Safeguarding & Child Protection

Policy & Procedures

This policy and its procedures are applicable to all

Governors, staff, associates, volunteers and Student Teachers,
all pupils in the School, including those in an EYFS setting,
plus any other visitors, guests and hirers of the School’s facilities.

Introduction & Aims

Cheadle Hulme School is committed to safeguarding and promoting the welfare of every pupil and to providing a safe, inclusive and supportive environment in which all children can learn, thrive and achieve their potential. The welfare of the child is paramount, and safeguarding is everyone's responsibility.

The School recognises that effective safeguarding is underpinned by a whole-school culture in which pupils are listened to, respected and encouraged to speak to trusted adults about any worries or concerns. All staff, volunteers and governors have a responsibility to identify children who may benefit from early help, recognise signs that a child may be at risk of harm, and take timely and appropriate action in accordance with this policy.

This policy reflects the School's commitment to ensuring that pupils are:

• protected from abuse, neglect, exploitation and all forms of harm;
• supported to achieve the best possible outcomes through the provision of early help where appropriate;
• encouraged to develop positive relationships, respect the rights, values and diversity of others, and contribute to a safe and inclusive community;
• supported in meeting their emotional, physical, mental health, social and educational needs, including promoting their wellbeing both online and offline.

The School is committed to working in partnership with pupils, parents, carers, local safeguarding partners and other agencies to promote children's welfare and safeguard them from harm. Any member of the School community who has concerns about the welfare or safety of a child will be expected and supported to act immediately in accordance with this policy.

Statutory and Regulatory Framework

Cheadle Hulme School is committed to safeguarding and promoting the welfare of children and has regard to all relevant legislation, statutory guidance, non-statutory guidance and local safeguarding arrangements. This policy has been developed in accordance with the following framework.

Statutory Guidance

The School has regard to the following statutory guidance (as amended from time to time):

• Keeping Children Safe in Education 2026 (Department for Education, September 2026)
• Working Together to Safeguard Children (HM Government, 2023)
• The Prevent Duty Guidance: England and Wales (Home Office)
• The Prevent Duty: Departmental Advice for Schools and Childcare Providers
• Relationships Education, Relationships and Sex Education (RSE) and Health Education (DfE)
• Children Missing Education: Statutory Guidance for Local Authorities
• Information Sharing: Advice for Practitioners Providing Safeguarding Services to Children, Young People, Parents and Carers
• Multi-Agency Statutory Guidance on Female Genital Mutilation
• Disqualification under the Childcare Act 2006 (where applicable)
• The Statutory Framework for the Early Years Foundation Stage (EYFS) (where applicable)

Non-Statutory Guidance

In developing safeguarding practice, the School also takes account of recognised good practice, including:

• What to do if you're worried a child is being abused (2015)
• When to call the Police: Guidance for Schools and Colleges
• Guidance for Safer Working Practice for Adults who Work with Children and Young People in Education Settings (Safer Recruitment Consortium)
• Filtering and Monitoring Standards for Schools and Colleges
• SEND Code of Practice: 0–25 Years
• Mental Health and Behaviour in Schools

The School will maintain effective safeguarding procedures that are regularly reviewed to ensure compliance with current legislation, statutory guidance and local safeguarding arrangements. These procedures set out the measures taken to prevent harm, identify concerns at the earliest opportunity, and ensure that all safeguarding concerns are responded to promptly, appropriately and in partnership with relevant agencies. They provide clear guidance for staff on recognising indicators of abuse and neglect, understanding their safeguarding responsibilities, and taking appropriate action whenever there is concern about the welfare of a child.

Safeguarding Principles

In accordance with Keeping Children Safe in Education (2026), (KCSIE 26) the School's safeguarding arrangements are underpinned by the following principles:

• The welfare of the child is paramount.
• Safeguarding and promoting the welfare of children is everyone's responsibility.
• Every member of staff has a responsibility to provide a safe environment in which children can learn.
• Children should receive the right help at the right time to address safeguarding concerns and promote their welfare.
• Early help is essential in supporting children and families before concerns escalate.
• Effective safeguarding depends upon timely information sharing and coordinated multi-agency working.
• All practitioners should maintain an attitude of 'it could happen here' where safeguarding concerns arise.
• Children's wishes, feelings and lived experiences should be listened to, understood and taken into account when determining what action is in their best interests.

Safeguarding Leadership and Responsibilities at Cheadle Hulme School

Whilst safeguarding is the responsibility of every member of the School community, Cheadle Hulme School appoints appropriately trained members of staff to lead safeguarding arrangements.

The Designated Safeguarding Lead (DSL) is a member of the Senior Leadership Team and has responsibility for safeguarding and child protection across the School. The DSL is supported by Designated Safeguarding Officers (DSOs), who are appropriately trained and fulfil their responsibilities in accordance with KCSIE 26.

During term time, the DSL or a DSO will always be available to discuss safeguarding concerns. In the event that the DSL is absent or unavailable for any reason, the Senior Deputy Head (SDH) or Headteacher will assume oversight of safeguarding matters, and all safeguarding concerns should be directed to them. Outside term time, safeguarding advice is available through the DSL and/or SDH/Headteacher..        

Board of Governors

The Board of Governors has overall responsibility for ensuring that the School fulfils its safeguarding and child protection responsibilities and complies with relevant legislation, statutory guidance and the Independent School Standards.

The Board will:

• promote a strong safeguarding culture throughout the School;
• ensure appropriate safeguarding policies, procedures and systems are in place and reviewed regularly;
• appoint a suitably trained Safeguarding Governor;
• ensure safeguarding is appropriately monitored and challenged;
• receive regular safeguarding reports from the DSL; and
• ensure all governors receive safeguarding training appropriate to their role.

The Board will also ensure appropriate online filtering and monitoring systems are in place and reviewed regularly.

Safeguarding Governor

The Board appoints a Safeguarding Governor to provide strategic oversight of safeguarding arrangements.

The Safeguarding Governor will:

• meet regularly with the DSL;
• monitor the effectiveness of safeguarding arrangements;
• chair the Safeguarding and Pupil Experience (SPEC) subcommittee;
• provide appropriate challenge and assurance to the Board;
• oversee the annual safeguarding review; and
• ensure safeguarding remains a standing item for governor oversight.

The Safeguarding Governor does not become involved in individual child protection cases. Role Description: Safeguarding Governor

Head

The Head is responsible for ensuring that this policy is implemented effectively throughout the School and that the safeguarding team has sufficient authority, time, training and resources to fulfil its responsibilities.

Designated Safeguarding Lead (DSL)

The DSL has lead responsibility for safeguarding and child protection, including promoting the welfare of pupils and coordinating the School's safeguarding response.

The DSL's responsibilities are undertaken in accordance with KCSIE 26 and are detailed in  Role Description: Designated Safeguarding Lead

Designated Safeguarding Officers (DSO)

The DSOs support the DSL in carrying out safeguarding responsibilities and act on behalf of the DSL where appropriate. Role Description: Designated Safeguarding Officer

Wider Safeguarding Team

In addition to the DSL and DSO attending advanced safeguarding training bi-ennially in addition to locally approved networking events termly a wider team are also Level 3 trained including:

• Head of Senior School and Junior School
• Senior Deputy
• Heads of School
• Student Managers
• Director of Technology

Definitions of Safeguarding and Child Protection

Safeguarding is the action we take to promote the welfare of children and protect them from harm. The School will ensure that its staff play an effective role in identifying children who may benefit from early help and in working with appropriate agencies to secure support at the earliest opportunity. For the purposes of this policy, a child is anyone who has not yet reached their 18th birthday. While safeguarding legislation applies to children under the age of 18, CHS will take appropriate steps to promote the welfare, safety and wellbeing of students aged 18 and over who remain part of the school community.

Safeguarding includes:

• providing help and support to meet the needs of children as soon as problems emerge
• protecting children from maltreatment, whether that is within or outside the home, including online
• preventing the 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.

Child protection forms part of safeguarding and refers to the activity undertaken to protect individual children who are suffering, or are likely to suffer, significant harm.

The School recognises that safeguarding extends to pupils' online lives and that children may be exposed to abuse, exploitation, harmful content, online grooming, cyberbullying, misinformation and AI-generated material. Online safety is embedded throughout the curriculum and supported by the School's Online Safety Policy, filtering and monitoring systems, and acceptable use agreements.

Use of Photographs and Recordings

Photographs and recordings in which students can be identified are considered personal data and must be taken, used, stored and shared appropriately and in accordance with data protection and safeguarding requirements. Staff must check any relevant permissions or restrictions before using or sharing images, respect a student’s wishes wherever appropriate, and take particular care where there are known safeguarding concerns or restrictions on a student being identified. Images must be taken and stored using School-approved devices and systems and must not be retained on personal devices or accounts.

CHS does not permit children in EYFS to be photographed other than by members of staff using School devices for educational purposes. Staff and visitors must not use personal digital devices in any part of the EYFS setting within the School.

Staff should refer to the School’s Use of Personally-Identifiable Images, Photography/Images and Video/Film Procedures guidance for full expectations and procedures.

Safeguarding and Child Protection Responsibilities

Safeguarding and promoting the welfare of children is everyone’s responsibility.  Everyone who comes into contact with children and their families and carers has a role to play in safeguarding children; this includes the staff, Governors and volunteers at CHS.

Cheadle Hulme School will ensure that all staff:

• understand their safeguarding responsibilities and that safeguarding and promoting the welfare of children is everyone's responsibility;
• are recruited safely and receive appropriate safeguarding induction and training;
• read and understand Part One of Keeping Children Safe in Education (KCSIE) and this policy;
• know how to recognise indicators of abuse, neglect, exploitation and children who may benefit from early help;
• maintain a child-centred approach and act in the best interests of the child at all times;
• know how to report concerns promptly and understand the role of the Designated Safeguarding Lead (DSL) and the safeguarding team;
• establish positive relationships with pupils while maintaining appropriate professional boundaries;
• contribute to a safeguarding culture that promotes professional curiosity, respect, inclusion and positive behaviour;
• support pupils' wellbeing through the curriculum, including online safety education; and
• work effectively with parents and external agencies to safeguard children.

Safeguarding and promoting the welfare of children includes:

• providing help and support to meet the needs of children as soon as problems emerge;
• protecting children from maltreatment, whether within or outside the home, including online;
• preventing the 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.

 Safeguarding & Child Protection Contact Details

Multi-Agency Working

Cheadle Hulme School recognises that safeguarding is a shared responsibility and that effective safeguarding depends upon effective partnership working. The School forms part of the wider safeguarding system and works collaboratively with safeguarding partners to promote the welfare of children and protect them from harm.

The School works closely with Children's Social Care, the Police, Health Services, the Local Authority Designated Officer (LADO), local safeguarding partners and other relevant agencies in accordance with Keeping Children Safe in Education (2026) and Working Together to Safeguard Children (2023). Whilst the School works primarily with Stockport safeguarding services, where pupils reside in another local authority area the School will work with the relevant safeguarding partners to ensure children receive appropriate support and protection.

The Safeguarding Governor will maintain appropriate oversight of safeguarding arrangements and liaise with external agencies where necessary as part of their governance responsibilities.

Safeguarding Training

The School is committed to ensuring that all staff, governors and volunteers are appropriately trained and confident in carrying out their safeguarding responsibilities.

The School will ensure that:

• all staff receive safeguarding and child protection training, including online safety, as part of their induction;
• all staff receive regular safeguarding updates throughout the year;
• the Designated Safeguarding Lead (DSL) and Deputy Safeguarding Officers complete training in accordance with statutory requirements and maintain their knowledge through regular updates;
• governors receive safeguarding training appropriate to their strategic responsibilities; and
• additional safeguarding training is provided where required to meet specific roles and responsibilities.

Through training and regular safeguarding updates, staff will develop the knowledge and confidence to recognise indicators of abuse, neglect, exploitation and specific safeguarding issues, understand the vulnerabilities of particular groups of children, and know how to respond appropriately.

CHS Safeguarding and Child Protection Procedures

These procedures are intended to support the implementation of the School's Safeguarding and Child Protection Policy and should be used by all staff and Governors as a practical guide alongside their statutory safeguarding training. They are designed to develop and reinforce staff understanding of safeguarding responsibilities, provide greater detail on the signs and indicators of abuse and neglect, and support confident, timely and appropriate action when concerns arise.

At CHS, we foster a culture of professional curiosity, openness, vigilance and shared responsibility for safeguarding. We expect all staff to remain professionally curious, to notice when something does not seem right, to ask appropriate questions, and to act on concerns without delay. Understanding and following these procedures helps to ensure that safeguarding is everyone's responsibility and that concerns are identified, reported and responded to consistently and effectively.

Recognising Abuse, Neglect, Exploitation and Vulnerability

Some of the following signs might be indicators of abuse, neglect and exploitation:

• children whose behaviour changes–they may become aggressive, challenging, disruptive, withdrawn or clingy, or they might have difficulty sleeping or start wetting the bed;
• children with clothes which are ill-fitting and/or dirty;
• children with consistently poor hygiene;
• children who make strong efforts to avoid specific family members or friends, without an obvious reason;
• children who don’t want to change clothes in front of others or participate in physical activities;
• children who are having problems at School, for example, a sudden lack of concentration and learning or they appear to be tired and hungry;
• children who talk about being left home alone, with inappropriate carers or with strangers;
• children who reach developmental milestones, such as learning to speak or walk, late, with no medical reason;
• children who are regularly missing from School;
• children who are reluctant to go home after School;
• children with poor School attendance and punctuality, or who are consistently late being picked up;
• parents who are dismissive and non-responsive to practitioners’ concerns;
• parents who collect their children from School when drunk, or under the influence of drugs;
• children who drink alcohol regularly from an early age;
• children who are concerned for younger siblings without explaining why;
• children who talk about running away;
• children who shy away from being touched or flinch at sudden movements.

Some of the following signs may be indicators of physical abuse:

• children with frequent injuries;
• children with unexplained or unusual fractures or broken bones;
• children with unexplained:

• bruises or cuts;
• burns or scalds;
• bite marks.

Some of the following signs may be indicators of emotional abuse:

• children who are excessively withdrawn, fearful, or anxious about doing something wrong;
• parents or carers who withdraw their attention from their child, giving the child the ‘cold shoulder’;
• parents or carers blaming their problems on their child;
• parents or carers who humiliate their child, for example, by name-calling or making negative comparisons.

Some of the following signs may be indicators of sexual abuse:

• children who display knowledge or interest in sexual acts inappropriate to their age;
• children who use sexual language or have sexual knowledge that you wouldn’t expect them to have;
• children who ask others to behave sexually or play sexual games;
• children with physical sexual health problems, including soreness in the genital and anal areas, sexually transmitted infections or underage pregnancy.

Some of the following signs may be indicators of neglect:

• children who are living at a home that is indisputably dirty or unsafe;
• children who are left hungry or dirty;
• children who are left without adequate clothing, e.g. not having a winter coat;
• children who are living in dangerous conditions, i.e. around drugs, alcohol or violence;
• children who are often angry, aggressive or self-harm;
• children who fail to receive basic health care;
• parents/carers who fail to seek medical treatment when their children are ill or are injured.

Children have said that they need:

• vigilance- to have adults notice when things are troubling them;
• understanding and action- to understand what is happening; to be heard and understood; and to have that understanding acted upon;
• stability- to be able to develop an ongoing stable relationship of trust with those helping them;
• respect- to be treated with the expectation that they are competent rather than not;
• information and engagement- to be informed about and involved in procedures, decisions, concerns and plans;
• explanation- to be informed of the outcome of assessments and decisions and reasons when their views have not met with a positive response;
• support- to be provided with support in their own right, as well support as a member of their family;
• advocacy- to be provided with advocacy to assist them in putting forward their views.

Please note it is recognised that children can cause harm or abuse to other members of their family, including parents, carers and siblings. Any concerns about a child causing harm within the family should be treated as a safeguarding concern and responded to in line with the School’s safeguarding procedures.

Responding to Safeguarding Concerns

1. Raise a Safeguarding Concern about a Child,

Immediate Action

Where a child is at immediate risk of harm, staff must take action without delay.

This may include:

• informing the DSL or DSO immediately;
• contacting Children's Social Care and/or the Police where appropriate; or
• calling 999 where emergency assistance is required.

Any member of staff may make a referral to Children's Social Care if they believe a child is suffering, or is likely to suffer, significant harm. Wherever possible this should be discussed with the DSL first; however, this should not delay appropriate action. If a referral is made directly, the DSL should be informed as soon as possible.

Reporting Concerns

Safeguarding concerns may arise through a disclosure, an observation, information received from another person or changes in a child's behaviour, presentation or attendance. Concerns should never be regarded as insignificant or dismissed because they appear minor in isolation. A pattern of (minor) concerns may indicate that a child is at risk.

Staff should:

• listen carefully and reassure the child;
• never promise confidentiality;
• avoid asking leading or investigative questions;
• record the concern promptly; and
• report it immediately to the DSL or DSO.

The DSL will determine the appropriate course of action.

Responding to a Disclosure made by a child

Disclosing something upsetting or traumatic may be extremely difficult and distressing for a child. They may have thought carefully about who they feel able to tell and have chosen an adult they trust. Staff should listen carefully, remain calm, take the child seriously and reassure them that they have done the right thing by speaking to someone. Staff must never promise confidentiality and should be open and honest with the child about the need to share information with the DSL in order to keep them and others safe.

If a child presents material in support of a disclosure, such as screenshots, emails or messages, staff should not delete, copy, forward or unnecessarily view the material, but should preserve any potential evidence where it is safe and appropriate to do so and seek advice from the DSL immediately. Particular care must be taken where material may contain nude or semi-nude images of a child.

Staff should make an accurate record of the disclosure, recording the child's own words wherever possible and avoiding interpretation or personal opinion, and report the concern to the DSL or a DSO as soon as practicably possible.

Listening to and supporting a child who has experienced abuse can also be distressing for the adults involved. Support will be made available from the DSL or the Headteacher if required.

A record of concern, suspicion or allegation should be made at the time or as soon as possible after the event. It is important that events are recorded in the child’s own words and as soon as possible, to ensure absolute accuracy.  

Records should be factual; professional opinion can be given, but it needs to be supported by stating the facts and observations upon which the opinion is based. It is important to remember that what is recorded can be shared with all appropriate agencies and potentially the child’s  parent(s)/carer(s) (except where this would place the child at risk of significant harm).

This approach will:

• allow Children’s Social Care Services, the Police or any other relevant external agency to take appropriate action;
• avoid the destruction or contamination of evidence, which may be needed to sustain a conviction;
• avoid the possibility of the pupil being inadvertently asked leading, closed questions, which would result in misleading statements.

Further Guidelines for consideration:

Do:

• stay calm and listen to what the child is saying;
• consider the environment that you are in with the child: Is it appropriate? Do other members of staff know where you are?
• ask open ended questions and record what is being said in the child’s own words;
• encourage the child to talk and re-assure them that they have done the right thing in speaking to you;
• reassure the child that they have been heard and taken seriously.. Children may not always be ready or able to tell someone that they are being abused, exploited or neglected, and they may not recognise that what they are experiencing is harmful.
• reassure the child that they have done the right thing in speaking to you and that the abuse or harm is not their fault;
• listen and remember and make notes, and if appropriate, share these with the child to recap what has been said;
• check that you have understood correctly what the child is trying to tell you by clarifying the facts;
• thank the child for telling you. Communicate that they have a right to be safe and protected;
• be aware that the child may retract what they have told you. It is essential to record what you have heard;
• tell the child who you are going to tell (DSL) and why that person needs to know, at the end of the conversation;
• make a detailed record of the conversation using the child’s own language, as soon as you can afterwards; and
• any questions you may have asked;
• report the matter to the DSL, using CPOMS or the ‘Note of Concern’ form to do this.

Do Not:

• promise confidentiality;
• communicate shock, anger or embarrassment, or give an opinion about what has happened;
• ask why the act of abuse occurred;
• make inappropriate comments about the alleged offender;
• make physical contact with the child. Whilst the child may seek out physical contact, remember that this may place you in a vulnerable position and also an abused child may not want physical comfort;
• discuss concerns with the pupil’s parents or other staff members.
• examine injuries or ask the child to remove clothing.
• delete or alter digital evidence.

No attempt should be made by staff to conduct an investigation into cases of suspected abuse. Children’s Social Care Services and the Police are responsible for undertaking investigations.

It is expected that staff will cooperate with those investigating the case.

The DSL or DSO will seek advice from Family Help and Children's Social Care (0161 217 6028), the Senior Advisor for Safeguarding in Education (0161 474 5658) or the Safeguarding Unit (0161 474 5657).

Managing Support for Students internally

Where the DSL or a DSO determines that a pupil's needs can be appropriately met through the School's pastoral and wellbeing provision, appropriate internal support will be implemented and monitored.

Support will be tailored to the individual needs of the pupil and may include, but is not limited to:

• regular support from a Head of Year, Student Manager or other pastoral lead;
• wellbeing support through the School's counselling service;
• mentoring or pastoral interventions;
• monitoring through the School's Early Help Identification Framework; and
• regular review by the safeguarding team.

The School is committed to identifying need at the earliest opportunity and will endeavour to support pupils through its own pastoral, wellbeing and safeguarding systems wherever appropriate. Safeguarding support should be regularly reviewed and adapted where circumstances change. Where concerns escalate, or additional expertise is required, the DSL will seek advice from, or make referrals to, relevant external agencies to ensure that pupils receive the right support at the right time, the wishes, feelings and lived experience of the child will be considered.

Contextual (Extra-Familial) Safeguarding

Safeguarding incidents and/or behaviours can be associated with factors outside the School and/or can occur between children outside School, inside and outside home and online.

All staff, particularly the DSL, should take into account the context in which these incidents and/or behaviours occur. As part of the assessment, the School will evaluate whether there are broader environmental factors in the child’s life that could pose a risk to their safety or welfare. The School will share as much relevant information as possible with Children’s Social Care during the referral process to ensure that all available evidence and the full context are taken into consideration.

All staff, particularly the DSL, should assess whether children may be at risk of abuse or exploitation outside their families (extra-familial). Extra-familial harms can take many forms, and children may be vulnerable to multiple harms, including but not limited to sexual abuse (including harassment and exploitation), domestic abuse in their own intimate relationships (teenage relationship abuse), criminal exploitation, serious youth violence, county lines and radicalisation.

Identifying Children Who May Benefit from Early Help or Targeted Early Help Level of Family Help.

Any child may benefit from support before statutory intervention is required. The School recognises that support may be provided through universal services and community-based Early Help, or, where a greater level of need is identified, through the targeted early help level of Family Help. Early identification and timely intervention are essential to improving outcomes for children and preventing needs from escalating.

Universal services and community-based Early Help provide advice, guidance and practical support to children and families at the earliest opportunity, while Family Help brings together more targeted, coordinated multi-agency support where a child or family's needs are more complex but do not meet the threshold for statutory intervention.

Staff should be alert to children who may benefit from Early Help or Family Help. This includes, but is not limited to, children who:

• are disabled or have certain health conditions and specific additional needs;
• have special educational needs and/or disabilities (SEND), whether or not they have an Education, Health and Care (EHC) Plan;
• have a mental health need;
• are showing signs of being drawn into anti-social or criminal behaviour, including gang involvement, organised crime groups or county lines;
• are frequently missing or absent from education, home or care;
• have experienced multiple suspensions or are at risk of permanent exclusion;
• are at risk of modern slavery, trafficking, sexual exploitation and/or criminal exploitation;
• are at risk of radicalisation or other forms of exploitation;
• have a parent or carer in custody or are affected by parental offending;
• are living in family circumstances that present challenges, including domestic abuse, parental substance misuse or adult mental ill health;
• are misusing alcohol or drugs themselves;
• are at risk of so-called honour-based abuse, including female genital mutilation (FGM) or forced marriage; or
• are privately fostered.
• Young carer
• children with specific medical conditions.

Where staff identify that a child may benefit from Early Help or the targeted early help level of Family Help, they must share their concerns promptly with the DSL or a DSO. The DSL will consider the child's needs, determine the most appropriate level of support, and work with the child, family and relevant agencies to ensure that help is provided as early as possible.

Children with Special Educational Needs and Disabilities (SEND)

The School recognises that children with SEND may face additional safeguarding challenges and may be more vulnerable to abuse, neglect or exploitation.

These additional barriers may include:

• assumptions that indicators of abuse relate to a child's disability or additional needs;
• communication barriers;
• difficulties in recognising or reporting abuse; and
• increased vulnerability to bullying, child-on-child abuse or exploitation.

Staff should be particularly vigilant and ensure that safeguarding concerns are recognised and responded to promptly. Staff should recognise that behaviour, mood and injury may relate to possible abuse rather than automatically being attributed to a child's SEND.

Children who are Lesbian, Gay, Bisexual or Questioning their Gender

The School recognises that children who are lesbian, gay or bisexual, and children who are questioning their gender or gender identity, may experience bullying, discrimination, harassment or prejudice. Being lesbian, gay, bisexual or questioning their gender is not, in itself, a safeguarding concern. However, these children may be at increased risk of abuse or poor mental health where they experience discrimination, rejection or isolation. The School will provide a safe, respectful and inclusive environment in which pupils are listened to, supported and safeguarded in accordance with their individual needs and best interests.

Gender Identity

Looked After and Previously Looked After Children

The School recognises that looked after and previously looked after children may have experienced adversity, trauma, abuse, neglect or disrupted attachments and may therefore require additional safeguarding and pastoral support. The School has a dedicated Designated Teacher with specific responsibility for overseeing the support, welfare and educational needs of looked after and previously looked after children. The Designated Teacher will work closely with the DSL, Virtual School and other relevant agencies to promote each child’s welfare, educational achievement and wellbeing, ensuring that their individual needs are understood, supported and regularly reviewed.

Children with a Social Worker

Children who have, or have previously had, a social worker may be more vulnerable because of safeguarding or welfare needs. The DSL will work with Children's Social Care and other professionals to ensure that these children receive appropriate support and that relevant information is shared where necessary to safeguard and promote their welfare.

Children Missing Education

The School recognises that children missing education are at increased risk of abuse, neglect, exploitation, child criminal exploitation, child sexual exploitation, radicalisation and other safeguarding concerns. Attendance concerns will be investigated promptly and the School will follow statutory guidance and local procedures where a child is missing education.

Children Missing from Home or Care

The School recognises that children who go missing from home or care may be at increased risk of abuse, neglect, exploitation, child criminal or sexual exploitation, trafficking or involvement in serious violence.

Staff should be alert to patterns of missing episodes, changes in behaviour or other indicators of vulnerability and report any concerns promptly to the Designated Safeguarding Lead (DSL) or a Designated Safeguarding Officer (DSO). The School will work closely with parents, carers, Children's Social Care, the Police and other relevant agencies to safeguard and support children who are missing from home or care.

Children with Family Members in Prison

Children affected by parental imprisonment or offending may experience emotional, social and practical challenges which can affect their wellbeing, behaviour and educational outcomes. Where appropriate, the School will work with the child, their family and relevant agencies to provide appropriate support and minimise the impact on the child's welfare.

Attendance

The School recognises that regular attendance is an important safeguarding and welfare issue. Poor attendance, persistent absence or patterns of absence may be indicators that a child is experiencing abuse, neglect, exploitation, mental health difficulties or other safeguarding concerns.

The School monitors attendance closely and will identify and respond promptly to emerging concerns. Attendance information forms part of the School's wider safeguarding arrangements and will be considered alongside any other indicators of vulnerability when assessing a child's welfare.

Where attendance concerns indicate that a child may be at risk of harm, these will be reported to the DSL/DSO and managed in accordance with this policy and at attendance policy. The School will work collaboratively with pupils, parents, carers and external agencies to promote good attendance and reduce barriers to education.

Detailed procedures for monitoring attendance, responding to absence and fulfilling statutory responsibilities are set out in the School's Attendance Policy and Procedures.

Attendance concerns will be considered alongside information held on CPOMS, the School's Levels of Support guidance and the Early Help Identification Framework to ensure that emerging safeguarding concerns are identified at the earliest opportunity.

Making a referral

Early Help or Family Help is not a substitute for statutory intervention. Where there is reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm, the DSL/ DSO, will make an immediate referral to Children's Social Care and, where appropriate, the Police. The School will continue to work in partnership with Children's Social Care and other agencies throughout any assessment or intervention and will contribute fully to Family Help assessments and plans, Child in Need Plans, Child Protection Plans and other multi-agency processes as required.

Where there is uncertainty about whether concerns meet the threshold for statutory intervention, the DSL may seek advice from Stockport Children's Social Care, the Senior Adviser for Safeguarding in Education or other relevant safeguarding partners before deciding on the most appropriate course of action.

Where a pupil resides outside the Stockport local authority area, referrals will be made to the relevant Children's Social Care service for the area in which the child lives.

The School recognises that safeguarding concerns may arise within the home, the community or through extra-familial harm. Referrals will include all relevant information about the child's circumstances, lived experience and any contextual safeguarding concerns to support a comprehensive assessment of risk.

Where a referral does not meet the threshold for statutory intervention, the DSL will consider whether the child would benefit from Family Help or other targeted support and will continue to monitor the child's welfare and review any emerging concerns.

Following a referral, the DSL will maintain appropriate contact with Children's Social Care and other agencies, contribute to assessments, strategy discussions, Family Help meetings, Child in Need meetings, Child Protection Conferences and other multi-agency processes as required, and continue to support the child throughout any intervention.

Where the School believes that appropriate action has not been taken following a referral, the DSL will follow the Stockport Safeguarding Children Partnership Escalation Procedure to ensure that the child's welfare remains paramount.

Working with Parents and Carers

Cheadle Hulme School recognises that children may be cared for by parents, carers or other adults who have responsibility for their welfare. Throughout this policy, the term parents includes all those with parental responsibility or who provide day-to-day care for a child.

The School is committed to working in partnership with parents and carers to safeguard and promote the welfare of children. Wherever appropriate, parents and carers will be involved in decisions affecting their child and supported to access advice and services that promote their child's wellbeing.

In most cases, the DSL will discuss safeguarding concerns with parents or carers before making a referral to Children's Social Care or another agency and will seek their consent where appropriate. However, this will not be done where doing so would:

• place a child or another person at increased risk of harm;
• prejudice a police or safeguarding investigation; or
• otherwise be contrary to the child's best interests.

A referral will still be made where consent is withheld if the School believes a child is suffering, or is likely to suffer, significant harm.

Record Keeping

Accurate, factual and contemporaneous safeguarding records are essential to protecting children and ensuring that concerns can be identified, monitored and responded to appropriately. All staff have a responsibility to record safeguarding concerns, disclosures, decisions and actions promptly using CPOMS, as even seemingly minor concerns may form part of a wider safeguarding picture.

Records must be clear, objective and based on facts, distinguishing between what has been observed, what has been said and any professional opinion. Safeguarding records will be stored securely, separately from the pupil's educational record, and retained in accordance with the School's Records Management Policy and Data Protection Act 2018, UK GDPR, and the Data (Use and Access) Act 2025.

Transfer of Safeguarding Records

Continuity of safeguarding is essential when a child moves school. Staff should ensure that any relevant safeguarding information is recorded and shared with the DSL to support a safe transition. Where there is safeguarding information that staff need to know in order to safeguard or support a pupil, this will be communicated directly by the DSL or shared through the School's Levels of Support guidance, in line with the principles of information sharing and confidentiality.

When a pupil leaves the School, the DSL will ensure that any child protection and safeguarding records are transferred securely to the Designated Safeguarding Lead at the receiving school or college as soon as possible and separately from the main pupil file. Confirmation of receipt will be obtained.

Where appropriate, the DSL will share relevant safeguarding information with the receiving school or college before the pupil starts to ensure appropriate safeguarding arrangements and support are in place from the outset.

When a pupil joins Cheadle Hulme School from another setting, the DSL will request the transfer of any child protection and safeguarding records as soon as possible. If the records are not received within an appropriate timescale, the DSL will follow up with the previous school to ensure that all relevant safeguarding information is obtained without unnecessary delay.

Information Sharing

The School will share information with relevant safeguarding partners where this is necessary to safeguard a child or promote their welfare. Information will be shared on a need-to-know basis and in accordance with the Data Protection Act 2018, UK GDPR and relevant statutory guidance.

Confidentiality

Safeguarding information is confidential and will only be shared with those who need to know in order to safeguard and promote the welfare of a child. Staff must never discuss safeguarding concerns with colleagues who do not have a legitimate need to know or outside of appropriate professional settings.

Specific Safeguarding Concerns

Child Exploitation

Child Criminal Exploitation (CCE)

Possible indicators of CCE include:

• unexplained gifts, money or new possessions;

• carrying multiple mobile phones or unexplained cash;

• associating with individuals or groups involved in criminal activity or exploitation;

• changes in behaviour, emotional wellbeing or school engagement;

• substance misuse;

• going missing from home, care or education;

• travelling to unfamiliar locations or being found in areas where they have no obvious connection;

• carrying weapons or unexplained injuries.

Staff should recognise that the experiences of children who are criminally exploited may differ according to their individual circumstances. Girls, as well as boys, can be victims of criminal exploitation and may also be at increased risk of sexual exploitation.

County Lines

County Lines is a form of CCE in which organised criminal networks use dedicated mobile phone lines to move and supply illegal drugs. Children are often groomed, coerced, intimidated or manipulated into transporting drugs, money or weapons and may be subjected to violence or threats. Recruitment frequently takes place online through social media and messaging platforms.

Any concerns that a child may be at risk of, or experiencing, County Lines exploitation must be reported immediately to the DSL.

Child Sexual Exploitation (CSE)

In addition to the indicators of Child Criminal Exploitation, possible indicators of CSE include:

• older or controlling individuals in a relationship with the child;

• unexplained gifts, money or hotel stays;

• repeated missing episodes;

• sexually transmitted infections or pregnancy;

• sudden changes in behaviour or emotional wellbeing;

• online grooming or concerning online activity.

Some children may be more vulnerable to exploitation, including those who:

• are looked after or previously looked after;

• have experienced abuse, neglect or domestic abuse;

• have SEND or communication needs;

• experience mental health difficulties;

• misuse drugs or alcohol;

• are homeless or living in unstable accommodation;

• are estranged from their family or have experienced significant bereavement or trauma;

• are experiencing discrimination, rejection or isolation.

Staff should be aware that many children who are sexually exploited do not recognise themselves as victims and may not disclose their experiences. Children who go missing from home, care or education may be at increased risk of sexual exploitation.

A child cannot consent to their own abuse or exploitation. The fact that a child appears to cooperate with, or does not recognise, the exploitation does not reduce the seriousness of the abuse or the need for safeguarding intervention.

Where there is reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm, an immediate referral will be made to Children's Social Care in accordance with the School's safeguarding procedures.

The School uses Child Exploitation and Online Protection (CEOP) resources as part of its curriculum to educate pupils about exploitation, online safety and healthy relationships.

Cybercrime

Cybercrime is criminal activity using computers and/or the internet. It is broadly categorised as either ‘cyber enabled’ (crimes that can happen offline but are enabled at scale and speed up online) or ‘cyber dependant’ (crimes that can be committed only using a computer). Cyber dependant crimes include:

• unauthorised access to computers (illegal ‘hacking’) for example, accessing the School’s computer to look for a test paper;
• denial of service (Dos or DDos) attacks or ‘booting’. These are attempts to make a computer network or system unavailable (or ‘crash’) for example, it can be used in gaming to make your opponent lose;
• making, supplying or obtaining malware (malicious software) such as viruses, ransomware.

Children with a particular skill and interest in computing and technology may inadvertently or deliberately stray into cyber dependent crime. Concerns about a child in this area should be reported to the DSL, who will consider referring into the Cyber Choices programme.

Children and the Court System

Children are sometimes required to give evidence in criminal courts, either for crimes committed against them or for crimes they have witnessed. The School will make use of the following age appropriate guides to support its pupils in this process. Guidance for 5-11-year olds and 12-17 year olds.

Arrangements for children via the family courts following parental/carer separation can be stressful and generate conflict in families. The following online tool should be offered to parents/carers to help support the family.

Domestic Abuse

Domestic abuse can encompass a wide range of behaviours and may be a single incident or a pattern of incidents. That abuse can be, but is not limited to, psychological, physical, sexual, financial or emotional. Children can be victims of domestic abuse. They may see, hear, or experience the effects of abuse at home and/or suffer domestic abuse in their own intimate relationships (teenage relationship abuse). All of which can have a detrimental and long-term impact on their health, well-being, and ability to learn.

The School recognises that child-to-parent abuse is a safeguarding concern. It may involve physical violence, threats, intimidation, coercive or controlling behaviour, emotional abuse, financial abuse or damage to property directed towards a parent, carer or other family member. Child-to-parent abuse may be linked to unmet needs, trauma, mental health difficulties, neurodiversity or other safeguarding concerns.

Elective Home Education

Should a parent/carer express their intention to remove a CHS pupil from School, with a view to educating at home, the designated member of staff will work with the relevant Local Authority and other key professionals to coordinate a meeting with parents/carers. Ideally, this will be before a final decision has been made to ensure that parents/carers have considered what is in the best interest of the child. CHS staff recognise that this is particularly important for pupils with special educational needs, ‘Looked After Children’ and children who have a social worker. The School will also have regard to relevant aspects of guidance for local authorities about home education.

Honor or Faith Based Abuse

Faith Abuse is where certain kinds of child abuse are linked to faith or belief. This includes: belief in concepts of witchcraft and spirit possession, demons or the devil acting through children or leading them astray (traditionally seen in some Christian beliefs), the evil eye or djinns (traditionally known in some Islamic faith contexts) and dakini (in the Hindu context); ritual or multi murders where the killing of children is believed to bring supernatural benefits or the use of their body parts is believed to produce potent magical remedies; and use of belief in magic or witchcraft to create fear in children to make them more compliant when they are being trafficked for domestic slavery or sexual exploitation.

Child abuse can also occur in culture or faith contexts in general, this can include female genital mutilation, forced marriage, excessive physical punishment or abuse relating to gender, sexuality, ethnicity, nationality, disability or other differences recognised within social or cultural beliefs. Abuse in any culture or faith context is not acceptable and is child abuse.

So-Called Honour-Based Abuse (including Forced Marriage and Female Genital Mutilation)

Honour Based Violence (HBV) encompasses crimes which have been committed to protect the honour of the family and/or the community, including Female Genital Mutilation (FGM), forced marriage, and practices such as breast ironing. All forms of HBV are abuse, regardless of the motivation and should be handled and escalated as such. If staff have any concerns in relation to HBV they must speak to the DSL immediately.

Female Genital Mutilation and Forced Marraige

Female Genital Mutilation (FGM) refers to procedures that intentionally alter or cause injury to the female genital organs for non-medical reasons. It is a form of child abuse and is illegal in the UK. Staff should be alert to indicators that a child may be at risk of, or may have undergone, FGM and must report any concerns immediately in accordance with the School’s safeguarding procedures.

Staff can access a Female Genital Mutilation/Forced Marriage Fact Sheet for further information, including potential indicators, risk factors and safeguarding responsibilities.

Mental Health

The following are possible examples, but the list is not exhaustive:

• delay in acquiring certain skills such as speech, social ability or bladder control;
• a state of distress that appears to be out of proportion with the actual situation;
• stealing, defiance, fire-setting, aggression and anti-social behaviour;
• delay in or disturbance of activity and attention;
• a child who is observed to be  markedly distressed or socially impaired when detached from their parents/carers;
• other abnormalities around eating, habits, sleep patterns, dramatic or changes in behaviour.

Some children experience a range of emotional and behavioural problems that are outside the normal range for their age or gender. These children could be described as experiencing mental health problems or disorders. In some cases, mental health problems can be an indicator that a child has suffered, or is at risk of suffering abuse, neglect or exploitation.

Adverse Childhood Experiences (ACEs), meaning that a child has suffered abuse, neglect or other potentially traumatic childhood experience can have a lasting impact on them, through childhood, adolescence and into adulthood. This can include children who are witnesses to domestic abuse.

The School’s Mental Health Policy makes use of government and Public Health guidance including: Preventing and Tackling Bullying, Mental health and behaviour in schools, Promoting children and young people’s emotional health and wellbeing. CHS also uses age appropriate resources from Rise Above in Learning for Life (Junior School) and The Waconian Programme (senior pupils) lessons.

Private Fostering

A private fostering arrangement is when a child under the age of 16 (18 if they have a disability) goes to live with someone who is not a close relative for 28 days or more. This is a private agreement between a parent and other adult and private foster carers may be from the extended family such as a cousin or great aunt, a friend of the family, the parent of a friend of the child or someone previously unknown to the child’s family. It is not private fostering when a child is living with a close relative such as a parent, grandparent, brother, sister, uncle or aunt (whether blood related or through marriage).

Privately fostered children could include:

• children or young people who are sent to this country for education/health care by birth parents from overseas;
• teenagers living with a friend’s family because they do not get on with their own family;
• children living with a friend’s family because their parents’ study or work involves unsociable hours, which makes it difficult to use ordinary day care or after school care;
• children staying with another family because their parents have divorced or separated;
• a child from overseas staying with a host family while attending School.

The DSL will notify the Local Authority of a private fostering arrangement that comes to their attention, where they are not satisfied that the Local Authority has been or will be notified of the arrangement by the parent or carer.

Some of these arrangements may be recent; some may have been in existence for some time as the parent and carer may not be aware that it is a private fostering arrangement, and so were not aware of the need to inform the Local Authority.

Radicalisation and  Extremism

The School refers to the following useful definitions:

• Radicalisation is defined as the act or process of encouraging extremist views or actions in others, including forms of extremism leading to terrorism.
• Extremism is defined as vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. It also covers calls for the death of members of our Armed Forces.
• Terrorism is an action that endangers or causes serious violence to a person/people; causes serious damage to property; or seriously interferes or disrupts an electronic system. The use or threat must be designed to influence the government or to intimidate the public and is made for the purposes of advancing a political, religious or ideological cause.

The Prevent Strategy, published by the Government in 2011, is part of a larger counter-terrorism strategy, CONTEST.  The aim of the Prevent Strategy is to reduce the threat to the UK from terrorism.  While it remains rare for children and young people to become involved in terrorist activity, young people from an early age can be exposed to terrorist and extremist influences or prejudiced views. There have been occasions both locally and nationally in which extremist groups have attempted to radicalise susceptible children and young people to hold extreme views including views justifying political, religious, sexist or racist violence, or to steer them into a rigid and narrow ideology that is intolerant of diversity and leaves them vulnerable to future radicalisation. As with other forms of safeguarding strategies, early intervention is always preferable.

Signs of Radicalisation and Extremism: 

There is no such thing as a ‘typical extremist/terrorist’’. 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/terrorist activity. Pupils may become susceptible to radicalisation through a range of social, personal and environmental factors. It is known that violent extremists exploit vulnerabilities in individuals to drive a wedge between them and their families and communities. Children and young people are susceptible at times of change, crisis or transition.

It is vital that staff are able to recognise those vulnerabilities.

Indicators of susceptibility include:

• identity crisis–the pupil is distanced from their cultural/religious heritage and experiences discomfort about their place in society;
• personal crisis–the 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 questions about identity, faith and belonging;
• personal circumstances–migration; local community tensions and events affecting the 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 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 poor re-settlement/re-integration;
• Special Educational Needs–the pupil may experience difficulties with social interaction, empathy with others, understanding the consequences of their actions and awareness of the motivations of others.

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. Equally, not all targets are ‘susceptible’ for these reasons.  Extremists/terrorists  often target individuals who are:

• mentally robust;
• intelligent open minded;
• empathetic;
• selfless.

More critical indicators could include:

Physical or circumstantial Indicators:

• a pupil with tattoos, marks, tags, or one who engages in graffiti;
• change in friendship group;
• absence;
• significant changes to appearance and/or behaviour;
• change of routine;
• accessing violent extremist websites, especially those with a social networking element;
• possessing or accessing violent extremist literature;
• experiencing a high level of social isolation resulting in issues of identity crisis;
• excessive phone use–long periods of listening without interacting;
• unplanned, unexplained absenteeism/truancy;
• persistent lying;
• identify as victors not victims.

Verbal Indicators:

• fixated on a subject;
• closed to new ideas or conversations;
• change in language/use of words;
• asking inappropriate questions;
• ‘scripted speech’;
• saying inappropriate things–racist language, a call to action;
• new language–uses cult jargon;
• justifying the use of violence to solve societal issues.

Emotional Indicators:

• agitated–wants to be somewhere else/addicted to their new family;
• withdrawn and secretive–especially over internet use;
• new found arrogance/a sense of superiority;
• depressed/low mood;
• short tempered;
• becomes agitated, aggressive or withdrawn if challenged about their beliefs;
• shows reduced emotions–loss of sense of humour.

Risk-based approach:

The Head and DSL are expected to establish and understand the risk of radicalisation in the School and build capabilities and strategies to address the risk. These strategies will be communicated to all staff and reviewed regularly by the Head and the DSL who will also keep Governors informed of the success of the strategies.

Strategies include:

• valuing every child for who they are and not just what they achieve;
• outstanding pastoral care which places the Form Tutor at the centre, so every individual is known and feels valued;
• safeguarding arrangements are in line with the expectations of Stockport Safeguarding Children Partnership;
• all staff receive training that gives them the knowledge and confidence to identify children at risk;
• sophisticated filtering system that keeps children safe from terrorist and extremist material when accessing the internet on the School network;
• sophisticated monitoring system that reduces the need for ‘over-blocking’ and uses computer software to identify key words and alert the School at an early stage to any risk of pupils being radicalised.

Radicalisation and extremism and the Prevent Duty are included in the basic safeguarding training that all staff have as part of their induction. In addition, all staff should complete the Course 1 Awareness: Prevent Duty Training and submit their certificate of completion to Human Resources within the first half term of starting at CHS. All members of staff should repeat the refresher awareness course every 2 years. The DSL and the DSO will complete Course 2 Referrals Course.

Through INSET opportunities, the School will ensure that Governors and staff remain fully aware of the Prevent Framework and the threats, risks and vulnerabilities that are linked to radicalisation.  Staff will be made aware of the process of radicalisation, including how this may be identified early on and what measures are available to prevent pupils from being drawn into terrorism. The Safeguarding Team, including the Governor responsible for safeguarding (including Prevent), will complete WRAP training.

Referral Procedure

The School expects its staff to: be vigilant in protecting pupils from the threat of radicalisation; overcome professional disbelief that ‘such issues will not happen here’ and work alongside other professional bodies and agencies, including Local Prevent Coordinators, the Police, the Local Authority and other multi-agency forums.

Staff will use observation and conversation to detect an array of linked behavioural, emotional and intellectual changes which are sudden, sustained and/or out of character. All staff are expected to report any suspicion of radicalisation and/or extremism arising from behaviours, conversations or comments made by others– inside and outside the classroom, to the DSL.

The DSL and the Head will decide what further action to take. This may involve an action plan being put in place to support the pupil and monitor behaviour to watch out for further indicators that the pupil is at risk of radicalisation.  The School will also work with parents, who will be informed of any concerns at the earliest opportunity.

The DSL, in conjunction with the Head, will determine whether the level of concerns are such that a referral should be made to the Local Authority, who may advise referring the concerns onto the Channel panel to determine what support should be provided.

Any prejudice, discrimination or extremism, including derogatory language, will not be tolerated and will always be challenged according to the School’s Behaviour and Disciplinary procedures.

Staff, volunteers and Governors can raise concerns in confidence via the Department for Education dedicated telephone helpline 020 7340 7264 or by email at counter.extremism@education.gsi.gov.uk. In addition, the Police can also provide confidential advice via the 101 number.

Self-Harm

Common examples of deliberate self-harm include ‘overdosing’ (self-poisoning), hitting, cutting or burning oneself, pulling hair or picking skin, or self-strangulation. The clinical definition includes attempted suicide, though some argue that self-harm only includes actions which are not intended to be fatal.  It can also include taking illegal drugs and excessive amounts of alcohol. It can be a coping mechanism, a way of inflicting punishment on oneself and a way of validating the self or influencing others.

Any member of staff who is aware that a pupil is self-harming must share the information with the DSL through CPOMS immediately, so that the most appropriate action can be taken.

Serious Violence

Serious violence involving children is a safeguarding concern and must not be viewed solely as a behaviour or disciplinary matter. It may include physical assault, carrying, threatening with or using a weapon, and may occur in the context of peer conflict, bullying, child criminal exploitation, gang involvement or other forms of child-on-child abuse.

All staff should remain vigilant and professionally curious to indicators that a pupil may be at risk of, involved in, or affected by serious violence. Indicators may include:

• increased or unexplained absence from School;
• changes in friendships or relationships, particularly associations with older individuals or groups;
• a significant decline in educational performance;
• signs of self-harm or a significant change in wellbeing;
• signs of assault or unexplained injuries; and
• unexplained gifts, money or new possessions, which may indicate involvement with individuals associated with criminal networks, gangs or exploitation.

Staff should consider these indicators alongside the wider context of the child's circumstances and any known vulnerabilities. Particular attention should be given to emerging patterns of behaviour or information which, when considered together, may indicate an increased risk of serious violence.

Staff must recognise that children who display violent behaviour may themselves be at risk, vulnerable, exploited or in need of safeguarding and support. Any concern that a pupil may be at risk of serious violence, or is carrying, using or threatening to use a weapon, must be reported to the DSL/SDH/Headteacher, without delay and recorded promptly on CPOMS.

The DSL will assess the level of risk to all children involved, considering the available information, known vulnerabilities, contextual factors and the potential risk of further harm. The safeguarding response may include:

• an individual risk assessment and safety/support plan;
• measures to reduce or de-escalate peer conflict and prevent further harm;
• support for the child who has experienced harm;
• appropriate safeguarding, educational and pastoral intervention for the child displaying violent behaviour;
• consideration of the risk to other pupils or members of the School community;
• information sharing with relevant professionals and agencies; and
• referral to Children's Social Care, the Police or other appropriate external agencies where required.

Where concerns involve a weapon or an intention to cause serious harm, the DSL will ensure that information is given appropriate significance when assessing risk and determining the safeguarding response.

The School recognises the importance of early identification and intervention. Through its safeguarding, pastoral, behaviour and curriculum provision, pupils are supported to develop healthy relationships, make positive choices, understand the risks associated with violence and exploitation, and know how and where to seek help.

The School will work collaboratively with parents/carers and relevant external agencies, where appropriate, to reduce risk, safeguard pupils and provide effective intervention and support.cf

Substance Misuse

Pupils affected by their own or other’s drug misuse will have early access to support through the School’s ‘early help assessment’ offering and through referral to local drug and alcohol services.  

As part of the statutory duty on schools to promote pupils’ well-being, CHS has a role to play in preventing drug misuse as part of its pastoral responsibilities. The School has a key role to play in identifying pupils at risk of drug or alcohol misuse. The process of identifying needs aims to distinguish between pupils who require general information and education, those who could benefit from targeted intervention, and those who require a detailed needs assessment and more intensive support.

The School will:

• provide accurate information on drugs and alcohol through education and targeted information, including via access to the Talk to FRANK service;
• use powers of search and confiscation to tackle problem behaviour that may arise;
• work with local voluntary organisations such as Mosaic, health partners, Youth Offending Service, the Police and others to prevent drug or alcohol misuse.

Child-on-Child Abuse

Cheadle Hulme School recognises that children can abuse other children and that this can occur both inside and outside of School, including online. All forms of child-on-child abuse are safeguarding concerns and will never be dismissed as "banter", "part of growing up", "just having a laugh" or harmless behaviour.

Child-on-child abuse can take many forms, including, but not limited to:

• bullying, including prejudice-based and discriminatory bullying and cyberbullying;

• abuse within intimate personal relationships between children;

• physical abuse;

• sexual violence and sexual harassment;

• harmful sexual behaviour (HSB);

• coercive or controlling behaviour;

• child sexual exploitation and other forms of child exploitation;

• online abuse;

• making or sharing nudes or semi-nudes, including AI-generated or digitally altered images and videos (deepfakes);

• upskirting;

• initiation or hazing-type behaviours;

• racism, hate incidents and hate crimes; and

• misogyny, misandry, gender-based abuse and behaviours associated with Violence Against Women and Girls (VAWG).

The School recognises that sexual behaviours between children exist on a continuum, ranging from developmentally typical and age-appropriate behaviour, through inappropriate and problematic behaviour, to harmful sexual behaviour and, in the most serious cases, sexual violence. Concerns involving HSB will be considered in the context of the child's age, developmental stage, understanding and individual circumstances and will always receive an appropriate safeguarding response.

The School is committed to creating a culture of respect, inclusion and positive relationships, where inappropriate and harmful behaviours are recognised and challenged at the earliest opportunity. Through the curriculum, including the Waconian Programme, pastoral provision and wider School life, students are taught about respectful relationships, consent, healthy boundaries, equality and appropriate behaviour both online and offline.

Details of the School's approach to preventing, identifying, reporting, assessing and managing child-on-child abuse are set out in the Child-on-Child Abuse Policy and Strategy, which should be read alongside this Safeguarding and Child Protection Policy.

The DSL will maintain oversight of all child-on-child abuse concerns and allegations and will ensure that they are appropriately assessed, risk assessed, monitored and managed. The needs and safety of all children involved will be considered, recognising that a child who has displayed harmful behaviour may also have safeguarding or support needs. Appropriate safeguarding, pastoral and educational support will be provided alongside any necessary behavioural or disciplinary response.

Managing Incidents of Making or Sharing Nude and Semi-Nude Images, Video ( AI Generated) and Live Stream Sharing

Incidents involving the creation or sharing of nude or semi-nude images, videos or live streams involving children under the age of 18 are safeguarding concerns. This includes AI-generated or digitally altered sexual imagery (including deepfakes) and imagery shared consensually or non-consensually. Such content may be created or shared through social media, messaging services, gaming platforms, websites, file-sharing services or directly between devices.

The DSL will take responsibility for the safeguarding response, including completing an initial review and risk assessment and determining what further action is required. In exceptional circumstances, the DSL may determine that viewing imagery is necessary; any such decision will be made and recorded in accordance with current national guidance.

Incidents will be managed on a case-by-case basis, with the welfare and protection of all children involved as the primary consideration, and in accordance with current UKCIS/DfE guidance on Sharing nudes and semi-nudes: advice for education settings working with children and young people.

Further information regarding the School’s response and procedures can be found in the Child-on-Child Abuse Policy.

Bullying

Cheadle Hulme School is committed to creating a safe, respectful and inclusive environment where bullying is not tolerated. Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power. Bullying is therefore:

• deliberately hurtful.
• repeated, often over a period of time.
• difficult to defend against.

Bullying can include:

Details of our School’s approach to preventing and addressing bullying are set out in our Anti-Bullying Policy and Strategy.

Teaching Pupils About Safeguarding

The School recognises that safeguarding education is an essential part of its whole-school approach to safeguarding and preparing pupils for life in modern Britain. The School promotes a culture in which sexism, misogyny and misandry, homophobia, biphobia, sexual harassment, sexual violence and other discriminatory or harmful behaviours are not tolerated. Clear expectations for behaviour are underpinned by the School's Waconian Values and Behaviour Management and Pastoral Care Policy.

Safeguarding is taught in an age-appropriate and developmentally appropriate way through Learning for Life in the Junior School and the Waconian Programme in the Senior School, alongside wider curriculum and pastoral opportunities. Teaching includes healthy and respectful relationships; consent and personal boundaries; recognising abusive and harmful behaviour; prejudice and equality; body confidence and self-esteem; online safety; exploitation; sexual harassment and sexual violence; relevant aspects of the law; and how and where to seek help. The curriculum is delivered in accordance with current statutory Relationships Education, Relationships and Sex Education (RSE) and Health Education guidance.

Safeguarding education is reinforced through the wider life of the School. All staff have a responsibility to reinforce safeguarding messages through their interactions with pupils, model respectful behaviour, challenge inappropriate or harmful language and behaviour, and create an environment in which pupils feel able to speak openly about concerns. Any safeguarding concern or disclosure arising during a lesson, conversation or activity must be responded to and reported in accordance with this Safeguarding and Child Protection Policy.

Pupils are regularly reminded that they can speak to any trusted adult if they are worried about themselves or somebody else. Posters identifying the School's Safeguarding Team, including the DSL and DSOs, are displayed prominently around the School and pupils are reminded of these safeguarding arrangements at the beginning of each academic year and throughout the year.

Pupils may also speak to their Form Tutor, Student Manager, Head of Year, Head of School, DSO, DSL, School Counsellor or First Aid Team. Pupils are also encouraged to use the SHARP System where they do not feel able to raise a concern face to face.

Pupils in Years 7 and 8 are allocated a Peer Mentor who can provide additional peer support. Peer Mentors receive age-appropriate safeguarding guidance and are explicitly taught that they must not promise confidentiality or attempt to manage safeguarding concerns themselves. Any information that suggests that a pupil may be at risk of harm must be passed immediately to an appropriate member of staff.

Pupils are routinely signposted to appropriate sources of information, advice and support, including at the end of Waconian Programme lessons where relevant. This may include organisations such as the NSPCC, CEOP and the UK Safer Internet Centre.

Online Safety

It is essential that children are safeguarded from potentially harmful and inappropriate material. The breadth of issues can be categorised into four areas of risk:

• content: being exposed to illegal, inappropriate or harmful material e.g. pornography, racism, misogyny /misandry, self-harm, suicide, anti-Semitism, radicalisation, extremism, misinformation, disinformation (including fake news) and conspiracy theories;
• contact: being subjected to harmful online interaction with others e.g. peer to peer pressure, grooming;
• conduct: personal online behaviour that increases the likelihood of, or causes harm e.g. making or sharing of nudes or semi-nudes (e.g. consensual or non-consensual sharing of nudes and semi-nudes and/or pornography, AI generated images or videos);
• commerce: risks such as online gambling or financial scams.

There is a whole School approach to online safety, which is delivered through the pastoral curriculum, Learning for Life in the Junior School and The Waconian Programme in the Senior School. Guidance should also be given in specific subject lessons as appropriate.

As part of the requirement for staff to undergo regular updated safeguarding training, including online safety, training will happen at regular intervals.

The School will engage with specialist agencies including CEOP, Parent Zone, Sawfly and the UK Safer Internet Centre to ensure that online safety is integrated as part of the School’s overarching safeguarding approach.

All staff, pupils (years 3-13) and parents will read and sign the ICT Acceptable Use Policy Agreement and Code of Conduct, which include pupil and staff use of wi-fi enabled technology such as mobile phones and smartwatches (in-line with EYFS Framework guidance), at the start of every academic year.

As technology, and risks and harm related to it evolve and change rapidly, CHS will carry out an annual review of their approach to online safety, supported by an annual risk assessment that considers and reflects the risks its pupils face.

Filtering and Monitoring

The School recognises that effective filtering and monitoring systems are an essential part of its wider online safeguarding arrangements. These systems support, but do not replace, the active supervision of pupils by staff, the teaching of online safety and the promotion of responsible digital behaviour.

The School uses Smoothwall to provide appropriate filtering of internet content and Smoothwall Monitor to monitor activity on all School-owned devices, helping to identify potential safeguarding concerns and enabling timely intervention where appropriate.

From September 2026, the School also offers Year 7 pupils the opportunity to install an approved device management application on their personal Chromebook through an opt-out arrangement. This enables the School to extend safeguarding support and online protection to pupils using their personal device for school purposes whilst respecting family choice.

The filtering and monitoring systems are reviewed at least once every academic year by the Headteacher, supported by the DSL and the Director of Technology, to ensure they remain appropriate, proportionate and effective. The review will consider the effectiveness of filtering and monitoring arrangements, emerging safeguarding risks, the needs of the School community, changes in technology and statutory guidance, and any incidents or trends identified during the previous year. Outcomes of the review will be documented and any recommendations implemented through the School's safeguarding and IT governance processes.

The Governing Body will receive assurance at least once every academic year that filtering and monitoring arrangements remain effective, are compliant with statutory guidance and are subject to regular review.

Staff receive appropriate training and understand how to recognise, report and escalate concerns identified through these systems.

All staff remain responsible for actively supervising pupils' use of technology and should be alert to concerns including, but not limited to:

• accessing or attempting to access inappropriate or harmful content;
• online behaviour that may indicate abuse, exploitation, radicalisation or other safeguarding concerns;
• attempts to bypass or misuse filtering and monitoring systems;
• changes in language, abbreviations or online behaviours that may indicate emerging risks; and
• concerns arising from the use of personal devices or online platforms.

Any safeguarding concerns identified through filtering, monitoring or direct observation must be reported immediately to the DSL via CPOMS. Technical issues or concerns regarding filtering or monitoring systems should be reported to Technical Services, who will work with the DSL to ensure appropriate action is taken.

Mobile Phones

Cheadle Hulme School operates as a mobile phone-free environment. The use of mobile phones and similar smart technology is prohibited throughout the school day, including during lessons, between lessons, breaktimes and lunchtimes, except where specifically authorised for medical or safeguarding reasons. The DfE’s mobile phone guidance says that staff should not use their own mobile phone for personal reasons in front of students throughout the school day. All schools should be mobile phone-free environments by default: mobile phones will only be used in exceptional circumstances and in the event of medical emergencies or critical incidents.Full details are set out in the Mobile Phone Policy. 

Artificial Intelligence (AI)

The School recognises that artificial intelligence (AI) is becoming an increasingly significant part of children's online lives and learning. Whilst AI presents valuable opportunities to enhance teaching, learning and creativity, it may also expose pupils to safeguarding risks, including misinformation, manipulated content, inappropriate material, privacy concerns and misuse of AI-generated content.

Cheadle Hulme School is committed to developing pupils' understanding of the safe, ethical and responsible use of AI. From September 2026, all pupils will participate in an age-appropriate programme of AI education, designed to develop digital literacy, critical thinking and an understanding of both the opportunities and risks associated with AI technologies.

The School will continue to review emerging technologies and update its safeguarding arrangements, curriculum and staff training to ensure that AI is used safely, responsibly and in a manner that supports pupils' wellbeing and educational development.

The DFE has published Generative AI: product safety expectations to support schools to use generative artificial intelligence safely and explains how monitoring and filtering requirements apply to the use of generative AI in education.

Remote Learning

In the event that a pupil needs to attend lessons remotely because they are too unwell to attend in person, the School will ensure that a number of safeguarding measures are put in place. The Staff Code of Conduct will continue to apply in these circumstances.

It is important that all staff who interact with children online, continue to look out for signs a child may be at risk. Any such concerns should be dealt with as per the Safeguarding and Child Protection Policy and Procedures and, where appropriate, referrals should still be made to children’s Social Care and, as required, the Police.

The Acceptable IT Use Agreements for Staff, Senior, Junior and Infant pupils continue to apply alongside the guidance on Using Personally-Identifiable Images and Film. The School will also comply with any new guidance provided by the Department for Education in relation to providing education remotely and the use of online learning tools and systems will be in line with the Data Protection Policy.

In order to deliver online education safely staff should ensure that:

• only the CHS-approved Google and Microsoft tools or CHS-recognised Online Learning Platforms should be used for remote learning;
• any new software / app purchases and subscriptions to online teaching tools should be agreed by the relevant Head of Department/SLT, and then sent to Technical Services for approval before signing up;
• staff should only use their CHS accounts for communication and delivering any online activities. Personal email accounts or alternative forms of social media/messaging services must not be used to communicate with pupils;
• Google Meet is the platform used for delivering any virtual lessons to pupils. (Skype, FaceTime or other live-streaming apps such as Whatsapp, Zoom or Houseparty should not be used).
• no one-to-one videos should be arranged with pupils, live classes may involve teachers delivering video calls in groups and at a reasonable time of the School day.

Where live or pre-recorded video is used staff must follow the Safeguarding Practice in Online Sessions with Pupils which outlines key safeguarding principles including:

• language and behaviour must be professional and appropriate, including those in the background;
• all participants in videos must wear suitable clothing, as should anyone else in the household;
• filming should be done in appropriate areas; and the background should be plain and generic or blurred where possible.

For those with responsibilities which might necessitate one-to-one contact with pupils, e.g. online instrumental lessons, remote one-to-one consultations, the member of staff responsible must liaise with the DSL, regarding their communication proposal.

Pupils should only take pictures and videos of people that are required for an educational task or activity and where they have agreement from the individual/s. All unnecessary images or videos should be deleted and not be distributed without each individual’s permission.

As the Head of Year will be in regular contact with parents/carers, these communications should reinforce the importance of children being safe online. Parents/carers should be made aware of what their children are being asked to do online, including the sites they will be asked to access and to be clear who from School the child will be interacting with.

Use of External Agencies and Speakers

Cheadle Hulme School encourages the use of external agencies and speakers to enrich the experiences of its pupils. It actively vets those agencies, individuals and speakers to ensure the content and materials are appropriate and balanced. It recognises the importance of encouraging pupils to consider opposing views and ideologies, appropriate to their age, understanding and abilities, and to be able to engage with them in informed debate, using external agencies or speakers to facilitate and support this.

The School assesses the suitability and effectiveness of input to ensure that:

• any messages communicated are consistent with the ethos of the School and do not marginalise any communities, groups or individuals;
• any messages do not seek to glorify criminal activity or violent extremism or seek to radicalise pupils through extreme or narrow views of faith, religion or culture or other ideologies;
• activities are matched to the needs of pupils.

Safeguarding Concerns and Allegations made about Staff, including Supply Teachers, Trainee Teachers,, Volunteers and Contractors.

If there are any safeguarding concerns, allegations or complaints relating to the Head, the Chair of the Board (or in his absence the Deputy Chair/Safeguarding Governor) will be informed as soon as possible.

The LADO should be informed about any complaints about the Chair of the Board.

Allegations that may meet the harms threshold

In managing cases of allegations that might indicate a person would pose a risk of harm if they continue to work in regular or close contact with children in their present position, including supply teachers and volunteers, or in any capacity, the School will consider that person to pose a risk of harm if they have:

• behaved in a way that has harmed, 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 they would pose a risk of harm to children;
• behaved or may have behaved in a way that indicates they may not be suitable to work with children, and thus pose a transferable risk e.g. an incident of domestic abuse.

Initial Considerations:

• In the first instance, the Head will call an Initial Consideration Meeting to discuss any allegation with the DSL and consider the nature, content and context of the allegation and agree a course of action.
• Some rare allegations will be so serious that the Head will want to involve the Police immediately, for example if the person is deemed to be an immediate risk to children or there is evidence of a possible criminal offence. Where there is no such evidence the Head will discuss the allegations with the DSL before determining if police involvement is necessary.
• Many cases will not warrant consideration of either a Police investigation, or enquiries by Local Authority Children’s Social Care Services. The School will still follow Stockport’s Local Authority procedures for resolving the case without delay. Guidance can be found at: www.safeguarding children stockport.org.uk.
• In borderline cases, discussions with the LADO will be held informally and without naming the School or the individual.
• The DSL may ask the Head to provide or obtain relevant information such as previous history, whether the child or their family have made previous allegations before and the individual’s current contact with children.
• If the Head is the subject of an allegation, the Chair of Governors should immediately discuss the allegation with the LADO.
• The Chair will involve the Police straight away if the Head is deemed to be an immediate risk to children, or if there is evidence of a possible criminal offence. Where there is no such evidence, the Chair will discuss the allegations with the DSL, in order to determine whether Police involvement is necessary.
• In the event that an external agency informs the School of an allegation that has been made that they are investigating, the School will cooperate fully and seek guidance from the LADO and the Police to find out how best to proceed.

Actions following Initial Consideration Meeting

A Case Manager will be appointed. This will usually be the Head and in the event that the allegation is against the Head, it will be the Chair of Governors.

The DSL will have overall responsibility for oversight of the procedures for dealing with allegations. The DSL will provide advice and guidance to the Case Manager.

The Case Manager will keep a clear and comprehensive record of any allegation along with outcomes on the confidential personnel file of the member of staff being investigated.

The initial sharing of information and evaluation may lead to a decision that no further action is to be taken in regard to the individual facing the allegation or concern. Both the Case Manager and the DSL will record this decision and a justification for it and agreement reached on what information should be put in writing to the individual concerned and by whom.

The Case Manager should inform the accused person about the allegation as soon as possible after consulting with the DSL. Where a strategy meeting is needed due to Police or Children’s Social Services involvement, the Case Manager should wait until all agencies have been consulted and have agreed on what information can be disclosed to the accused. The School will consider carefully whether the circumstances warrant an immediate suspension.

Where it is clear that an investigation by the Police or Children’s Social Services is unnecessary, or the initial evaluation decides that is the case, the DSL will discuss the next steps with the Case Manager. This could range from taking no further action to dismissal or a decision not to use the person’s services in future. Suspension will not be the default position.

In some cases further enquiries will be needed to enable a decision about how to proceed. In straightforward cases the investigation should be undertaken by a member of SLT.

See Managing Allegations Flowchart.

Supporting those involved:

The School has a duty of care to its employees and will provide effective support, minimising the stress inherent in the allegations process. The Case Manager will provide a named representative to keep the person who is the subject of the allegation informed of the progress of the case and consider what other support is appropriate for the individual. The individual should be advised to contact their trade union representative, if they have one.

In the event of suspension, the ‘Case Manager’ will take particular care to ensure that the employee is kept informed of both the progress of their case and current work-related issues. Social contact with colleagues and friends will not be prevented unless there is evidence to suggest that such contact is likely to be prejudicial to the gathering and presentation of evidence.

The School will deal with any allegation of abuse made against a teacher, member of staff or volunteer very quickly, fairly and consistently, providing effective protection for the child and at the same time supporting the person who is the subject of the allegation.

Parents/carers of a child or children involved will be told about the allegation as soon as possible, if they do not already know of it, with the permission of the Police/Children’s Social Care Services, if applicable.

Confidentiality:

The School will make every effort to maintain confidentiality and guard against unwanted publicity while an allegation is being investigated or considered. The Education Act 2002 introduced reporting restrictions preventing the publication of any material that may lead to the identification of a teacher who has been accused by, or on behalf of, a pupil from the same school. The reporting restrictions apply until the point that the accused person is charged with an offence, the Secretary of State publishes information about an investigation or decision or the individual waives their right to anonymity by going public themselves.

The School will take advice from the Police and Children’s Social Care Services to agree the following:

• who needs to know and importantly, exactly what information can be shared;
• how to manage speculation, leaks and gossip;
• what, if any information can be reasonably given to the wider community to reduce speculation;
• how to manage press interest if and when it should arise.

Record Keeping:

Details of allegations that are found to have been malicious will be removed from personnel records. However, for all other allegations, a clear and comprehensive summary of the allegation, details of how the allegation was followed up and resolved, and a note of any action taken and decisions reached, will be kept on the confidential personnel file of the accused, and a copy provided to the person concerned.

The purpose of the record is to enable accurate information to be given in response to any future request for a reference, where appropriate. It will provide clarification in cases where future DBS checks reveal information from the Police about an allegation that did not result in a criminal conviction. The record will be retained until the accused has at least reached normal pension age or for a period of ten years.

References:

Cases in which an allegation was proven to be false, unsubstantiated or malicious will not be included in employer references.

Timescales:

The School will aim to resolve cases as quickly as possible consistent with a fair and thorough investigation. All allegations will be investigated as a priority to avoid any delay.

The target timescales depend on the nature, seriousness and complexity of the allegation but the guidelines set out in KCSiE should be achieved in all but exceptional cases. 80% of cases should be resolved within one month, 90% within three months and all but the most exceptional cases should be resolved within twelve months.

For those cases where it is clear immediately that the allegation is unsubstantiated or malicious, the School will aim to resolve them in one week. Where the initial consideration decides that the allegation does not involve a possible criminal offence it will be for the employer to deal with it, although if there are concerns about child protection, the Head should discuss them with the DSL. If the nature of the allegation does not require formal disciplinary action, the School should institute action within three working days. If a Disciplinary Hearing is required and can be held without further investigation, it should be held within fifteen working days.

Monitoring:

The DSL will have overall responsibility for oversight of the procedures for dealing with allegations, for resolving any inter-agency issues and for liaison with the LADO. The DSL will provide advice and guidance to the Case Manager (Head/Chair) in addition to liaising with the Police and other agencies, and monitoring the progress of cases to ensure they are dealt with as quickly as possible, consistent with a fair and thorough process. Reviews will be conducted at fortnightly or monthly intervals, depending on the complexity of the case.

Suspension:

In some rare cases, the Head/Chair will consider suspending the accused until the case is resolved. Suspension will not be an automatic response when an allegation is reported; all options to avoid suspension will be considered prior to taking that step. Suspension will only be considered where there is cause to suspect a child or other children at the School is/are at risk of harm or if the case is so serious that it might be grounds for dismissal. If immediate suspension is considered necessary, the rationale and justification for such a course of action should be agreed and recorded by both the Case Manager and the DSL. Children’s Services and the Police cannot require the Case Manager to suspend a member of staff or volunteer but they should be contacted for advice. Further guidance about suspension can be found in KCSiE 2025.

Information Sharing:

In a strategy discussion or initial evaluation of the case, the agencies involved should share all relevant information they have about the person who is subject of the allegation, and about the alleged victim, for the purposes of keeping a child safe. Where the Police are involved the employer should ask Police to obtain consent from the individuals involved to share their statements and evidence for use in the School’s Disciplinary Process. This should be done as their investigation proceeds.

Following a Criminal Investigation or Prosecution:

The Police should inform the DSL immediately when a criminal investigation and any subsequent trial is complete, or if it is decided to close an investigation without charge, or not to continue to prosecute the case after a person has been charged. In those circumstances, the DSL will discuss with the Case Manager whether any further action, including Disciplinary Action, is appropriate and if so, how to proceed. The information provided by the Police and/or Social Services should inform that decision.

Conclusion of a case:

Every effort will be made to reach a conclusion in all cases of allegations with a bearing on the safety or welfare of children.

The following definitions should be used when determining the outcome of allegation investigations:

• substantiated: there is sufficient evidence to prove the allegation;
• malicious: there is sufficient evidence to disprove the allegation and there has been a deliberate act to deceive;
• false: there is sufficient evidence to disprove the allegation;
• unsubstantiated: there is insufficient evidence to either prove or disprove the allegation-the term, therefore, does not imply guilt or innocence;
• unfounded: no evidence or proper basis which supports the allegation being made- that the person making the allegation misinterpreted the incident or was mistaken about what they saw, or were not aware of all of the circumstances.

If the allegation is substantiated and the person is dismissed or the School ceases to use the person’s services, the DSL will discuss with the Case Manager and Human Resources as to whether the School must consider whether to refer the case to the Secretary of State (via the Teaching Regulation Agency). The reasons such an order would be considered are: ‘unacceptable professional conduct’, ‘conduct that may bring the profession into disrepute’ or a ‘conviction, at any time, for a relevant offence’.

The School recognises its legal duty to refer to the DBS where they think that an individual has engaged in conduct that harmed or is likely to harm a child; or if a person otherwise poses a risk of harm to a child. Referrals will be made as soon as possible after the resignation or removal of the individual.

If an allegation is determined to be unsubstantiated or malicious, the DSL will refer the matter to Children’s Social Care Services to determine whether the child is in need of services, or may have been abused by someone else. If an allegation is shown to be deliberately invented or malicious, the Head will consider whether any disciplinary action is appropriate in consultation with the DSL and appropriate agencies.

Where it is decided that the person who has been suspended can return to work, the Case Manager will provide help and support for the individual. A phased return may be appropriate. Consideration will be given to how the person’s contact with the child or children who made the allegation can best be managed.

Learning Lessons: 

At the conclusion of a case in which an allegation is substantiated, the DSL will review the circumstances of the case with the Head/Chair to determine whether there are any improvements to be made to the School’s procedures or practice to help prevent similar events in the future. The School will also review the circumstances in which a decision was made to suspend the member of staff and whether the decision was justified. If the individual is reinstated the Case Manager and the DSL will consider how future investigations of a similar nature can be carried out without suspending the individual.

Concerns that do not meet the harm threshold

As part of its whole School approach to safeguarding, CHS has an open and transparent culture in which all concerns about adults working in or on behalf of the School (including supply teachers, volunteers and contractors) are dealt with promptly and appropriately.

A low-level concern is one that does not meet the threshold for harm. It is any concern, no matter how small, (even if no more than a causing of a sense of unease), that an adult, in or on behalf of the School, may have acted in a way that:

• is inconsistent with the Staff Code of Conduct, including inappropriate conduct outside of work, and;
• does not meet the allegations threshold or is otherwise not considered serious enough to consider a referrals to the LADO.

Examples of such behaviour could include but are not limited to:

• being over-friendly with children;
• having favourites;
• taking photographs of children on their mobile phone;
• engaging with a child on a one to one basis in a secluded area.

Staff should report a low-level concern to the DSL or a DSO using the Neutral Note of Notification. Staff may feel more comfortable sharing a concern with another colleague. If this is the case, then CHS staff are asked to speak to one of its nominated Values Guardians. These colleagues have received additional training with regard to distinguishing appropriate from concerning behaviour; they are there to encourage staff to come forward and feel able to share concerns. Concerns about the DSL should be reported to the Head. Staff are encouraged to self-refer where, for example, they have found themselves in a situation which could be misinterpreted, might appear compromising and/or on reflection, they believe they have behaved in a  way  that falls below expected professional standards. All low-level concerns will be recorded by the DSL or a DSO. The record will be kept securely and kept confidential. Depending on the nature of the concern and in the spirit of transparency, the DSL is likely to seek advice for the LADO, which may lead to a referral. If the matter is to be handled internally then the DSL will follow the guidance as set out in the Staff Disciplinary Procedure. Low-level concerns which are shared about supply staff and contractors should be notified to their employers, so that any potential patterns of inappropriate behaviour can be identified. The School’s response will be responsive, sensitive, supportive and proportionate. The approach is one focused on early intervention.

Staff Code of Conduct, Low-Level Concerns & Whistle blowing

All adults working or volunteering at CHS who come into contact with children and young people must comply with the Code of Conduct, as well as all applicable internal and external guidance, policies and procedures,as part of their contractual and professional obligations and, in order to meet their duty of care, to safeguard and promote the welfare of pupils.

The Staff Code of Conduct provides clear advice on appropriate and safe behaviours for all adults working with children in paid or unpaid capacities, in all settings and in all contexts. The Code of Conduct aims to:

• keep children safe by raising awareness of, and clarifying, which behaviours constitute safe practice and which behaviours should be avoided;

• assist adults working with children to work safely and responsibly and to monitor their own standards and practice;
• support safer recruitment practice;
• minimise the risk of misplaced or malicious allegations made against adults who work with children and young people;
• reduce the incidence of positions of trust being abused or misused.

Whilst every attempt has been made to cover a wide range of situations, it is recognised that the Code of Conduct cannot cover all eventualities. There may be times when professional judgements have to be made in situations not covered by this document. However, it is expected that in such circumstances, individuals will always advise their senior colleagues of the justification for any such action already taken or proposed.

The Code of Conduct is also designed to help prevent misplaced or malicious allegations which can be distressing and difficult for all concerned. Equally, it must be recognised that some allegations will be genuine and there are adults who will deliberately seek out, create or exploit opportunities to abuse children. It is therefore essential that all possible steps are taken to safeguard children and young people to ensure that the adults working with them are safe to do so.

Low Level Concerns

A low-level concern is any concern, no matter how small, that an adult working in or on behalf of the School may have acted in a way that is inconsistent with the Staff Code of Conduct, but does not meet the harm threshold.

Staff are also encouraged to self-report any situation or behaviour that could be misinterpreted or may not meet expected professional standards.

Further information, including how concerns are recorded, reviewed and managed, can be found in the Low Levels of Concern Policy & Procedures.

Whistleblowing

Cheadle Hulme School promotes a culture of openness, transparency and accountability. Staff are encouraged to raise concerns about poor, unsafe or inappropriate practice, including any concerns relating to safeguarding or child protection, without fear of detriment.

Concerns should normally be raised with the Head, a member of the Senior Leadership Team or the Chair of Governors, as appropriate. Where necessary, staff may seek advice from the Local Authority Designated Officer (LADO) or contact the NSPCC Whistleblowing Advice Line.

The School recognises that safeguarding is most effective where there is a positive culture of openness, vigilance and professional curiosity. Staff are encouraged to share concerns, seek advice where uncertain, and work collaboratively to safeguard children. No concern is too small to report.

Safer Recruitment

The School will follow its recruitment and vetting policy and procedures as set out in its Safer Recruitment and Human Resources Policy, which has been developed in accordance with Part Three of Keeping Children Safe in Education (KCSIE) 2026 and all relevant statutory guidance.

The School is committed to creating a culture of safe recruitment by adopting robust recruitment procedures designed to deter, reject and identify individuals who may pose a risk to children. Appropriate pre-employment checks will be carried out on all individuals working in any capacity at the School. The level of checks undertaken will be proportionate to the role and in accordance with statutory requirements.

The Governing Body and the Head will make decisions about the suitability of prospective employees based on all relevant evidence, including references, interview outcomes, identity checks, qualifications, criminal record checks, barred list checks where applicable, prohibition checks and any other checks required for the role. The School will ensure that at least one member of every appointment panel has completed appropriate safer recruitment training.

In addition:

• the School maintains a Single Central Register (SCR) of staff, governors, volunteers, contractors and other relevant individuals in accordance with statutory requirements;
• all individuals are responsible for providing the information required to complete the necessary pre-employment and safeguarding checks, including DBS, prohibition, identity, qualification and right to work checks where applicable;
• all governors will undergo an enhanced DBS check;
• Teaching Regulation Agency (TRA) checks will be undertaken for all individuals undertaking teaching work to identify any prohibition order, direction, sanction or restriction;
• where applicable, checks will also be undertaken to ensure that an individual is not prohibited from participating in the management of an independent school;
• the School will verify that any agency worker attending the School is the same individual on whom the agency has completed the required pre-employment checks;
• any volunteer who frequently teaches, trains, instructs or supervises children is undertaking regulated activity and must have an enhanced DBS check with barred list information before commencing their role;
• the School no longer applies the previous supervision exemption for volunteers and all volunteer recruitment arrangements will comply with the requirements of KCSIE 2026;
• all volunteer roles will be risk assessed to determine the appropriate safeguarding checks required, and recruitment procedures will reflect the removal of Annex C (formerly Annex E) from KCSIE;
• the School will comply with its legal duty to refer to the Disclosure and Barring Service (DBS) and, where appropriate, the Teaching Regulation Agency (TRA), any individual who has harmed, or poses a risk of harm to, children and where the statutory referral criteria are met;
• the Safeguarding Governor will periodically review the Single Central Register to ensure that it is accurately maintained and that all required checks have been completed and recorded; and
• the School will regularly review volunteer arrangements to ensure ongoing compliance with current safeguarding legislation and statutory guidance.

Restrictive Interventions including use of reasonable force

Cheadle Hulme School recognises that restrictive interventions, including reasonable force, restraint and seclusion, can have a significant physical and emotional impact on pupils and staff. The School therefore seeks to minimise their use through early support, prevention and de-escalation strategies.

There may be circumstances where the use of a restrictive intervention is lawful and necessary to prevent a pupil from harming themselves or others, committing an offence, damaging property or causing disorder. Any intervention must be necessary, proportionate and for the minimum amount of time required. Restrictive interventions must never be used as a form of punishment, and pupils must not be restrained in a way that adversely affects their airway, breathing or circulation.

The School's approach is informed by and complies with the Department for Education's Restrictive interventions, including the use of reasonable force, in schools guidance, effective from 1 April 2026, including the statutory requirements relating to the recording and reporting of significant incidents involving the use of force and the use of seclusion.

Full guidance on prevention and de-escalation, the lawful and appropriate use of restrictive interventions, recording and reporting requirements, communication with parents/carers and post-incident support can be found in the School's Restrictive Interventions & Reasonable Force Procedures.

Searching Pupils

Only staff authorised by the School may undertake a search of a pupil or their possessions. Any search must be undertaken lawfully, proportionately and with due regard to the pupil's dignity, welfare and safeguarding needs.

At CHS, the Headteacher, Senior Deputy Head, DSL and Heads of School are authorised to undertake searches where appropriate. Staff who suspect that a pupil may be in possession of a prohibited or potentially harmful item should not undertake a search themselves and should refer the matter immediately to an authorised member of staff.

All searches will be conducted in accordance with current DfE Searching, Screening and Confiscation guidance.

Any search involving the use of reasonable force must be recorded and reported in accordance with the School's procedures and reviewed to ensure that the use of force was justified, necessary and proportionate. More information can be found in the Restrictive Interventions & Reasonable Force Procedures.

Safeguarding Training and Professional Development

Cheadle Hulme School is committed to ensuring that all staff receive appropriate safeguarding training to enable them to recognise concerns, understand their responsibilities and respond effectively to safeguard children.

Induction

All new staff, governors, volunteers and regular contractors receive safeguarding induction appropriate to their role before working unsupervised with pupils. This includes:

• the Safeguarding and Child Protection Policy;
• the Staff Code of Conduct;
• the identity and responsibilities of the Designated Safeguarding Lead (DSL) and Designated Safeguarding Officers (DSOs);
• safeguarding reporting procedures, including the use of CPOMS;
• the School's Online Safety and Acceptable Use Policies;
• the School's Early Help Identification Framework and Levels of Support guidance; and
• Part One of Keeping Children Safe in Education (2026).

Ongoing Training

The School will ensure that:

• all staff complete annual safeguarding and child protection refresher training, including online safety;
• safeguarding updates are provided regularly to all staff through Monday morning briefings and other communications to reflect emerging risks, local issues and changes to statutory guidance;
• the DSL, DSOs, Head and Senior Deputy Head hold Level 5 Safeguarding training and maintain their knowledge through regular professional development and local safeguarding networks; and
• safeguarding training is responsive to the needs of the School and its community.

The School maintains records of safeguarding training and requires staff to confirm annually that they have read and understood the current Safeguarding and Child Protection Policy and Part One of Keeping Children Safe in Education (2026).

Child Safeguarding Practice Reviews

The School recognises the importance of learning from local and national Child Safeguarding Practice Reviews and other safeguarding reviews to strengthen safeguarding practice and improve outcomes for children.

Where Cheadle Hulme School is involved in, or requested to contribute to, a Child Safeguarding Practice Review or other safeguarding review, the School will cooperate fully with the relevant safeguarding partners. The School will preserve all relevant safeguarding records and provide information promptly where required.

Lessons Learned

The School is committed to fostering a culture of continuous learning and improvement. Safeguarding practice is regularly reviewed to ensure that learning from safeguarding incidents, local and national reviews, changes in statutory guidance and emerging safeguarding risks informs the School's policies, procedures and training.

This may include:

• reviewing safeguarding procedures and practice;
• updating staff training and safeguarding briefings;
• strengthening multi-agency working;
• reviewing the use of safeguarding systems, including CPOMS;
• sharing learning with staff and governors; and
• implementing improvements that strengthen the School's safeguarding culture.

Policy Review

This policy is reviewed annually by the Governing Body and updated sooner where required to reflect changes in legislation, statutory guidance, local safeguarding arrangements or lessons learned from safeguarding practice.

The Governing Body has strategic responsibility for safeguarding and child protection and receives regular assurance that the School's safeguarding arrangements are effective, compliant with statutory guidance and embedded throughout the School.

Safeguarding is a standing agenda item at Governing Body meetings. The Designated Safeguarding Lead (DSL) provides termly safeguarding reports to the Safeguarding Governor through the Safeguarding and Pupil Experience Committee (SPEC) and, where appropriate, to the Governing Body. In addition, the DSL and Safeguarding Governor meet three times each year prior to the SPEC meetings to review safeguarding practice, monitor compliance, scrutinise safeguarding activity and identify opportunities for continuous improvement. Individual pupils are not identified within these reports.

Any significant safeguarding matters are reported promptly to the Safeguarding Governor and, where appropriate, to the Chair of Governors.

The School undertakes an annual safeguarding review, led by the DSL and Safeguarding Governor, to evaluate the effectiveness of safeguarding arrangements, identify areas for development and ensure continued compliance with statutory guidance and best practice. The findings of the review are reported to the Governing Body and inform future policy development, training, quality assurance and the School's ongoing safeguarding improvement programme.

Safeguarding the School Environment and Premises

In order to safeguard pupils, the School will ensure that appropriate measures are taken to secure the site, to restrict access and to make walking around the site safer. However, all staff are expected to continue to be vigilant as to the areas of the site which have the potential to make pupils less safe. In addition, the School will constantly monitor the accessibility of the site and take necessary steps to minimise risk to pupils. Staff are expected to  challenge any unauthorised visitors on School premises and pupils will be asked to alert staff to any such visitors who are not wearing lanyards.

Organisation or Individuals Using School Premises

Where CHS facilities are hired out, the School will ensure that appropriate arrangements are in place to keep children safe. This includes:

• requesting confirmation that the body concerned has appropriate safeguarding and child protection policies and procedures in place which include:
• there is a Designated Lead and parents are made aware of this person and their role;
• that appropriate safeguarding training has been undertaken (including any training particular to the nature of the activity itself);
• that the performance and suitability of staff and volunteers is reviewed on an ongoing basis;
• ensuring there are arrangements in place to liaise with the School on these matters where appropriate;
• ensuring safeguarding requirements are included in any leasing agreement, as a condition of use and occupation of the premises; and stating that failure to comply with this would lead to termination of the agreement;

Should the School receive an allegation relating to an incident that happened when an individual or organisation was using the School premises, CHS will follow these safeguarding procedures, including informing the LADO.

CPOMS User Guide        

Levels of Need

Managing Allegations Flowchart

‘Note of Concern’ (to be used if CPOMS is not accessible)

Note of ‘Neutral Notification’

Request for Safeguarding/Child Protection Records

Skin Map

Stockport Multi-Agency Safeguarding & Support Hub ‘MASSH

This policy can be made available in large print or another language by contacting enquiries@chschool.co.uk