save a life.


Westward School are aware that if the victim is not offered support following disclosure that the ‘One Chance’ opportunity may be lost. Therefore, all staff are aware of their responsibilities and obligations when they become aware of forced marriage, FGM and HBV cases.


Private Fostering Arrangements


A private fostering arrangement occurs when someone other than a parent or close relative cares for a child for a period of 28 days or more, with the agreement of the child’s parents. It applies to children under the age of 16 or 18 if the child is disabled. Children looked after by the local authority or who are placed in residential schools, children’s homes or hospitals are not considered to be privately fostered.


Private fostering occurs in all cultures, including British culture and children may be privately fostered at any age.


Westward School recognise that most privately fostered children remain safe and well but are aware that safeguarding concerns have been raised in some cases. Therefore, all staff are alert to possible safeguarding issues, including the possibility that the child has been trafficked into the country.


By law, a parent, private foster carer or other persons involved in making a private fostering arrangement must notify children’s services as soon as possible. However, where a member of staff becomes aware that a pupil may be in a private fostering arrangement they will raise this with the DSL and the DSL will notify Surrey Children’s Social Care of the circumstances.


Children Missing Education


Attendance, absence and exclusions are closely monitored. A child going missing from education is a potential indicator of abuse and neglect, including sexual abuse and sexual exploitation


The DSL will monitor unauthorised absences and take appropriate action including notifying the local authority particularly where children go missing on repeat occasions and/or are missing for periods during the school day in conjunction with ‘Children Missing Education:Statutory Guidance for Local Authorities and Surrey County Council Safeguarding Children Missing Education Policy 2017.


Staff must be alert to sins of children at risk of travelling to conflict zones, female genital mutilation and forced marriage.


Online Safety


Our pupils increasingly use electronic equipment on a daily basis to access the internet, share and view content and images via social media sites such as facebook, twitter, instagram, snapchat and oovoo for online gaming.


Unfortunately, some adults and other children use these technologies to harm children. The harm might range from sending hurtful or abusive texts or emails, to grooming and enticing children to engage in extremist or sexual behaviour such as webcam photography or face-to face meetings. Pupils may also be distressed or harmed by accessing inappropriate material such as pornographic websites or those which promote extremist behaviour, criminal activity, suicide or eating disorders.


Westward School has a Social Media policy which explains how to keep pupils safe in school and how to respond to online safety incidents.


Pupils are taught about online safety throughout the curriculum and all staff receive online safety training which is regularly updated. The school e-safety officer is Mr Pettipher who is the Office Manager.


Please refer to the School's Social Media Policy for more detailed information regarding e-safety.


Useful websites include;

The UK Safer Internet Centre


CEOP, Thinkuknow website


National Education Network for guidance on e-security



Use of Mobile Phones and Cameras


We have a clear policy in the EYFS, Out of School Care and main school on the acceptable use of mobile phones and cameras.


The following rules apply for the use of personal mobile phones;


  • Pupils are not permitted to bring mobile phones or personally owned devices into school.
  • Pupils in Year 6 who have been given permission to walk home from school must hand in their mobile phones at the school office when they arrive in the morning for safe-keeping in a locked drawer in the office during school hours.
  • If a pupil breaches the school policy then the phone or device will be confiscated and will be held in a secure place in the school office. Mobile phones and devices will be released to parents or carers in accordance with school policy.


  • The school accepts that employees will bring their mobile phones to work.
  • Mobile phones and personally owned devices brought into school are the responsibility of the device owner. The school accepts no responsibility for the loss, theft or damage of personally owned mobile phones or mobile devices.
    • Employees are not permitted to make/receive calls/texts during lessons or formal school time or use recording equipment on their mobile phones or personal devices to take photographs/videos of children.
    • Staff use of mobile phones during the school day will normally be limited to the morning/lunch break and after school.
    • Mobile phones should be switched off (or silent) and left in a safe place during lesson times. Staff should use phones in designated areas. The designated area is the Staff Room. If a private call needs to be made then a request for a room can be made to the Headteacher.
  • Mobile phones are not permitted in areas where children are present.
  • In the event that an employee has a particular reason for a specified period of time, they may request via the Headteacher that they leave their phone on during working hours.
  • If a staff member breaches the school policy then disciplinary action may be taken as appropriate.
  • Staff should ensure that their phones are protected with PIN/access codes in case of loss or theft.
  • Mobile phones should not be used in a space where children are present unless the School phone is being used for a medical reason, Out of School Care or the teacher is in a remote location such as at St Andrew's Hall, Xcel Leisure Centre or on a class outing.

Please refer to the School's Social Media Policy for more detailed information regarding the use of mobile technology such as the use of mobiles and cameras.

Peer on Peer Abuse


In most instances, the conduct of pupils towards each other will be covered by our behaviour policy. However, some allegations may be of such a serious nature that they may raise safeguarding concerns. Westward School recognise that children are capable of abusing their peers. It will not be passed off as ‘banter’ or ‘part of growing up’. The forms of peer on peer abuse are outlined below.


  • Domestic abuse - an incident or pattern of actual or threatened acts of physical, sexual, financial and/or emotional abuse, perpetrated by an adolescent against a current or former dating partner regardless of gender or sexuality.
  • Child Sexual Exploitation - children under the age of 18 may be sexually abused in the context of exploitative relationships, contexts and situations by peers who are also under 18.
  • Harmful Sexual Behaviour - Children and young people presenting with sexual behaviours that are outside of developmentally ‘normative’ parameters and harmful to themselves and others.
  • Serious Youth Violence - Any offence of most serious violence or weapon enabled crime, where the victim is aged 1 -19 i.e. murder, manslaughter, rape, wounding with intent and causing grievous bodily harm. ‘Youth violence’ is defined in the same way, but also includes assault with injury offences.


The term peer-on-peer abuse can refer to all of these definitions and a child may experience one or more multiple facets of abuse at any one time. Therefore, our response will cut across these definitions and capture the complex web of their experiences.


There are also different gender issues that can be prevalent when dealing with peer on peer abuse (i.e. girls being sexually touched/assaulted or boys being subjected to initiation/hazing type violence).


Westward School aims to reduce the likelihood of peer on peer abuse through;

  • The established ethos of respect, friendship, courtesy and kindness;
  • High expectations of behaviour;
  • Clear consequences of unacceptable behaviour;
  • Providing a developmentally appropriate PSHE curriculum which develops pupils’ understanding of healthy relationships, acceptable behaviour, consent and keeping themselves safe;
  • Systems for any pupil to raise concerns with staff, knowing that they will be listened to, valued and believed;
  • Robust risk assessments and providing targeted work for pupils identified as being a potential risk to other pupils and those identified as being at risk.


Research indicates that young people rarely disclose peer on peer abuse and that if they do, it is likely to be to their friends. Therefore, Westward School will also educate pupils in how to support their friends if they are concerned about them, that they should talk to a trusted adult in the school and what services they can contact for further advice.


Any concerns, disclosures or allegations of peer on peer abuse in any form should be referred to the DSL using Westward school’s child protection procedures as set out in this policy. Where a concern regarding peer on peer abuse has been disclosed to the DSL (s), advice and guidance will be sought from Children’s Social Care and where it is clear a crime has been committed or there is a risk of crime being committed the Police will be contacted.


Working with external agencies the school will respond to the unacceptable behaviour. If a pupil’s behaviour negatively impacts on the safety and welfare of other pupils then safeguards will be put in place to promote the well-being of the pupils affected and the victim and perpetrator will be provided with support.


Youth produced sexual imagery (sexting)


The practice of children sharing images and video via text message, email, social media or mobile messaging apps has become commonplace. However, this online technology has also given children the opportunity to produce and distribute sexual imagery in the form of photos and videos. Such imagery involving anyone under the age of 18 is illegal.


Youth produced sexual imagery refers to both images and videos where;

  • A person under the age of 18 creates and shares sexual imagery of themselves with a peer under the age of 18.
  • A person under the age of 18 shares sexual imagery created by another person under the age of 18 with a peer under the age of 18 or an adult.
  • A person under the age of 18 is in possession of sexual imagery created by another person under the age of 18.


All incidents of this nature should be treated as a safeguarding concern and in line with the UKCCIS guidance ‘Sexting in schools and colleges: responding to incidents and safeguarding young people’.


Cases where sexual imagery of people under 18 has been shared by adults and where sexual imagery of a person of any age has been shared by an adult to a child is child sexual abuse and should be responded to accordingly.


If a member of staff becomes aware of an incident involving youth produced sexual imagery they should follow the child protection procedures and refer to the DSL as soon as possible. The member of staff should confiscate the device involved and set it to flight mode or, if this is not possible, turn it off. Staff should not view, copy or print the youth produced sexual imagery.


The DSL should hold an initial review meeting with appropriate school staff and subsequent interviews with the children involved (if appropriate). Parents should be informed at an early stage and involved in the process unless there is reason to believe that involving parents would put the child at risk of harm. At any point in the process if there is concern a young person has been harmed or is at risk of harm a referral should be made to Children’s Social Care or the Police as appropriate.


Immediate referral at the initial review stage should be made to Children’s Social Care/Police if;

  • The incident involves an adult;
  • There is good 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);
  • What you know about the imagery suggests the content depicts sexual acts which are unusual for the child’s developmental stage or are violent;
  • The imagery involves sexual acts;
  • The imagery involves anyone aged 12 or under;
  • There is reason to believe a child is in immediate risk of harm owing to the sharing of the imagery, for example the child is presenting as suicidal or self-harming.


If none of the above apply then the DSL will use their professional judgement to assess the risk to pupils involved and may decide, with input from the Deputy DSL’s and/or e-safety officer, to respond to the incident without escalation to Children’s Social Care or the police.


In applying judgement the DSL will consider if;

  • There is a significant age difference between the sender/receiver;
  • There is coercion or encouragement beyond sender/receiver;
  • The imagery was shared and received with the knowledge of the child in the imagery;
  • The child is more vulnerable than usual i.e. at risk;
  • There is significant impact on the children involved;
  • The image is of a severe or extreme nature;
  • The child involved understands consent;
  • The situation is isolated or if the image has been more widely distributed;
  • There are other circumstances relating to either the sender or recipient that may add cause for concern i.e. difficult home circumstances;
  • The children have been involved in incidents related to youth produced imagery before.


In any of these circumstances are present the situation will be escalated according to our child protection procedures, including reporting to the police or children’s social care. Otherwise, the situation will be managed within the school.


The DSL will record all incidents of youth produced sexual imagery, including both the actions taken, actions not taken, reasons for doing so and the resolution in line with safeguarding recording procedures.


You can access guidance and practical support by clicking on the links provided below;


Expert and professional organisations are best placed to provide up to date guidance and practical support on specific safeguarding issues such as child sexual exploitation (CSE), bullying including cyber bullying, domestic violence, drugs, fabricated or induced illness, faith abuse, female genital mutilation (FGM), forced marriage, gangs and youth violence, gender-based and honour based violence/violence against women and girls (VAWG), breast ironing (BI)), mental health, private fostering, preventing radicalisation and extremism, sexting, teenage relationship abuse, trafficking and disguised compliance.




Government website


(Type the topic you require guidance and support for into the search box)

Other useful sites include;





Procedure for allegations of abuse made against a member of staff at Westward School.


We have regard for the DfE guidance 'Keeping Children Safe in Education' (September 2016)

We understand that concerns about the behaviour of a member of staff toward a pupil may be made in the form of a complaint or allegation.

All staff at Westward are required to follow the Staff Code of Conduct which is provided during induction.

Staff members must sign annually to say that they agree to adhere to the School's Code of Conduct.

Concerns may be raised in a number of ways e.g.

  • Direct disclosure by a pupil
  • Indirect disclosure, e.g. through written/art work or through friends
  • Complaint from a parent/carer to:Headteacher/Proprietor/LEA/Social Services or Police
  • Reports by other colleagues or agencies
  • Anonymously


All staff should be aware of their duty to raise concerns about the attitude or actions of colleagues. (Refer to whistle blowing policy and the staff code of conduct).



  • Behaved in a way that has harmed a child or may have harmed a child.
  • Possibly committed a criminal offence against or related to a child, or
  • 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.


The procedure below should be followed



  • If such an allegation is made the Headteacher will be immediately informed.
  • The Headteacher will within 24 hours contact the Local authority designated officer for allegations (LADO) and discuss the allegation. The proprietor will be informed.
  • Surrey LADO (Local Authority Designated Officer) Contact Details

Telephone: 0300 123 1650

Select Option 3

  • The Headteacher and LADO will consider the nature, content and context of the allegation and agree a course of action.
  • The Headteacher and LADO will decide whether the alleged incident should be referred on to Social Services or the Police or no further action needs to be taken.
  • The case manager (Headteacher) will inform the accused person about the allegation as soon as possible after consulting with the LADO. They will be provided with as much information as possible at that time. However, where a strategy discussion is needed, or police, or children's social care services need to be involved, the case manager (Headteacher) should not do that until those agencies have been consulted, and have agreed what information can be disclosed to the accused.
  • The decision with reasoning will be clearly recorded.
  • The involvement of an LEA officer ensures that cases are dealt with impartially and help avoid any possible accusation of collusion.
  • The School will follow the framework set out in "Keeping Children Safe in Education" September 2016 at all times.
  • The School will promptly report to the Disclosure and Barring Service (DBS) a staff member (Whether employed, contracted, a volunteer or student) leaving the School to inform them that they are no longer used because he or she is considered unsuitable to work with children.



  • If such an allegation is made against the Headteacher the staff member must contact the proprietor whose details can be accessed via the allegations poster on the staff notice board.
  • The proprietor will within 24 hours contact the Local Authority Designated Officer for allegations (LADO) and discuss the allegation.
  • Surrey LADO (Local Authority Designated Officer) Contact Details

Telephone: 0300 123 1650

Select Option 3

  • The proprietor and LADO will consider the nature, content and context of the allegation and agree a course of action.
  • The proprietor and LADO will decide whether the alleged incident should be referred on to Social Services or the Police or no further action needs to be taken.
  • The case manager (proprietor) will inform the Headteacher about the allegation as soon as possible after consulting with the LADO. They will be provided with as much information as possible at that time. However, where a strategy discussion is needed, or police, or children's social care services need to be involved, the case manager (proprietor) should not do that until those agencies have been consulted, and have agreed what information can be disclosed to the Headteacher.
  • The decision with reasoning will be clearly recorded.
  • The involvement of an LEA officer ensures that cases are dealt with impartially and help avoid any possible accusation of collusion.
  • The School will follow the framework set out in "Keeping Children Safe in Education" September 2016 at all times.
  • The School will promptly report to the Disclosure and Barring Service (DBS) a staff member (Whether employed, contracted, a volunteer or student) leaving the School to inform them that they are no longer used because he or she is considered unsuitable to work with children.



  • If such an allegation is made the Headteacher will be immediately informed.
  • The Headteacher will within 24 hours contact the Local authority designated officer for allegations (LADO) and discuss the allegation.
  • Surrey LADO (Local Authority Designated Officer) Contact Details

Telephone: 0300 123 1650

Select Option 3


  • The Headteacher and LADO will consider the nature, content and context of the allegation and agree a course of action.
  • The Headteacher and LADO will decide whether the alleged incident should be referred on to Social Services or the Police or no further action needs to be taken.
  • The case manager (Headteacher) will inform the proprietors about the allegation as soon as possible after consulting with the LADO. They will be provided with as much information as possible at that time. However, where a strategy discussion is needed, or police, or children's social care services need to be involved, the case manager (Headteacher) should not do that until those agencies have been consulted, and have agreed what information can be disclosed to the proprietors.
  • The decision with reasoning will be clearly recorded.
  • The involvement of an LEA officer ensures that cases are dealt with impartially and help avoid any possible accusation of collusion.
  • The School will follow the framework set out in "Keeping Children Safe in Education" September 2016 at all times.
  • The School will promptly report to the Disclosure and Barring Service (DBS) a staff member (Whether employed, contracted, a volunteer or student) leaving the School to inform them that they are no longer used because he or she is considered unsuitable to work with children.


The Headteacher has a continuing duty of care to any member of staff who becomes the subject of an allegation.

We aim to deal with any allegations of abuse made against a teacher,other member of staff, volunteer, Headteacher or proprietor in the school as quickly, fairly and consistently as we can to provide effective protection for the child and at the same time support the person who is the subject of an allegation.


Consideration is given to making a referral to the Teaching Regulation Agency (TRA) where a teacher has been dismissed (or would have been dismissed had he or she not resigned) and a prohibition order may be appropriate, because of 'unacceptable professional conduct', 'conduct that may bring the profession into disrepute', or a 'conviction at any time for a relevant offence'.


Unless the allegation is found to be malicious, records will be kept for 10 years or until the individual, subject to investigation, retires - whichever is longer.


A report will be made to OFSTED within 14 days if there is an allegation of serious harm or abuse by any person living, working or looking after children at the premises or elsewhere, or any other abuse on the premises.




We recognise that children cannot be expected to raise concerns in an environment where staff fail to do so.

All staff should be aware of their duty to raise concerns, where they exist, about the management of child protection, which may include the attitude or actions of colleagues, poor or unsafe practice or potential failures in the school’s safeguarding arrangements. If it becomes necessary to consult outside the school, they should speak in the first instance, to the Area Education Officer (LADO) following the Whistleblowing Policy.

The NSPCC whistleblowing helpline is available for staff who do not feel able to raise concerns regarding child protection failures internally. Staff can call: 0800 028 0285 - line is available from 8.00am to 8.00pm, Monday to Friday and Email: help@nspcc.org.uk.

Whistleblowing re the Headteacher should be made to the proprietor whose contact details are readily available to staff.


Physical Intervention


We acknowledge that staff must only ever use physical intervention as a last resort, when a child is endangering him/herself or others, and that at all times it must be the minimal force necessary to prevent injury to another person.

*Such events should be recorded and signed by a witness.

* Staff who are likely to need to use physical intervention will be appropriately trained in the Positive Options technique.

* We understand that physical intervention of a nature which causes injury or distress to a child may be considered under the child protection or disciplinary procedures.

* We recognise that touch is appropriate in the context or working with children, and all staff have been given 'Safe Practice' guidance to ensure they are clear about their professional boundaries.




Appendix 1



Recognising signs of child abuse

Categories of Abuse

  • Physical abuse
  • Emotional Abuse (including Domestic abuse)
  • Sexual Abuse (including child sexual exploitation)
  • Neglect


Signs of abuse in Children:

The following non-specific signs may indicate something is wrong:


  • Significant change in behaviour
  • Extreme anger or sadness
  • Aggressive and attention seeking behaviour
  • Suspicious bruises with unsatisfactory explanations
  • Lack of self-esteem
  • Self- injury
  • Depression
  • Age inappropriate behaviour
  • Child Sexual Exploitation


Risk Indicators

The factors described in this section are frequently found in cases of child abuse. Their presence is not proof that abuse has occurred, but:


  • Must be regarded as indicators of possibility of significant harm
  • Justifies the need for careful assessment and discussion with designated/named/ lead person, manager, (or in the absence of all of those individuals, an experienced colleague)
  • May require consultation with and/or referral to Children’s Services


The absence of such indicators does not mean that abuse or neglect has not occurred.


In an abusive relationship the child may:

  • Appear frightened of the parent/s
  • Act in a way that is inappropriate to her/his age and development( though full account needs to be taken of different patterns and different ethnic groups)


The parent or carer may:


  • Persistently avoid child health promotion services and treatment of the child’s episodic illnesses
  • Have unrealistic expectations of the child
  • Frequently complain about/to the child and may fail to provide attention or praise(high criticism/low warmth environment)
  • Be absent or misusing substances
  • Persistently refuse to allow access to home visits
  • Be involved in domestic abuse

Staff should be aware of a potential risk to children when individuals, previously known or suspected to have abused children, move into the household.


Recognising Physical Abuse

The following are often regarded as indicators of concern:

  • An explanation which is inconsistent with an injury
  • Several different explanations provided for an injury
  • Unexplained delay in seeking treatment
  • The parents/carers are uninterested or undisturbed by an accident or injury
  • Parents are absent without good reason when their child is presented for treatment
  • Repeated presentation of minor injuries (which may represent a “cry for help” and if ignored could lead to a more serious injury)
  • Family use of different doctors and A&E departments
  • Reluctance to give information or mention previous injuries



Children can have accidental bruising, but the following must be considered as non accidental unless there is evidence or an adequate explanation provided:

  • Any bruising to a pre-crawling or pre-walking baby
  • Bruising in or around the mouth, particularly in small babies which may indicate force feeding
  • Two simultaneous bruised eyes, without bruising to the forehead, (rarely accidental, though a single bruised eye can be accidental or abusive)
  • Repeated or multiple bruising on the head or on sites unlikely to be injured accidentally
  • Variation in colour possibly indicating injuries caused at different times
  • The outline of an object used e.g belt marks, hand prints or a hair brush
  • Bruising or tears around, or behind, the earlobe/s indicating injury by pulling or twisting
  • Bruising around the face
  • Grasp marks on small children
  • Bruising on the arms, buttocks and thighs may be an indicator of sexual abuse


Bite Marks

Bite marks can leave clear impression of the teeth. Human bite marks are oval or crescent shaped. Those over 3cm in diameter are more likely to have been caused by an adult or older child.


A medical opinion should be sought where there is any doubt over the origin of the bite.


Burns and Scalds

It can be difficult to distinguish between accidental and nonaccidental burns and scalds, and will always require experienced medical opinion. Any burn with a clear outline may be suspicious e.g:


  • Circular burns from cigarettes( but may be friction burns if along the bony protuberance of the spine)
  • Linear burns from hot metal rods or electrical fire elements
  • Burns of uniform depth over a large area
  • Scalds that have a line indicating immersion or poured liquid (a child getting into hot water on his/her own accord will struggle to get out and cause splash marks)
  • Old scars indicating previous burns/scalds which did not have appropriate treatment or adequate explanation


Scalds to the buttocks of a small child, particularly in the absence of burns to the feet, are indicative of dipping into a hot liquid or bath.



Fractures may cause pain, swelling and discolouration over a bone or joint.


Non mobile children rarely sustain fractures.


There are grounds for concern if:


  • The history provided is vague, non-existent or inconsistent with the fracture type
  • There are associated old fractures
  • Medical attention is sought after a period of delay when the fracture has caused symptoms such as swelling, pain or loss of movement
  • There is an unexplained fracture in the first year of life



A large number of scars or scars of different sizes or ages, or on different parts of the body, may suggest abuse.


Recognising Emotional Abuse


Emotional abuse may be difficult to recognise, as signs are usually behavioural rather than physical. The manifestations of emotional abuse might also indicate the presence of other kinds of abuse.

The indicators of emotional abuse are often associated with other forms of abuse.


The following may be indicators of emotional abuse:


  • Developmental delay
  • Abnormal attachment between a child and parent/carer e.g. anxious, indiscriminate or no attachment
  • Indiscriminate attachment or failure to attach
  • Aggressive behaviour towards others
  • Scape-goated within the family
  • Frozen watchfulness, particularly in pre-school children
  • Low self esteem and lack of confidence
  • Withdrawn or seen as a ’loner’ - difficulty relating to others


Recognising Signs of Sexual Abuse

Boys and girls of all ages may be sexually abused and are frequently scared to say anything due to guilt and/or fear. This is particularly difficult for a child to talk about and full account should be taken of the cultural sensitivities of any individual child/family.


Recognition can be difficult, unless the child discloses and is believed. There may be no physical signs and indications are likely to be emotional/behavioural.


Some behavioural indicators are:

  • Inappropriate sexualised conduct
  • Sexually explicit behaviour, play and conversation, inappropriate to the child’s age
  • Continual and inappropriate or excessive masterbation
  • Self harm (including eating disorder), self mutilation and suicide attempts
  • Involvement in prostitution or indiscriminate choice of sexual partners
  • An anxious unwillingness to remove clothes e.g for sports events (but this may be related to cultural norms or physical difficulties)


Some physical indicators associated with this form of abuse are:

  • Pain or itching in the genital area
  • Blood on underclothes
  • Pregnancy in a younger girl where the identity of the father is not disclosed
  • Physical symptoms such as injuries to the genital or anal area,bruising to buttocks, abdomen and thighs, sexually transmitted disease, presence of semen on vagina, anus, external genitalia or clothing


Recognising Neglect

Evidence of neglect is built up over a period of time and cover different aspects of parenting.Indicators include:

  • Failure by parents and carers to meet basic essential needs eg adequate food, clothing, warmth, hygiene and medical care
  • A child seen to be listless, apathetic and unresponsive with no apparent medical cause. Failure of a child to grow within normal expected pattern, with accompanying weight loss
  • Child thrives away from home environment
  • Child frequently absent from school
  • Child left with adults who are intoxicated or violent
  • Children abandoned or left alone for excessive periods



Sexual Abuse by Young People


The boundary between what is abusive and what is part of normal childhood and youthful experimentation can be blurred. The determination of whether behaviour is developmentally, inappropriate or abusive will hinge around related concepts of true consent, power imbalance and exploitation. This may include children and young people who exhibit a range of sexually problematic behaviour such as indecent exposure, obscene telephone calls, fetishism, bestiallitity and sexual abuse against adults, peers or children.


Developmental Sexual Activity encompasses those actions that are to be expected from children and young people as they move from infancy through to an adult understanding of their physical, emotional, and behavioural relationships with each other. Such sexual activity is essentially information gathering and experience testing. It is characterised by mutuality and of seeking of consent.


Inappropriate Sexual Behaviour can be inappropriate socially, inappropriate to development, or both. In considering whether behaviour fits into this category, it is important to consider what negative effects it has on any of the parties involved and what concerns it raises about a child or young person. It should be recognised that some actions may be motivated by information seeking, but still cause significant upset, conusion, worry, physical damage, etc It may also be that the behaviour is “acting out” which may derive from other sexual situations to which the child or young person has been exposed. If an act appears to have been inappropriate, here may still be a need for some form of behaviour management or intervention. For some children, educative inputs may be enough  to address behaviour.


Abusive sexual activity included any behaviour involving coercion, threats, aggression, together with secrecy, or where one participant relies on an unequal power base. In order to more fully determine the nature of the incident, the following factors  should be given consideration. The presence of exploitation in terms of:

  • Equality - consider differentials of physical, cognitive and emotional development, power and control and authority, passive and assertive tendencies.
  • Consent - agreement including all the following:
  • Understanding that is proposed based on age, maturity, development level, functioning and experience
  • Knowledge of society’s standards for what is being proposed
  • Awareness of potential consequences and alternatives
  • Assumption that agreements or disagreements and alternatives
  • Voluntary decision
  • Mental competence
  • Coercion - the young perpetrator who abuses may use techniques like bribing, manipulation and emotional threats of secondary gains and losses that is loss of love, friendship, etc. Some may use physical force, brutality or the threat of these regardless of victim resistance.


In evaluating sexual behaviour of children and young people, the above information should be used only as a guide. Further information and advice is available from the Brook Sexual Behaviour Traffic Light Tool. Assessment, Consultation and Therapy(ACT) 01306 745310 can also assist professionals in identifying sexual behaviour of concern in children and adolescents.


Appendix 2





  1. Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism leading to terrorism.
  2. Extremism is defined by the Government in the Prevent Strategy as:

Vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of our armed forces, whether in this country or overseas.

  1. Extremism is defined by the Crown Prosecution Service as:

The demonstration of unacceptable behaviour by using any means or medium to express views which:

  • Encourage, justify or glorify terrorist violence in furtherance of particular beliefs;
  • Seek to provoke others to terrorist acts;
  • Encourage other serious criminal activity or seek to provoke others to serious criminal acts ; or
  • Foster hatred which might lead to inter-community violence in the UK


  1. There is no such thing as a “typical extremist”: those who become involved in extremist actions come from a range of backgrounds and experiences, and most individuals, even those who hold radical views, do not become involved in violent extremist activity.
  2. Pupils may become susceptible to radicalisation through a range of social, personal and environmental factors - it is known that extremists exploit vulnerabilities i individuals to drive a wedge  between them and their families and communities. It is vital that school staff are able to recognise those vulnerabilities.
  3. Indicators of vulnerability include:
  • Identity Crisis - the student/pupil is distanced from their cultural/religious heritage and experiences discomfort about their place in society;
  • Personal Crisis - the student/pupil may be experiencing family tensions; a sense of isolation; and low self esteem; they may have dissociated from their existing friendship group and become involved with a new and different group of friends; they may be searching for answers to question about identity, faith and belonging;
  • Personal Circumstances - migration;local community tensions; and events affecting the student/pupil’s country or region of origin may contribute to a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy;
  • Unmet Aspirations - the student/pupil may have perceptions of injustice; a feeling of failure; rejection of civic life;
  • Experiences of Criminality - which may include involvement with criminal groups, imprisonment, and por resettlement/reintegration;
  • Special Educational Needs - students/pupils may experience difficulties with social interaction, empathy, with others, understanding the consequences of their actions and awareness of the motivation of others.
  1. However, this list is not exhaustive, nor does it mean that all young people experiencing the above are at risk of radicalisation for the purposes of violent extremism.
  2. More critical risk factors could include:
  • Being in contact with extremist recruiters
  • Accessing violent extremist websites, especially those with social networking element;
  • Possessing or accessing violent extremist literature;
  • Using extremist narratives and a global ideology to explain personal disadvantage;
  • Justifying the use of violence to solve social issues;
  • Joining or seeking to join extremist organisations;and
  • Significant changes to appearance and/or behaviour;
  • Experiencing a high level of social isolation resulting in issues of identity crisis and/or personal crisis


The Department of Education guidance The Prevent Duty can be accessed via this link

Appendix 3



Domestic Abuse


How does it affect children?


Children can be traumatised by seeing and hearing violence and abuse. They may also be directly targeted by the abuser or take on a protective role and get caught in the middle. In the long term this can lead to mental health issues such as depression, self harm and anxiety.


What are the signs to look out for?


Children affected by domestic abuse reflect their distress in a variety of ways. They may change their usual behaviour and become withdrawn, tired start to wet the bed and have behavioural difficulties. They may not want to leave their house or may become reluctant to return. Others will excel, using their time in your care as a way to escape from their home life. None of these signs  are exclusive to domestic abuse so when you are considering changes in behaviours and concerns about a child, think about whether domestic abuse may be a factor.

What should I do if I suspect a family is affected by domestic abuse?


To talk through your concerns call the Surrey Domestic abuse Helpline 0n 01483 776822 or talk to your local outreach service.


East Surrey Domestic Abuse Services - covering Reigate & Banstead, Mole Valley And Tandridge - 01737 771350


Your Sanctuary Outreach Service - covering Woking , Runnymede and Surrey Heath -01483 7768 22


North Surrey Outreach Service - covering Epsom and Ewell,  Elmbridge, and Spelthorne - 01932 260690


South West Surrey Outreach Service - covering Guildford and Waverley -01483 577392

Appendix 4



Staff should refer to Part A of ‘Child Sexual Exploitation: Definition and a guide to practitioners, local leaders and decision makers working to protect children from sexual exploitation’ (2017) for comprehensive guidance on Child Sexual Exploitation.


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


Signs include:


  • Going missing from home or school
  • Regular school absence or truanting
  • Underage sexual activity
  • Inappropriate sexual or sexualised behaviour
  • Sexually risky behaviour, ‘swapping’ sex
  • Repeated sexually transmitted infections
  • In girls, repeat pregnancy, abortions, miscarriage
  • Receiving unexplained gifts or gifts from unknown sources
  • Having multiple mobile phones and worrying about losing contact via mobile
  • Online safety concerns such as youth produced sexual imagery or being coerced into sharing explicit images
  • Having unaffordable new things(clothes, mobile) or expensive habits(alcohol,drugs)
  • Changes in the way they dress
  • Going to hotels or other unusual locations to meet friends
  • Seen at known places of concern
  • Moving around the country, appearing in new towns or cities, not knowing where they are
  • Getting in/out of different cars driven by unknown adults
  • Having older boyfriends or girlfriends
  • Contact with known perpetrators
  • Involved in abusive relationships, intimidated or fearful of certain people or situations
  • Hanging out with groups of older people, or anti social groups, or with other vulnerable peers
  • Associating with other young people involved in sexual exploitation
  • Recruiting other young people to exploitive situations
  • Truancy, exclusion, disengagement with school, opting out of education altogether
  • Unexplained changes in behaviour or personality(chaotic aggressive, sexual)
  • Mood swings, volatile behaviour, emotional distress
  • Self harming, suicidal thought, suicide attempts, overdosing, eating disorders
  • Drug or alcohol misuse
  • Getting involved in crime
  • Police involvement, police records
  • Involved in gangs, gang fights, gang membership
  • Injuries from physical assault, physical restraint, sexual assault

Appendix 5



Female Genital Mutilation (FGM)


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


What is FGM?


It involves procedures that intentionally alter/injure the female genital organs for nonmedical reasons.


4 types of procedure


Type 1 - Clitoridectomy - partial/total removal of the clitoris

Type 2 - Excision - partial/total removal of clitoris and labia minora

Type 3 - Infibulation - entrance to the vagina is narrowed by repositioning the inner/outer labia

Type 4 - all other procedures that may include: pricking, piercing, incising, cauterising and scraping the genital area.


Why is it carried out?


Belief that:


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


Is FGM Legal?

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


Circumstances and occurrences that may point to FGM happening are:


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


Signs that may indicate a child has undergone FGM:


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


The ‘One Chance’ Rule


As with Forced Marriage there is a @One Chance’ rule. It is essential that settings/schools/colleges take action without delay and make a referral to children’s services.