The Cedars School

Safeguarding policy


The Cedars School takes seriously its responsibility to protect and safeguard the welfare of the children in its care. “The welfare of the children is paramount” (Children Act 1989). ‘Safeguarding and promoting the welfare of children is defined as: protecting children from maltreatment; preventing impairment of children’s Mental and Physical health or development; ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes.’ (Keeping Children Safe in Education 2020)

Every pupil at The Cedars should feel safe and protected from any form of abuse which, in this policy, means any kind of neglect, non- accidental physical injury, sexual exploitation or emotional ill-treatment..

Who does this apply to?
This Safeguarding Policy is addressed to all members of staff and volunteers. In our school the term ‘staff’, in the context of safeguarding, is inclusive of all staff and is also inclusive of students on placement, contractors, volunteers and the proprietor. This policy applies wherever staff or volunteers are working with pupils even where this is away from the School, for example at an activity centre or on an educational visit.

Everyone who works with children has a responsibility for keeping them safe. No single practitioner can have a full picture of a child’s needs and circumstances and, if children and families are to receive the right help at the right time, everyone who comes into contact with them has a role to play in identifying concerns, sharing information and taking prompt action (Working Together 2018)

Related documents:

  • Anti-bullying Policy
    • Behaviour Policy • PSHEE Policy
    • Educational Visits and Off-site Activities Policy • Safer Recruitment Policy
    • Whistleblowing Policy
    • First Aid Policy • Sex and Relationship Education Policy
    • Health and Safety Policy
    • SEND Policy • Staff Code of Conduct (staff handbook)

• This policy is made available to parents, staff and pupils in the following ways: via the school website, on the Parent Notice Board, and on request a copy may be obtained from the School Office.

Monitoring and Review:
• This policy is subject to continuous monitoring, refinement and audit by the Head.
• The Designated Safeguarding Lead and Deputy undertake a formal annual review of this policy.
• This policy will next be reviewed no later than October 2021

Jane O’Halloran – Proprietor, Head Teacher and Designated Safeguarding Lead
Date: 05.09.20 Review date: October 2021



West Berkshire Model COVID-19 school closure arrangements for Safeguarding and Child Protection


The Cedars School, Aldermaston







Document Control



Document Ref: Model Covid 19 Safeguarding arrangements Date Modified
Version: 3 Date Created: 30th March 2020
Revision due
Author: Joan Ball


Change History


Version Date Description Change ID
1 March 2020 Created JB
2 June 2020 Updated Section 4 and Section 9 JB
3 August 2020 General update in line with Government guidance JB
4 September 1st 2020 S. 4 attendance monitoring JB
5 September 4th 2020 Adopted by The Cedars School JH (DSL)

This policy is in line with KCSIE (Sept 2020)



Headteacher Sign & Date:





This addendum of The Cedars School Safeguarding, and Child Protection policy contains details of our individual safeguarding arrangements in the following areas:


  1. Key Contacts…………………………………………………………………………….3
  2. Context ……………………………………………………………………………………5
  3. Attendance Monitoring ………………………………………………………………..5
  4. Designated Safeguarding Lead ………………………………………………………5
  5. Reporting a Concern……………………………………………………………………6
  6. Safeguarding Training and Induction ………………………………………………6
  7. Safer Recruitment, volunteers and movement of Staff…………………………..6
  8. Children and online Safety…………………………………………………………….7
  9. Supporting children not in school……………………………………………………8
  10. Safeguarding all children………………. …………………………………………. 8

11 Supporting Children in School………………………………………………………9

  1. Vulnerable Children ………………………………………………………………….10
  2. Peer on peer abuse ………………………………………………………………….10
































  1. Key Contacts



Key Contact list for Safeguarding in The Cedars School, Aldermaston


Name Telephone contact Email
Designated Safeguarding Lead Jane O’Halloran 0118 9714251
Deputy Designated Safeguarding Lead Vicky Curtis 0118 9714251






Key Contacts within the Local Authority

Pan Berkshire Safeguarding Procedures:



Name Address Telephone contact Email
Contact, Advice & Assessment Service (CAAS) Duty Social worker Council Offices

West Street House

West Street



RG14 1BD

Professionals only contact number: 01635 503190


Parents only Contact number:

01635 503090


or Emergency Duty Team (outside of office hours) Tel: 01344 786543

Fax: 01344 786535


Prevent Officer

Thames Valley Police

Prevent officer Reading Police Station

Castle Street

Reading  RG1 7TH

07788 307 178


Building communities togetherTeam Manager and



Susan Powell Council Offices

Market St




(01635) 264703 | 07881 856801 |


Principal Education Welfare Officer, Lead Officer in Education for Safeguarding, and PREVENT Link for Education Linda Curtis  

Council Offices

West Street House

West Street



RG14 1BD



01635 519014


Service manager for early years, vulnerable learners and families Avril Allenby Council Offices

West Street House

West Street



RG14 1BD

01635 503500
Schools Safeguarding Officer Joan Ball Council Offices

Turnham’s Green Park

Pincents Lane



Berkshire  RG31 4UH

01189 167770


Local Authority Designated Officer

Contact can be made via CAAS

Fiona Goussard Council Offices

West Street House

West Street



RG14 1BD


via CAAS on 01635 503190






Senior Education Welfare Officer,


Sally-Ann Looker Council Offices

West Street House

West Street



RG14 1BD

01635 519788


Virtual Scool Headteacher Robin Douglas Council Offices

West Street House

West Street



RG14 1BD

01635 503195
Exclusions Officer Roslyn Arthur Council Offices

West Street House

West Street



RG14 1BD

01635 503409













  1. Context

From 20th March 2020 parents were asked to keep their children at home, wherever possible, and for schools to remain open only for those children of workers critical to the COVID-19 response – who absolutely need to attend.

Schools and all childcare providers were asked to provide care for a limited number of children – children who are vulnerable, and children whose parents are critical to the COVID-19 response and cannot be safely cared for at home.

From September 2020 pupils will be expected to return to school

This addendum is used in conjunction with our school Safeguarding and Child Protection policy.




3.     Attendance monitoring


From the beginning of the new academic year, The Cedars will return to using the attendance and absence codes in use before the outbreak, in addition to the new category of ‘not attending in circumstances related to coronavirus (COVID-19)’:

  • pupils not attending a session who meet the criteria for ‘not attending in circumstances related to coronavirus (COVID-19)’ should be recorded using code X. (Code X is not counted as an absence in the school census).
  • Code Y will return to its original meaning  “Unable to attend due to exceptional circumstances” – but not COVID-19 related.


Where any child we expect to attend school doesn’t attend, or stops attending, we will:

  • Follow up their absense with their parents or carers
  • Notify a Social Worker if they have one

We will make arrangements with parents and carers to make sure we have up-todate emergency contact details.







4.     Designated Safeguarding Lead


The Cedars School has a Designated Safeguarding Lead (DSL) and a Deputy DSL.


The Designated Safeguarding Lead is: Jane O’Halloran


The Deputy Designated Safeguarding Lead is: Vicky Curtis



The DSL will continue to engage with social workers, and attend all multi-agency meetings, where necessary. This can be dome remotely


5.     Reporting a concern

Where staff have a concern about a child, they should continue to follow the process outlined in the school Safeguarding Policy.

Staff are reminded of the need to report any concern immediately and without delay.


The school is aware that the number of disclosure from pupils and the number of concerns from staff may increase with pupils returning to school.


Where staff are concerned about an adult working with children in the school, they should report immediately to the DSL/Headteacher


Concerns around the Headteacher should be directed to West Berks LADO (Local Authority Designated Officer)


DSLs will continue to report concerns to CAAS in the usual way.

During office hours call 01635 503190

Out of office hours, Emergency Duty Team Tel: 01344 786543



6.     Safeguarding Training and induction

The DSL and deputies will make sure that their training continues to be refreshed every two years.


All existing school staff have had safeguarding training and have read part 1 and Annex A of Keeping Children Safe in Education (2020). The DSL should communicate with staff any new local arrangements, so they know what to do if they are worried about a child.


Free online Safeguarding training is available for staff.


Where new staff are recruited, or new volunteers enter the school, they will continue to be provided with a safeguarding induction.



7.     Safer recruitment/volunteers and movement of staff

It remains essential that people who are unsuitable are not allowed to enter the children’s workforce or gain access to children. When recruiting new staff, The Cedars School will continue to follow the relevant safer recruitment processes for their setting, including, as appropriate, relevant sections in part 3 of Keeping Children Safe in Education (2020) (KCSIE).


If the school are utilising volunteers, we will continue to follow the checking and risk assessment process as set out in paragraphs 167 to 172 of KCSIE. Under no circumstances will a volunteer who has not been checked be left unsupervised or allowed to work in regulated activity.


The Cedars School will continue to follow the legal duty to refer to the DBS anyone who has harmed or poses a risk of harm to a child or vulnerable adult. Full details can be found at paragraph 163 of KCSIE.


The Cedars School will continue to consider and make referrals to the Teaching Regulation Agency (TRA) as per paragraph 166 of KCSIE and the TRA’s ‘Teacher misconduct advice for making a referral.


During the COVID-19 period all referrals should be made by emailing


Whilst acknowledging the challenge of the current National emergency, it is essential from a safeguarding perspective that any school is aware, on any given day, which staff/volunteers will be in the school, and that appropriate checks have been carried out, especially for anyone engaging in regulated activity. As such, The Cedars School will continue to keep the single central record (SCR) up to date as outlined in paragraphs 164 to 169 in KCSIE 2020.



8.     Children and online safety.

The Cedars School will continue to provide a safe environment for pupils including online.


Where students are using computers in school, appropriate supervision will be in place.

Staff will continue to be alert to signs that a child may be at risk of harm online, and report any concerns imeditely to the DSL

We will make sure children know how to report any concerns they have back to our school, and signpost them to other sources of support too.

The Cedars School will ensure any use of online learning tools and systems is in line with privacy and data protection/GDPR requirements.


Below are some things to consider if delivering virtual lessons, especially where webcams are involved:

  • Only use online learning platforms once a thorough risk assessment has been completed and you can show that actions have been taken to negate Safeguarding risks, and that additional staff are available to cover these lessons/activitites.
  • Make sure the platform has sufficient security, and passwords are used.
  • Ensure all pupils have access to the required equipment to access online learning.
  • The recording of lessons must be inline with GDPR.
  • A code of conduct should be agreed for pupils and staff online.
  • Staff should encourage pupils to place themselves in front of a plain background if possible. Ths will cut down the possibility of anyone else coming in to view and reduce the possibility of bullying due to their home environments. Or use the “blur background” option if available.
  • Do not use whatsapp to contact pupils, parents or to have professional discussions with colleagues, it is not GDPR compliant and may blur professional lines. In these circumstances School email addresses should be used.
  • Staff should dress appropriately and always use professional language.
  • Staff should keep a record (timetable)of Teams Communications


All staff at The Cedars School should remind themselves of the following policies:

  • Staff code of conduct
  • ICT/Acceptable use policy including social media guidance

9.1 Working with parents and carers

We will make sure parents and carers:

  • Are aware of the potential risks to children online and the importance of staying safe online
  • Know what our school is asking children to do online, including what sites they will be using and who they will be interacting with from our school
  • Are aware that they should only use reputable online companies or tutors if they wish to supplement the remote teaching and resources our school provides
  • Arrange a suitable place for their child(ren) to be whilst online and understand the need for suitable clothing.



9.     Supporting children not in school

The Cedars School is committed to ensuring the safety and wellbeing of all of its Children and Young people.


Where the DSL has identified a child to be on the edge of social care support, or who would normally receive pastoral-type support in school, they should ensure that a robust communication plan is in place for that child or young person.


Details of this plan must be recorded on the pupils file.


The communication plans can include; remote contact, phone contact, and door-step visits (observing social distancing). Other individualised contact methods should be considered and recorded.



  1. Safeguarding all children

The Cedars School Staff and volunteers are aware that this difficult time potentially puts all children at greater risk.

Staff and volunteers will continue to be alert to any signs of abuse, or effects on pupils’ mental health that are also safeguarding concerns, and act on concerns immediately in line with the procedures set out in the Safeguarding and child protection policy.

Face coverings will be used by staff and pupils in line with government advice and school policy.


10.1 Children returning to school 

The DSL (or deputy) will do all they reasonably can to find out from parents and carers whether there have been any changes regarding welfare, health and wellbeing that they should be aware of before the child returns.

Staff and volunteers will be alert to any new safeguarding concerns as they see pupils in person.

10.2 Children at home 

Should a child not return to school for the Autumn Term 2020, we will contact the child’s parents to identify the reasons. We will encourage the parents and child to return to school and will provide support and a programme to enable this to happen.

For the children who continue to stay at home, Staff and volunteers will look out for signs like:

  • Not completing assigned work or logging on to school systems
  • No contact from children or families
  • Seeming more withdrawn during any class check-ins or video calls ts DSL will work closely with all stakeholders to maximise the effectiveness of any communication plan.


This plan must be reviewed regularly (at least once a fortnight) and where concerns arise, the DSL will consider any referrals as appropriate.


The school will share safeguarding messages on its website.


The Cedars School recognises that school is a protective factor for children and young people, and the current circumstances, can affect the mental health of pupils and their parents/carers. Teachers need to be aware of this in setting expectations of pupils’ work where they are at home.


The Cedars School will ensure that where we care for children of critical workers and vulnerable children on site, we ensure appropriate support is in place for them. This will be bespoke to each child and recorded appropriately.



11. Supporting children in school

The Cedars School is committed to ensuring the safety and wellbeing of all its pupils.


The Cedars School will continue to be a safe space for all children to attend and flourish. The Headteacher will ensure that appropriate staff are on site and staff to pupil ratio numbers are appropriate, to maximise safety.


The Cedars School will refer to the Government guidance for education and childcare settings on how to implement social distancing and continue to follow the advice from Public Health England on handwashing and other measures to limit the risk of spread of COVID19.






12. Vulnerable children

Vulnerable children include those who have a social worker and those children and young people up to the age of 25 with education, health and care (EHC) plans.


Those who have a social worker include children who have a Child Protection Plan/child in need plan and those who are looked after by the Local Authority. A child may also be deemed to be vulnerable if they have been assessed as being in need or otherwise meet the definition in section 17 of the Children Act 1989.


Those with an EHC plan will be expected to attend school unless they have a health condition which prevents then from attending.

Those children who have been assessed as otherwise vulnerable by education providers or the local authority for example those children who are:

  • On the edge of receiving support from childrens social care
  • Adopted
  • Living in temporary accommodation
  • Young carers



Senior leaders, especially the Designated Safeguarding Lead (and deputy) know who our most vulnerable children are.

The Cedars School  will continue to work with and support children’s social workers to help protect vulnerable children. This includes working with and supporting children’s social workers and the local authority virtual school head (VSH) for looked-after and previously looked-after children. The lead person for this will be Jane O’Halloran




13. Peer on Peer Abuse


The Cedars School recognises that during the partial closure a revised process may have been required for managing any report of such abuse and supporting victims.


Where the school receives a report of peer on peer abuse, they will follow the principles as set out in part 5 of KCSIE and of those outlined within of the Child Protection Policy.


The school will listen and work with the young person, parents/carers and any multi-agency partner required to ensure the safety and security of that young person.


Concerns and actions must be recorded, and appropriate referrals made.




All staff will be sent this additional policy to read and to will sign to say they have read and understood the content.





Section Contents Page
1.   Preamble: The Cedars School commitment to safeguarding and key personnel and contact details
2.  Record-keeping
3.  Multi-Agency Working
4.  Confidentiality and Information-sharing
5.  Children at risk of abuse and neglect
6.  Children in need of specific or additional external support
7.  Designated Safeguarding Lead (DSL) responsibilities
8.  Deputy Designated Safeguarding Lead (DDSL) responsibilities
9.  Safer Recruitment, the Single Central Register and Visitors
10. Responsibilities of staff and volunteers
11. Guidance to staff and others within the school community
12. Prevent Duty guidance
13. Training and Induction: DSLs, staff, volunteers and directors
14. Referrals to LADO: allegations against staff, volunteers, DSLs, proprietor and directors
15. Referrals to DBS and TRA
16. Peer on Peer Abuse : Allegations of abuse by one or more pupils upon another pupil
17. Online Safety
18. Contextual Safeguarding
19. The ‘reasonable use’ of force in school
20. Educating pupils about safeguarding and radicalisation
21. Policy review
22. Complaints
Appendix A Types and signs of abuse and identifying pupils at risk
Appendix B Detailed responsibilities of the DSL and Deputy DSL
Appendix C FGM: Multi-Agency Guidelines
Appendix D Prevent Duty and Channel
Appendix E ‘Actions where there are concerns about a child’ flow chart
Appendix F Keeping yourself safe when responding to disclosures (the 6 Rs – what to do if..)
Appendix G National Support Organisations



  1. Preamble :

This policy, which applies to the entire school, including the EYFS, is consistent with the requirements of:

  • – West Berkshire Child Protection and Policy for Schools – the Partnership’s guidelines and arrangements for local intra-agency procedures are available on their website on:
    ● Keeping Children Safe in Education (KCSIE 2020):, and any subsequent amendments: see
    Part 1 of which is on the parent Notice Board
    ● Working Together to Safeguard Children (WT):–2
    ● The advice to schools in The Prevent Duty: DfE June 2015 Prevent Duty and any subsequent amendments: see

Accordingly, the policy aims to:
1. Safeguard children whether they are at risk of maltreatment or abuse, or in need of specific local authority or inter-agency care and school support.
2. Ensure that the school provides a safe, caring environment which promotes, at all times, the best interests of the children in the school.
3. Encourage a sensitive and open ’listening’ environment in which staff and children feel free to discuss general matters relating to safeguarding and to raise specific concerns.
4. Promote full co-operation with, and contribute to the provision of appropriate co-ordinated support and/or early help from, external agencies.

Noting that in the matter of any referral to an external agency the foremost consideration is the best interests of the child, parental consent for such referrals is neither necessary nor in some cases appropriate.
At The Cedars School, safeguarding is everyone’s responsibility. Although referrals are normally to be managed by the DSL, anyone may refer a child if necessary.
Members of staff should use the school’s Whistleblowing Policy if they have any concerns about the handling of safeguarding matters, either in general or in specific cases.


  1. Key personnel and contact details


Designated Safeguarding Lead (DSL) and Prevent Officer Jane O’Halloran
Head Teacher
T: 01189 714251

Deputy Designated Safeguarding Lead (Deputy DSL) Vicky Curtis
Deputy Head Teacher
T: 01189 714251


Berkshire West Safeguarding Children Partnership: arrangements in place in West Berkshire, and which the school works within, are available at:

Contact, Advice & Assessment Service:
Duty Social Worker
Professionals Only Telephone: 01635503190
Parents Only Telephone: 01635503090

Prevent Officer:
Telephone: 07800 702319 – 0118 9636349

Contact details for Prevention of Extremism:
Local Authority Prevent Lead: Susan Powell Email:
Telephone: 07881856801 (or non-emergency police line 101)

Contact details for Schools Safeguarding Officer:
Schools safeguarding Officer: Joan Ball –

Telephone: 01635 503156

Anti-Bullying Lead/ Senior Education Welfare Officer:
Anti-Bullying lead/Senior EWO: Linda Curtis
Telephone: 01635519788

Exclusions Officer
Exclusions Officer: Roslyn Arthur
Telephone: 01635503409

Service Officer/Local Authority Designated Officer:
Service Officer/Local Authority Designated Officer: Fiona Goussard
Telephone: 01635503190

DfE dedicated helpline for teachers and governors: 020 7340 7264 with information provided via

Service Manager for Early Years: Avril Allenby
Telephone: 01635519014

Contact details for mandatory reporting Female Genitalia Mutilation (FGM)
Police contact: 101 (non-emergency) or 999 (emergency only)
Advice and guidance available from: 0800 028 3550 with information provided via

NSPCC/Home Office Child Abuse Whistleblowing Helpline:
The NSPCC’s what you can do to report abuse dedicated helpline is available as an alternative route for staff who do not feel able to raise concerns regarding child protection failures internally or have concerns about the way a concern is being handled by the school. Staff can call 0800 028 0285 – line is available from 8:00 AM to 8:00 PM, Monday to Friday and email:

Additional external contact details:

Independent Schools Inspectorate
CAP House, 9-12 Long Lane London, EC1A 9HA Tel: 0207 600 0100

Disclosure and Barring Service (DBS)
Address for referrals: PO Box 181, Darlington, DL1 9FA Telephone for referrals: 01325 953 795
Telephone for customer services: 0870 909 08 Email:

NSPCC Child Protection Helpline: 0808 800 5000
NSPCC website: Childline: 0800 1111
Ofsted offers impartial advice and guidance on a special ‘whistleblowing’ helpline: 08456 404046.

Although referrals in cases of abuse and/or need to Children’s Services are usually made through the DSL, anyone may make a referral using the contact details above.
Any member of staff or volunteer who has concerns about poor or unsafe practice either in general or in any specific case should follow the guidance given in the school’s Whistleblowing Policy.

When to call the police Guidance for Schools and Colleges : s://


  1. Record Keeping
    2.1 All safeguarding concerns, discussions and decisions (and justifications for those decisions) will be recorded in writing. If members of staff are in any doubt about recording requirements, they should discuss their concerns with DSL
    2.2 Safeguarding records are kept for individual children and are maintained separately from all other records relating to the child in the school. Safeguarding records are kept in accordance with data protection legislation and are retained centrally and securely. Safeguarding records are shared with staff on a ‘need to know’ basis only.
    2.3 All safeguarding records will be transferred in accordance with data protection legislation to the child’s subsequent school/setting, under confidential and separate cover.
  2. Multi-Agency Working
    3.1 The school recognises and is committed to its responsibility to work with other professionals and agencies in line with statutory guidance (WTSC 2018) and KCSIE 2020..
    3.2 The school will make themselves aware of, and follow any new local arrangements.
    3.3 Schools are not the investigating agency when there are child protection concerns. We will however contribute to the investigation and assessment processes as required. The school recognises the importance of multi-agency working and will support attendance at relevant safeguarding meetings, including Child Protection Conferences, Core Groups, Strategy Meetings, Child in Need meetings or other early help multi-agency meetings.
    3.4 The School will work to establish strong and co-operative relationships with relevant professionals in other agencies.
  3. Confidentiality and Information Sharing
    4.1 The school recognises that all matters relating to child protection are confidential. The Head ( DSL) will only disclose information about a pupil to other members of staff on a ‘need to know’ basis.
    4.2 All members of staff must be aware that whilst they have duties to keep any information confidential, they also have a professional responsibility to share information with other agencies to safeguard children.
    4.3 All staff must be aware that they cannot promise a child to keep secrets that might compromise the child’s safety or wellbeing.
    4.4 DfE Guidance on Information Sharing (July 2018) provides further detail.
  4. Children at risk of abuse and neglect
    5.1 Knowing what to look for is vital to the early identification of abuse and neglect. All staff should be aware of indicators of abuse and neglect so that they are able to identify cases of children who may be in need of help or protection. If staff are unsure, they should always speak to the designated safeguarding lead (or deputy). All staff should be aware that abuse, neglect and safeguarding issues are rarely stand-alone events that can be covered by one definition or label. In most cases, multiple issues will overlap with one another. The DSL will ensure that all staff are aware that mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation (KCSIE 2020)
    5.2 Abuse is a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, threatening harm or by failing to act to prevent harm.
    5.3 Children may be abused in a family or in an institution or community setting by those known to them or by others (e.g. via the internet).
    5.4 Children may be abused by an adult or adults, or by another child or children.
    5.5 If a child is in immediate danger or at risk of harm or of further harm, a referral should be made to children’s social care and/or the police immediately.
    5.6 Referrals are normally managed by the DSL who will contact the local safeguarding partnerships immediately when a child has either suffered or is at risk of abuse. It should be noted that no child should be sent back into a place of potential danger or risk without receiving specific guidance from the local authority’s Safeguarding Children Partnership.
    5.7 Anyone may make a referral to children’s services: in such cases, the DSL should be informed as soon as possible that a referral has been made.
    5.8 The police will always be contacted when a crime is alleged.
    5.9 The latest edition of KCSIE (2020) sets out various ways in which children may be abused and provides guidance for the identification of possible abuse.
    5.10 Types of abuse include: Neglect, Emotional, Physical, and Sexual. The sexual abuse of children by other children (e.g. sexual violence, sexual harassment, sexting, initiation/hazing and other rituals) is a specific safeguarding issue in education. Details of these and other types of abuse (including radicalisation, child sexual exploitation, so-called ‘honour-based’ violence (HBV) (also now known as Honour-based Abuse) including forced marriage, and female genital mutilation (FGM)) and guidance on identifying them) are set down in Appendix A, noting that instances of actual or suspected FGM must be reported to the police.
    5.11 Reports to the relevant local agencies must also be made where children are missing from education, since this may be amongst other possibilities a sign of abuse.
    5.12 Advice will be sought from, and decisions will be made by, the local authority’s Safeguarding Children Partnership regarding if, how and when the parents or carers of the child should be informed of any disclosure relating to abuse. The school will comply with the guidance given.
    5.13 It should be noted that the bullying of a child whether by an adult or adults, or by another child or other children, directly or through electronic means, is also potentially abuse. The school’s Anti-bullying and E-safety Policies set out the school’s strategies for dealing with forms of bullying including cyber-bullying.
    5.14 Referrals are normally managed by the DSL who will contact the local authority’s Safeguarding Children Partnership immediately when a child has either suffered or is at risk of abuse. The police will be contacted when a crime is alleged.
    5.15 A decision on whether or not parents, carers or guardians may be informed prior to any referral, will be taken following discussions with, and guidance from, the Safeguarding Children Partnership.
    5.16 All concerns, discussions and decisions made, and the reasons for those decisions, will be recorded in writing. The DSL will advise on the recording requirements. The record will be kept by the DSL.

Children in need of specific or additional external support, or about whom staff have concerns
6.1 All staff should have an awareness of safeguarding issues that can put children at risk of harm. Behaviours linked to issues such as drug taking, alcohol abuse, deliberately missing education and sexting (also known as youth produced sexual imagery) put children in danger.
6.2 Support and interventions are required not just for children at risk of abuse, but also for those in need of additional support from external agencies, including inter-agency working to provide early help for children in need.
6.3 Children needing early help – Any child may benefit from early help, but all school staff should be particularly alert to the potential need for early help for a child who:

  • is disabled and has specific additional needs;
    • has special educational needs (whether or not they have a statutory education, health and care plan);
    • is a young carer;
    • is showing signs of being drawn in to anti-social or criminal behaviour, including gang involvement and association with organised crime groups;
    • is frequently missing/goes missing from care or from home;
    • is misusing drugs or alcohol themselves;
    • is at risk of modern slavery, trafficking or exploitation;
    • is in a family circumstance presenting challenges for the child, such as substance abuse, adult mental health problems or domestic abuse;
    • has returned home to their family from care;
    • is showing early signs of abuse and/or neglect; these include lack of concentration, consistently hungry or dirty, changes in behaviour or mood and unexplained injuries (all staff must have current Level 1 safeguarding certificate)
    • is at risk of being radicalised or exploited;
    • is a privately fostered child.
    • Children with Special Educational Needs and Disabilities – Particular attention will be given to the needs of children identified as being more vulnerable including those with SEND, as these children can face additional safeguarding challenges.
    6.4 Additional barriers can exist when recognizing abuse and neglect in this group of pupils, including:
    • assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration;
    • these pupils being more prone to peer group isolation than other children;
    • the potential for children with SEN and disabilities being disproportionally impacted by behaviours such as bullying, without outwardly showing any signs; and
    • the associated communication barriers and difficulties in overcoming all the above.
    6.5 To address these additional challenges, the school provides appropriate additional support to meet the needs of SEND pupils where necessary
    6.6 Children at Risk From Serious Violence – All staff should be aware of indicators which may signal that children are at risk from, or are involved with serious violent crime. These may include increased absence from school, a change in friendships or relationships with older individuals or groups, a significant decline in performance, signs of self-harm or a significant change in well-being, or signs of assault or unexplained injuries.

6.7 Children Missing from Education –(see Attendance Policy) where a pupil’s absence has not been requested in advance by parents, the school will call the family for the reason for the absence on the relevant morning. Where a child misses school for 5 consecutive days without reason or satisfactory explanation, the DSL will make a referral to social services, being alert to the possible reasons for this absence – including the risk of abuse and neglect, child sexual abuse or exploitation, travelling to conflict zones, FGM and forced marriage and will refer all such concerns to the relevant local agencies. This may help prevent them going missing in future.
6.8 The school will hold more than one emergency contact number for every pupil, giving additional contact options to make contact with a responsible adult when a child missing education is also identified as a welfare and/or safeguarding concern.
6.9 The school will co-operate with external agencies, parents, carers or guardians of the child concerned as well as taking responsibility for ensuring that any specific education plan agreed for that child is implemented.
6.10 Referrals are normally managed by the DSL who will contact the relevant local agencies when a child is identified as being in need of additional support. However, anyone may make a referral, informing the DSL as soon as possible.

6.11 Wherever possible, and dependent upon the guidance received from local children’s services, the parents, carers or guardians of the child concerned will be involved in the referral and the resolution of any concerns.
6.12 Where there is a concern about a child (as opposed to a child being in immediate danger), there should be a conversation with the DSL to agree a course of action with due regard to the referral thresholds of the Berkshire West Safeguarding Children Partnership.
6.13 The local services are advised to make a decision on the course of action to be taken and to communicate this to the referrer, within one working day of the referral being made. If the information is not forthcoming, then the matter should be followed up immediately by the relevant DSL.
6.14 If, after referral, the situation does not appear to be improving, the DSL or the person who made the referral should press for reconsideration, to ensure that their concerns are addressed effectively, so that the child’s situation improves.
6.15 Where early help or other support is appropriate, the case should be kept under constant review and the DSL should support the staff in liaising with other agencies, and setting up an inter-agency assessment as appropriate. If the child’s situation does not appear to be improving, then consideration should be given to referring the case to children’s social care.
6.16 All concerns, discussions and decisions made, and the reasons for those decisions, will be recorded in writing.
6.17 See Appendix C – Referral pathway flowcharts

  1. Designated Safeguarding Lead (DSL) responsibilities
    7.1 The DSL is also the Head Teacher with the status and authority to carry out the duties of the posts of DSL and Prevent Officer. The DSL takes lead responsibility for safeguarding and child protection in the school.
    7.2 Normally, safeguarding concerns will be referred to and managed by the DSL.
    7.3 A detailed list of responsibilities for the DSL is given in Appendix B. In brief, these responsibilities cover the following safeguarding areas:
    • Managing referrals – for example, to the local safeguarding partners, other relevant agencies, the Channel programme, the Disclosure and Barring Service, the police (as appropriate);
    • Working with others – including liaising with the Deputy DSL, school staff, the LADO and the local safeguarding partners;
    • Training – their own, and of others – including with regard to the risks associated with online safety for all pupils, and the increased risks which children with SEND may face online;
    • Raising awareness – ensuring the school’s safeguarding policies are known, understood and used appropriately
    • The administration of child protection files – information sharing, including transferring files where children leave the school, and when it may be appropriate to share information in advance of a child leaving school;
    • Availability – either the DSL or DDSL always being available to hear concerns.
  2. Deputy Designated Safeguarding Lead responsibilities
    8.1 A Deputy DSL will be trained to the same standards as the DSL to carry out the duties of the posts of the DSL and Prevent Officer
    8.2 A Deputy DSL will act as DSL in their absence, and otherwise will carry out safeguarding tasks and duties as specified by the DSL, in line with the details above and Appendix B.
  3. Safer Recruitment, the Single Central Register and Visitors
    9.1 The school follows the Government’s recommendations for the safer recruitment and employment of staff working with children, at all times the school will ensure that there will be sufficient staff trained in safer recruitment processes : see the school’s Safer Recruitment Policy for specific details of our practice and procedures.
    9.2 The school operates safer recruitment procedures, including required pre-appointment checks on teaching and non- teaching staff, volunteers and other individuals, in accordance with the school’s Safer Recruitment Policy.
    9.3 At least one of the people involved in the staff interview process has been trained in safer recruitment.
    9.4 A Single Central Register (SCR) of appointments is rigorously maintained. All employees and others working within the school are checked in accordance with the full requirements of the SCR before starting work and the details of these checks are recorded in the SCR.
    9.5 Through risk assessments, the school also ensures that appropriate checks have been made upon the staff of other organisations working with our pupils on external trips and visits.
    9.6 In any case where the required documentation is unavailable, or checks have not been completed, prior to the proposed starting date for any member of staff or other adult who may have access to children, then a postponement to the starting date must be made.
    9.7 Appropriate safeguarding and prevent duty checks, including appropriate background checks, upon visiting speakers and other visitors, will be made and recorded. The school will not permit to enter the school any visitor with links to extremist organisations, or who has expressed extremist views. All speakers, contractors and other visitors will be required to undergo an identity check on arrival, and wear a visitor’s badge. A member of staff will be assigned to supervise any visiting speaker. No unsupervised access to pupils will be permitted for any visitor or contractor. Speakers will provide prior to their arrival at the school, an outline of what ground they will be covering in their talk or presentation: this will not conflict with the school’s aims and ethos nor undermine British values; if it does, the talk or presentation will not be allowed to go ahead. The assigned member of staff will interrupt and terminate any talk or presentation, if it appears to deviate inappropriately from this outline and/or pose a risk under the Prevent Duty.
  4. Responsibilities of staff and volunteers
    10.1 Safeguarding is everyone’s responsibility. It applies to all who, work, or volunteer, or learn, or supply services to our school.
    10.2 All staff and volunteers have an equal responsibility to understand and implement this policy and its procedures, both within and outside of normal school hours, including activities away from school. This includes a duty to act upon any suspicion, concern or disclosure that may suggest that a child is at risk of significant harm or in need of support services. They are required to report instances of actual or suspected child abuse or neglect to the DSL or Deputy DSL who are responsible for the safeguarding of all pupils including EYFS pupils. They may refer matters directly to the local children’s services or police as appropriate.
    10.3 All should have a clear awareness of the different forms of and indicators of abuse; see Appendix A above and the appendices. All should be aware that behaviours such as those linked to drug taking, alcohol abuse, truanting, and sexting put children in danger.
    10.4 All should be aware that safeguarding issues may manifest themselves via peer on peer (pupil on pupil) abuse. This may well include, but is not limited to: physical abuse, bullying (including cyber bullying), gender-based violence, sexual violence and sexual harassment, sexting (also known as youth produced sexual imagery) and initiation/hazing-type violence and ritual.
    10.5 As well as having a clear awareness of the different forms and signs of abuse, all should demonstrate an awareness of the dangers of abuse arising from: extremism and radicalisation, child sexual exploitation, and so-called honour-based violence including female genital mutilation and forced marriage.
    10.6 Any member of staff or volunteer should immediately report instances of actual or suspected child abuse or neglect to the DSL even where they make a referral themselves – unless the DSL is implicated in any disclosure or allegation, in which case they should follow the guidance given in Section 13 below.
    10.7 All staff and and volunteers should refer any concern about another member of staff or volunteer to the DSL – or if the DSL is the focus of concern, to the LADO. In all cases the matter must not be discussed with the person concerned or with others in or beyond the school.

10.8 All staff and volunteers should feel able to raise concerns about poor or unsafe practice, and potential failures in the school’s safeguarding regime. They should also have confidence that all such concerns will be taken seriously by the leadership of the school. The school’s Whistleblowing Policy provides guidance as to how such concerns may be raised.
10.9 Where that confidence is lacking or they feel unable to raise an issue with the school directly, staff and volunteers should follow the guidance given in the Whistleblowing policy
10.10 Additionally, they are expected to make themselves available for appropriate training, if necessary out of normal school hours, and to read both this policy and Part 1 of the latest edition of KCSIE (2020) and Annex A for those working directly with childen. 10.11 Appropriate formal training will be provided for all members of staff and volunteers in regulated activity at least every two years. Updates will be provided throughout the academic year as appropriate and not less than annually. Training should include guidance on how to manage a report of child-on-child sexual violence and harassment.

  1. Guidance to staff and others within the school community
    11.1 If a child makes a disclosure relating to a safeguarding matter then the following strict guidance should be followed:
    a) Listen sensitively to what the child has to say and take them seriously.
    b) If there is a need for medical attention seek assistance without delay.
    c) Do not promise confidentiality.
    d) Record contemporaneously – as much as possible in the actual words of the child – what is said relating to the disclosure.
    e) Do not ask leading questions.
    f) Do not ask questions other than to clarify what is being said.
    g) Do not ask the child to repeat all or part of their disclosure other than to clarify what is being said, understanding that being asked to restate their disclosure repeatedly will put the child under undue stress.
    h) Do not attempt to investigate the disclosure or to contact in any way any person mentioned in the disclosure.
    i) Acknowledge how difficult it must have been for the child to speak and reassure them that you will ensure that the matter is now dealt with.
    j) When the child has finished speaking, do not leave the child alone. Call for immediate assistance from the DSL
    or Deputy DSL or follow the procedures for allegations against staff and volunteers. The DSL (or other responsible person within the scope of this policy) will then deal with the matter.
    k) Sign (with time and date) all notes made and give them to the DSL (or other responsible person).
    l) Do not speak to anyone about the fact or content of the disclosure without the full written authority and on the written direction of the DSL.
    11.2 The above strict guidance relates to any disclosures involving events within or outside the school or concerning adults or other children.
  2. Although referrals are normally managed by the DSL, as pointed out above in the preamble to this policy, anyone may make a referral if necessary using the external at the beginning of this policy.
    b. As a result of their knowledge, position and/or the authority invested in their role, all adults working with children and young people in education settings are in positions of trust in relation to the young people in their care. A relationship between a member of staff and a pupil cannot be a relationship between equals. There is potential for exploitation and harm of vulnerable young people and all members of staff have a responsibility to ensure that an unequal balance of power is not used for personal advantage or gratification.
    c. Wherever possible, staff should avoid behaviour including that involving the use of social media, texts and other forms of electronic communications which might be misinterpreted by others, and report either to a DSL and record any incident with this potential. Staff should refer to the school’s Staff Handbook.
  3. Prevent Duty
    12.1 The DSL receives appropriate training, in accordance with Annex B of KCSIE (2020), in order to:
    a) Provide advice and support to other members of staff on protecting children from radicalisation, with particular attention to the needs of children identified as more vulnerable, including those with SEND.
    b) Equip staff through Prevent, Channel and other appropriate training to identify and assess children at risk of being drawn into terrorism and to challenge extremist ideas.
    c) Ensure that teachers are aware of the clear procedures in place for protecting children at risk of radicalisation.
    d) Liaise with those responsible for PSHEE, SMSC, SRE, assembly and other appropriate curricular programmes actively to promote British values and to teach pupils about the dangers of radicalisation and extremism.
    e) Liaise with those responsible for the school’s electronic systems seriously to limit through appropriate filtering mechanisms the scope for access through these systems to any website or internet source deemed problematic from a Prevent perspective.
    12.2 Further guidance regarding the Prevent Duty may be found in Appendices A and C
  4. Training and Induction: DSLs, staff and volunteers
    13.1 Those new to working in the school either as a member of staff, contract or supply worker, or volunteer will receive induction training which will include familiarization with at least:
    • This Safeguarding Policy
    • The school’s safeguarding response to children who go missing from education (CME)
    • The Behaviour Policy
    • The identity and roles/duties of the DSL/DDSL
    • The Staff Handbook
    • The school’s Whistleblowing Policy
    • Part 1 of the latest edition of KCSIE (2020), and Annex A

As well as the main points of:
• The school’s Anti-Bullying and Online Safety Policies
• The school’s Prevent strategies including guidance as to how children at risk of radicalisation may be identified
• The local safeguarding procedures as laid down by the local authority’s Safeguarding Children Partnership.
13.2 In addition, each new member of staff will be asked to read Part 1 of the latest edition of KCSIE (2020) and a summary sheet which includes the names and/or contact details for both school and external safeguarding contacts including the DSL.
13.3 All those working in the school either as a member of staff or volunteer will receive further training no less frequently than every two years to ensure that safeguarding issues remain uppermost in their thinking and to highlight any specific changes which impact upon the safeguarding policies and practices of the school.
13.4 In addition to any formal certificated training, all those working in the school in any capacity will receive throughout each academic year regular safeguarding and child protection updates, for example by email bulletins and through staff meetings to provide them with the relevant skills and knowledge to safeguard children effectively
13.5 All those working within the school on a temporary basis will receive appropriate safeguarding guidance.
13.6 The Staff Handbook contains guidance for staff about their behaviour and actions so as not to place pupils and staff at risk of harm or of allegations of harm to a pupil. This includes guidance on social media, one-to-one teaching and trips and visits away from the school itself. Personal Phones, cameras and recording devices are not to be carried by staff in school; all personal phones are kept in the kitchen and only to be used by staff in the kitchen area or school office.

  1. Referrals to LADO: allegations against staff, volunteers, DSLs and proprietor

14.1 This section applies where an adult within the school community has behaved in a way that has harmed a child; or may have harmed a child or may pose a risk of harm to a child; or possibly committed a criminal offence against or related to a child. This includes allegations of actions or behaviour that occurs outside school hours and away from the school environment.
14.2 Where it is a child who makes the allegation, then the protocols given in Section 10 above (guiding members of staff in how they should respond to a disclosure from a child) should be followed, with the variations set down below.
14.3 When allegations arise the following protocols should be followed:
a) Allegations against any member of staff (including the DSL or DDSL) or volunteer should be reported immediately to the Head or in his/her absence to the LADO, without informing the person concerned or any other. The LADO will decide if further action is taken.
b) Allegations concerning the Head are to be reported immediately to the LADO without informing the Head, or any other person. The LADO will decide if further action is taken.
c) In all cases allegations may be referred directly to the LADO by anyone, informing the DSL (if not directly involved) as soon as possible thereafter.
14.4 In each case above, the LADO will be given sufficient detail to allow them to consider the nature, content and context of the allegation and to agree a course of action including any involvement of the police. The police will be informed if a criminal offence is alleged.
14.5 Guidance will be sought from the LADO and/or police to enable the school to make a decision about whether or not the person against whom an allegation has been made should be allowed to remain on school premises and if so what if any conditions should apply.
14.6 Appropriate support will be offered to the person against whom an allegation has been made.
14.7 No internal investigation should take place unless authorised by the LADO.

15  Referrals to DBS and TRA
15.1 The school will report promptly and within five working days to the Disclosure and Barring Service (DBS), any person (whether employed, contracted, a volunteer or student) who has harmed, or poses a risk of harm to a child and who has been removed from working (paid or unpaid) with children, or would have been removed had she or he not left earlier).
15.2 Where a teacher has been dismissed for misconduct (or would have been dismissed had she or he not resigned first), taking full account of statutory guidance the school will give due consideration to making a referral to the Teaching Regulatory Authority (TRA).

  1. Peer on Peer Abuse – Allegations of abuse by one or more pupils upon another pupil
    16.1 Peer on peer abuse can take various different forms, such as (but not limited to):
    • bullying, including cyber-bullying;
    • sexual violence, such as rape, assault by penetration and sexual assault;
    • sexual harassment, such as sexual comments, remarks, jokes, and online sexual harassment, which may be stand- alone or part of a broader pattern of abuse;
    • upskirting, which typically involves taking a picture under a person’s clothing without them knowing, with the intention of viewing their genitals or buttocks, to obtain sexual gratification, or cause the victim humiliation, distress or alarm;
    • physical abuse such as hitting, kicking, shaking, hair pulling, biting, or otherwise causing physical harm;
    • sexting (also known as youth produced sexual imagery); and
    • Initiation/hazing type violence and rituals.
    16.2 Where there is a suspected case of peer on peer abuse, the member of staff should contact the DSL or a member of the Safeguarding team immediately, and complete a safeguarding referral form, including as much relevant information as possible. This will then be followed up by the Safeguarding team. Staff should refer to Section 10 of this policy as to how to deal with a disclosure from a pupil.
    16.3 In circumstances where there is an allegation of abuse by one or more pupils against another pupil, all children involved, whether alleged perpetrator or victim, will be treated as being ‘at risk’ and the protocols set down above will be followed.
    16.4 Where there is reasonable cause to suspect that a child is suffering or likely to suffer, significant harm the allegation or disclosure must be reported to the DSL immediately. The DSL will then report this to the local safeguarding partnership and will seek their advice on whether a formal referral should be made along with referring the pupil(s) to an external agency.
    16.5 Additionally, if appropriate and so guided by the local Safeguarding Children Partnership, the DSL will also refer pupil-on- pupil abuse to an external safeguarding agency.
    16.6 Reference should be made to the school’s Anti-bullying Policy, noting that instances of bullying are potentially a child protection concern given, for example, the fact that emotional and physical abuse may arise from bullying.
    16.7 Staff should always be clear that abuse is abuse, and should never be tolerated or passed off as “banter”, “just having a laugh”, “part of growing up” or “boys just being boys”. This type of abuse is more prevalent amongst boys than girls.
    16.8 The school will provide appropriate support to all children involved, whether alleged perpetrator or victim, and this support will continue if required even after the immediate cause for concern has been dealt with. Particular attention will be paid to the needs of children identified as being more vulnerable including those with SEND.
    16.9 The school is aware that the DfE has published detailed advice to support schools and colleges regarding peer on peer sexual abuse. See children-in-schools-and-colleges. It includes: what sexual violence and sexual harassment look like, important context to be aware of, related legal responsibilities for schools and colleges and advice on a whole school or college approach to preventing child on child sexual violence and sexual harassment.
    16.10 In the event of any report of peer on peer sexual abuse, the school will follow the guidelines set out in the advice in this document, and the full procedure detailed in KCSIE 2020, Section 5.
    16.11 The school looks to minimise the risk of peer on peer abuse through: annual safeguarding training and updates at INSET; pupil assemblies that focus on the school’s core value of respect; and through the SRE programme that focuses on promoting positive and respectful relationships.
  2. Online Safety
    17.1 It is recognised by the school that the use of technology presents particular challenges and risks to children and adults both inside and outside of school.17.2 Members of staff with appropriate skills, interest and expertise regarding online safety are encouraged to help support the DSL and deputy DSL as appropriate, for example when developing curriculum approaches or making technical decisions. However, the DSL is acknowledged as having overall responsibility for online safeguarding within the school.

17.3 The school identifies that the issues classified within online safety are considerable, but can be broadly categorised into three areas of risk:
• content: being exposed to illegal, inappropriate or harmful material
• contact: being subjected to harmful online interaction with other
• conduct: personal online behaviour that increases the likelihood of, or causes, harm.

17.4 The DSL and leadership team have read Annex C regarding Online Safety within ‘Keeping Children Safe in Education’ 2020, and the school follows DfE guidance outlining how schools can ensure their pupils understand how to stay safe and behave online as part of existing curriculum requirements.

17.5 The school recognises the specific risks that can be posed by mobile phones and cameras and in accordance with KCSIE 2020 has appropriate policies in place that are shared and understood by all members of the school community. Further information reading the specific approaches relating to this can be found in the schools E Safety Policy and acceptable Use (IT) Policy.
17.6 The school will ensure that appropriate filtering and monitoring systems are in place when pupils and staff access school systems and internet provision.
17.7 The school acknowledges that whilst filtering and monitoring is an important part of schools online safety responsibilities, it is only one part of our approach to online safety. Pupils and adults may have access to systems external to the school control such as mobile phones and other internet enabled devices and technology and where concerns are identified appropriate action will be taken.
17.8 Detailed information about the school’s response to online safety can be found in the school’s Online Safety Policy and Acceptable Use (IT) Policy which can be found on the school website.


  1. Contextual Safeguarding
    18.1 Safeguarding incidents and/or behaviours can be associated with factors outside the school and/or can occur between children outside the school. All staff, but especially the DSL (or deputy) will consider the context within which such incidents and/or behaviours occur.
    18.2 This is known as contextual safeguarding, which simply means assessments of children should consider whether wider environmental factors are present in a child’s life that are a threat to their safety and/or welfare.
    18.3 Children’s social care assessments should consider such factors so it is important that schools and colleges provide as much information as possible as part of the referral process. This will allow any assessment to consider all the available evidence and the full context.


  1. The use of ‘reasonable force’ in school
    19.1 School staff are aware of the DfE Guidance Use of Reasonable Force – Advice for headteachers, staff and governing bodies (July 2013), and the recent sections 127-130 regarding this matter in KCSIE 2020. There are circumstances when it is appropriate for staff in schools and colleges to use reasonable force to safeguard children and young people.
    19.2 The term ‘reasonable force’ covers the broad range of actions used by staff that involve a degree of physical contact to control or restrain children. This can range from guiding a child to safety by the arm, to more extreme circumstances such as breaking up a fight or where a young person needs to be restrained to prevent violence or injury. ‘Reasonable’ in these circumstances means ‘using no more force than is needed’.
    19.3 Teachers in The Cedars do not hit, push or slap pupils. Staff only intervene physically to restrain pupils or to prevent injury to a pupil, or if a pupil is in danger of hurting him/herself. The actions that the school takes are in line with government guidelines on the restraint of children. The school uses physical restraint, such as holding, only to prevent physical injury to pupils or adults and/or serious damage to property.
    19.4 School staff are aware that when using reasonable force in response to risks presented by incidents involving children with SEN or disabilities or with medical conditions, the schools must recognise the additional vulnerability of these groups.
    19.5 By planning positive and proactive behaviour support, for instance through drawing up individual behaviour plans for more vulnerable children, and agreeing them with parents and carers, the school can reduce the occurrence of challenging behaviour and the need to use reasonable force. As necessary, relevant staff will be fully trained in the use of physical restraint, and the use of force by teachers, in line with government guidelines.
    19.6 Details of such an event (what happened, what action was taken and by whom, and the names of witnesses) are brought to the attention of the Head and recorded in the pupil’s personal file. The pupil’s parents are informed on the same day.
  2. Educating pupils about safeguarding and radicalisation
    20.1 The school’s curriculum and pastoral systems are designed to foster the spiritual, moral, social and cultural development of all our pupils. All teaching staff play a vital role in this process, helping to ensure that all pupils relate well to one another and feel safe and comfortable within the school. We expect all the teaching and pastoral staff to lead by example, and to play a full part in promoting an awareness that is age-appropriate amongst all our pupils on issues relating to health, safety and well-being.
    20.2 All staff, including all non-teaching staff, have an important role in insisting that pupils always adhere to the standards of behaviour set out in our Behaviour Policy, and in enforcing our anti-bullying and E safety policies.
    20.3 The following programmes will be used to ensure that pupils develop a clear understanding of safeguarding issues including those involving online safety, of the dangers of radicalisation and of the safeguarding dangers associated with alcohol, bullying, drug-taking, sexual assaults and sexting, and what they may do to play their part in ensuring their welfare and safety and in building resilience against the dangers of radicalisation:
    a) PSHEE, and SRE
  3. b) Assemblies
    c) SMSC
    d) IT4 Additionally, whenever appropriate, subjects in the curriculum and extra-curricular activities will be used to reinforce the messages given.
    20.5 We recognise that pupils themselves have much to contribute to the discussion of the issues which face them and the school, so we welcome their views and provide opportunities for them to discuss these, for example through the school council, in lessons or in small group or individual sessions.
    20.6 All pupils know that there are adults to whom they can turn to in school if they are worried. If the school has concerns about a child there is always a recognised requirement for sensitive communication, and staff members are aware of the need to avoid asking leading questions.
    20.7 Particular attention is paid to the needs of children identified as being more vulnerable including those with SEND and looked-after children. The DSL will appoint an appropriate designated member of staff to have responsibility for the welfare and monitoring the progress of any looked after pupil – ensuring that appropriate training is provided.
  4. Policy review
    21.1 This policy is subject to continuous monitoring, refinement and audit by the Head taking into account the need to ensure that all members of the school community are made aware of, and implement as required, any amendments. Because at The Cedars, the Head is also our DSL, once reviewed  this policy will be audited by an external body
    21.2 The Head/Proprietor will undertake a full annual review of this policy and procedures, inclusive of its implementation and the efficiency with which the related duties have been discharged. This discussion will be formally documented in writing.
    21.3 This policy will be reviewed and amended more frequently if changes in legislation, regulatory requirements or best practice guidelines so require. Any deficiencies or weaknesses recognised in arrangements or procedures will be remedied immediately and without delay.
  5. Complaints
    22.1 Any complaint arising from the application of this policy should be directed in the first instance to the DSL. Should the complainant be dissatisfied with the response given, then they should follow the school’s complaints procedures.
    22.2 Attention is also drawn to the contact details for ISI, NSPCC and Ofsted in Section 2 which might prove helpful to those with concerns about the conduct of the school.



Appendix A –

KCSIE 2020 Annex A  contains important additional information about specific forms of abuse and safeguarding issues. School and college leaders and those staff who work directly with children should read this annex. It contains helpful information on indicators, processes and links to further specific information–2

A copy is also available on the staffroom noticeboard and to staff on the school Teachers Drive in the Policies file.




Appendix B –

Information in this section is taken from Annex B of KCSIE 2020–2


Detailed Responsibilities of the DSL and Deputy DSL

Although responsibilities may be delegated to appropriately trained deputies, the DSL will take ultimate lead responsibility for safeguarding at the school. The Deputy DSL is trained to the same standard as the DSL.
The DSL and deputies have undertaken child protection training and training in inter-agency working, and will attend refresher training at two-yearly intervals. In addition to this formal training, the DSL and deputies will also update their skills and knowledge continually, and at least annually, through studying appropriate guidance from ISI, the local authority, the DfE and others with an interest in maintaining the highest possible standards of safeguarding, and though meeting with other DSLs and members of the local safeguarding community.
With regard to:
• Children in need: the DSL will ensure that concerns should be referred to children’s social care as soon as possible, normally by the DSL; where the identification of need is clear then this referral should take place within 24 hours; in cases where there is doubt about the need then the DSL should take advice from the LCSB about how best to proceed.
• Children at risk: the DSL will ensure that concerns should be referred to children’s social care immediately, normally by the DSL. It should be noted that no child should be sent back into a place of potential danger or risk without receiving specific guidance from the local Safeguarding Children Partnership. Where someone other than the DSL makes the referral, the DSL should be informed as soon as possible.
• Children abused by other children: the DSL will ensure that concerns should be referred to children’s social care immediately and within 24 hours, normally by the DSL. Where someone other than the DSL makes the referral, the DSL should be informed as soon as possible.
• Children missing from education: the DSL will ensure that all concerns will be reported to the relevant local agencies; in all cases of doubt the relevant local agencies will be contacted for guidance. Such reports will also be made when a child is about to be deleted from the admission register for whatever reason.
• The DSL (and, either in his absence or as delegated by the DSL, the deputy DSL) is required to:
• Understand that the School has the duty to safeguard all children, whether they are children in need or children at risk, and that safeguarding is the responsibility of all at the school.
• Liaise effectively with the local authority and work with other agencies in accordance with–2

  • Ensure that during term time either he/she or an appropriately trained deputy is always available to staff, to discuss any safeguarding concerns.
    • 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.
    • Ensure that staff safeguarding training records are maintained and identify those in need of update or additional training; this record should include any informal (e.g. through emails, staff meetings, etc.) as well as formal training given.
    • Be alert to the specific needs of children in need, those with SEND and young carers.
    • Refer all cases of suspected abuse to Children’s Social Care.
    • Notify the LADO immediately and certainly within a working day for child protection allegations which concern a member of staff or volunteer.
    • Notify the Disclosure and Barring Service where a person is dismissed or left due to risk/harm to a child and/or the police if a crime may have been committed.
    • Notify the police (in cases where a crime may have been committed).
  • Maintain links with the Berkshire West Safeguarding Children Board and the LADO.
    • Keep staff aware of child protection procedures.
    • Ensure staff are alert to changes in children’s behaviour which could indicate that they may be in need of help or protection.
    • Use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately, which may include making a referral to the Channel programme.
    • Maintain secure and confidential safeguarding files on individual children as required.
    • Monitor children for whom there is any significant cause for pastoral concern.
    • Ensure that there is always a DSL-trained person onsite during the working school day to deal with safeguarding matters.
    • Take responsibility for online safety and ensuring that the school does all reasonably possible to ensure that the school provides a safe online environment for pupils and that pupils are educated about the dangers involved in using internet and mobile technology.
    • Understand the unique risks associated with online safety and be confident that they have the relevant knowledge and up-to-date capability required to keep children safe whilst they are online at school.
    • Recognise the additional risks that children with SEN and disabilities (SEND) face online, for example, from online bullying, grooming and radicalisation and are confident they have the capability to support SEND children to stay safe online.

DSL and Deputy DSL training and responsibility for providing information for others
Receive appropriate training carried out at least every two years, updated informally at least annually as noted above, in order to:
• Understand the assessment process for providing early help and intervention for children in need;
• Have a sound working knowledge of and be able to attend and contribute to child protection case conferences;
• Ensure each member of staff has access to and understands the school’s Safeguarding Policy and procedures;
• Be able to keep detailed, accurate, secure written records of concerns and referrals;
• Encourage a culture of listening to children and taking account of their wishes and feelings, among all staff, in any measures the school may put in place to protect them;
• Ensure that staff understand that there should not be a delay in acting to safeguard the child;
• Ensure all staff are alert to the signs of abuse and have a responsibility for referring any concerns to the DSL and
• Ensure all staff know they may make a referral directly to Children’s Social Care relating to a child, or direct to the LADO if relating to an adult who is a member of the school staff.
• Ensuring all staff and volunteers receive appropriate training including refresher training at least every two years, updated regularly throughout the year and no less than annually with informal training e.g. through staff and other meetings and email bulletins.
• Work with school staff to ensure that pupils are safeguarded from potentially harmful and inappropriate online material.

  • Work with school staff to ensure that all pupils within the school develop a clear understanding of child protection matters and the parts they may play in promoting safeguarding throughout the school community.
    Awareness and Implementation
    The DSL ensures the school policies are known and used appropriately. This is achieved in part by:
    • The annual review of safeguarding policy, procedures and their implementation.
    • The policy being made available publicly.
    • Linking with the local Safeguarding Children Board to make sure staff are aware of training opportunities and the latest local policies on safeguarding.
    • Ensuring that pupils’ child protection files are transferred securely and confidentially to the new school as soon as possible, with a receipt being received.
    • Ensuring all staff and volunteers understand their safeguarding responsibilities and always act in the interest of the child.
    • Following up unexplained absences of any student with a telephone call from the School on the morning of the first day of absence.
    • Raising awareness of the needs of pupils including those with special educational needs or disabilities (SEND) and lesbian, gay, bisexual and transgender (LGBT) pupils.
    The DSL will also monitor the following safeguarding-related procedures:
    • Following up unexplained absences of any child with a telephone call from the School on the morning of the first day of absence.
    • Notifying social services if there is an unexplained absence of more than two days of a pupil who is on the child safeguarding register.
    • Notifying the local authority when a child moves to a new school at any point during their time at the school.
    Child protection file

Where children leave the school, ensure their child protection file is transferred to the new school as soon as possible. This should be transferred separately from the main pupil file, ensuring secure transit, and confirmation of receipt should be obtained. Receiving schools should ensure key staff such as DSLs and SENCOs or the named person with oversight for SEN, are aware as required.

In addition to the child protection file, the DSL should also consider if it would be appropriate to share any information with the new school or college in advance of a child leaving. For example, information that would allow the new school or college to continue supporting victims of abuse and have that support in place for when the child arrives.

Appendix C – Actions where there are concerns about a child

Flow charts detailing actions where there are concerns about a child are displayed on the school’s office noticeboard. A copy is available upon request.


Appendix F – Keeping yourself safe when responding to disclosures (the 6 R’s – what to do if…)

  1. Receive
    • Keep calm
    • Listen to what is being said without displaying shock or disbelief
    • Take what is being said to you seriously
    • Note down what has been said
  2. Respond
    • Reassure the pupil that they have done the right thing in talking to you
    • Be honest and do not make promises you cannot keep, e.g. “It will be all right now”
    • Do not promise confidentiality; you have a duty to refer
    • Reassure and alleviate guilt, if the pupil refers to it, e.g. “you’re not to blame”
    • Reassure the child that information will only be shared with those who need to know
  3. React
    • React to the pupil only as far as is necessary for you to establish whether or not you need to refer the matter, but do not interrogate for full details
    • Do not ask leading questions; “Did he/she….?” Such questions can invalidate evidence.
    • Do ask open “TED” questions; tell, explain, describe
    • Do not criticise the perpetrator; the pupil may have affection for him/her
    • Do not ask the pupil to repeat it all for another member of staff
    • Explain what you have to do next and who you have to talk to
  4. Record
    • Make some brief notes at the time on any paper which comes to hand and write them up as soon as possible
    • Do not destroy your original notes
    • Record the date, time, place, any non-verbal behaviour and the words used by the child. Always ensure that as far as possible you have recorded the actual words used by the child.
    • Record statements and observable things rather than your interpretations or assumptions
  5. Remember
    • Contact the Designated Safeguarding Lead (DSL)
    • The DSL may be required to make appropriate records available to other agencies
  6. Relax
    • Get some support for yourself, dealing with disclosures can be traumatic for professionals





Appendix G – National Support Organisations

Support for staff
• Education Support Partnership:
• Professional Online Safety Helpline:

Support for Pupils
• ChildLine:
• Papyrus:
• Young Minds:
• The Mix:

Support for adults
• Family Lives:
• Crime Stoppers:
• Victim Support:
• Kidscape:
• The Samaritans:
• Mind:
• NAPAC (National Association for People Abused in Childhood):
• Action Fraud:

Support for Learning Disabilities
• Respond:
• Mencap:

Domestic Abuse
• Refuge:
• Women’s Aid:
• Men’s Advice Line:
• Mankind:

Honour based Violence
• Forced Marriage Unit:

Sexual Abuse and CSE
• Lucy Faithfull Foundation:
• Stop it Now!:
• Parents Protect:
• Marie Collins Foundation:
• Internet Watch Foundation (IWF):

Online Safety
• Childnet International:
• UK Safer Internet Centre:
• Parents Info:
• Internet Matters:
• Net Aware:
• ParentPort:
• Get safe Online:

Radicalisation and hate
• Educate against Hate:
• Counter Terrorism Internet Referral Unit:
• True Vision:

External audit – Emma Wetherley – Grantham Farm