Child Protection and Safeguarding Policy for educational establishments.

                             Updated by the Education Safeguarding Advisory Team August 2019  

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2019/20 Child Protection and

Safeguarding Policy for


‘Preparing each child for their future in an ever-changing world’


Consistent with Keeping Children Safe in Education 2019

Published August 2019 to be reviewed by July 2020

Date agreed and ratified by Governing Body:…………9.10.19…………………….

The policy must be reviewed and updated at least annually and/or following any updates to national and local guidance and procedures.



Key personnel at our school

Table of key contacts




Policy statement






Principles and values


Leadership and management


Record keeping


Confidentiality and information sharing




Safeguarding children with Special Education Needs and Disabilities


Reporting and referring concerns


Multi-agency working


Safer recruitment






Preventing radicalisation


Related safeguarding policies


Policy review


Annex 1: Roles and responsibilities

Staff responsibilities

Senior management responsibilities

Governing body responsibilities

DSL responsibilities





Annex 2: Dealing with disclosures

Dealing with Disclosures

Guiding principles; seven R’s



Annex 3: Abuse and Neglect; definitions and indicators

Abuse and neglect

Physical abuse

Emotional abuse

Sexual abuse







Annex 4: Peer on Peer Abuse

Peer on Peer

Sexual violence and sexual harassment between pupils

Brooks sexual behaviours traffic light tools




Annex 5: Online Safety


Annex 6: Safeguarding Issues

Serious violence


Honour based violence, including forced marriage and FGM


Contextual safeguarding

Children Missing Education

Child Sexual Exploitation

Child Criminal Exploitation









Annex 7: staff induction, awareness and training


Annex 8: Contacts and links


Key Personnel

Name (s)

Contact details

Designated Safeguarding Lead (DSL)

Sarah-Jane Lewis

01235 813367

Deputy DSL(s)

Nicola Dobson

Chris Duffy

Jo Hudson 

01235 813367

School’s named ‘Prevent’ lead

Nicola Dobson

01235 813367

Nominated Safeguarding Governor

Steve Forbes 

01235 813367

Chair of Governors

Joanna Parman

01235 813367

Education Safeguarding Advisory Team / Local Authority Designated Officers


Alison Beasley

Donna Crozier

Sandra Barratt

Charlotte Allen

01865 810603

Locality Community Support Service (LCSS) worker

Ana-Marie Crockford

0345 241 2608

07780 490759

Multi Agency Safeguarding hub (MASH)

Katrina Johnson

0345 050 7666

Out of hours Emergency Duty Team (EDT)

08450 507666


101 or in

emergencies 999

Hagbourne CE Primary School recognises its responsibility for safeguarding and child protection.

  1. Introduction

This policy has been developed in accordance with the principles established by the Children Act 1989; and in line with the following:

At Hagbourne CE Primary School our Governing Body takes seriously its responsibility under Section 11 of the Children Act and duties under “Working Together to Safeguard Children 2018” to safeguard and promote the welfare of children; to work together with other agencies to ensure adequate arrangements exist within our setting to identify and support those children who are suffering harm or are likely to suffer harm.

We recognise that all our staff and governors have a full and active part to play in protecting our pupils from harm, and that the child’s welfare is our paramount concern.

Our school should provide a safe, caring, positive and stimulating environment that promotes the social, physical and moral development of the individual child free from discrimination or bullying where children can learn and develop happily.

This policy applies to all our staff, governors and volunteers working in our school.

This policy has been written in line with Keeping Children Safe in Education 2019

This policy should be read alongside KCSIE 2019.

All staff will sign to confirm they have read and understood this policy.

  1. Policy Statement

  1. Definitions

Safeguarding and promoting the welfare of children is defined for the purposes of this guidance as:

• protecting children from maltreatment;

• preventing impairment of children’s 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 is an aspect of safeguarding but is focused on how we respond to children who have been significantly harmed or are at risk of significant harm.

The term staff applies to all those working for or on behalf of the school, full time or part time, in either a paid or voluntary capacity. This also includes parents and governors.

Child refers to all young people who have not yet reached their 18th birthday. On the whole, this will apply to all pupils of our school; however, the policy will extend to visiting children and students from other establishments.

Parent refers to birth parents and other adults in a parenting role for example, adoptive parents, step parents, guardians and foster carers.

Abuse could mean neglect, physical, emotional or sexual abuse or any combination of these. Parents, carers and other people can harm children either by direct acts and / or failure to provide proper care.  Explanations of these are given within the procedure document.

DSL refers to Designated Safeguarding Lead.

DDSL refers to Deputy Designated Safeguarding Lead.

OSCB refers to Oxfordshire Children Safeguarding Board.

LCSS refers to Locality Community Support Service.

MASH refers to Multi Agency Safeguarding Hub.

DO refers to the Designated Officer, also referred to as Local Authority Designated Officer (LADO)

  1. Principles and Values

Children have a right to feel secure and cannot learn effectively unless they do so.

    All children have a right to be protected from harm.

All staff have a key role in prevention of harm and an equal responsibility to act on any suspicion or disclosure that may indicate a child is at risk of harm, either in the school or in the community, taking into account contextual safeguarding, (Annex 6) in accordance with the guidance.

We acknowledge that working in partnership with other agencies protects children and reduces risk and so we will engage in partnership working throughout the child protection process to safeguard children.

Whilst the school will work openly with parents as far as possible, it reserves the right to contact Children’s Social Care or the police, without notifying parents if this is believed to be in the child’s best interests.

We will always act in the best interests of the child and ensure that our decisions around safeguarding take a child-centred and coordinated approach.

  1. Leadership and Management

We recognise that staff anxiety around child protection can compromise good practice and so have established clear lines of accountability, training and advice to support the process and individual staff.


In this school, any individual can contact the Designated Safeguarding Lead (DSL) or the Deputy (DDSL) if they have concerns about a young person.

Our Deputy Headteacher takes overall responsibility for safeguarding, ensuring the DSL team and Headteacher are fulfilling their role.

There is a nominated safeguarding governor, Steve Forbes, who will take leadership responsibility for safeguarding. The Chair of Governors Joanna Parman will receive reports of allegations against the headteacher and act on the behalf of the governing body.

As an employer we follow safer recruitment guidance as set out in KCSIE 2019

  1. Record Keeping  


  1. Confidentiality and Information Sharing

  1. Training

All staff in our school are expected to be aware of the signs and symptoms of abuse and must be able to respond appropriately.

Our DSL undergoes training to provide them with the knowledge and skills required to carry out their role. Our DSL and any members of our DSL team undergo their DSL training every 2 years through the OSCB to enable them to fulfil their role.

Training is provided for all staff to a generalist level every 3 years, regular updates around safeguarding are shared with staff and volunteers regularly.

Separate training is provided to all new staff on appointment as part of their induction process.

Any update in national or local guidance will be shared with all staff in briefings and then captured in the next whole school training. This policy will be updated during the year to reflect any changes brought about by new guidance.

  1. Safeguarding Children with Special Educational Needs and Disabilities

Hagbourne CE Primary School acknowledges that children with special educational needs (SEN) and disabilities can face additional safeguarding challenges as they may have an impaired capacity to resist or avoid abuse.

Hagbourne CE Primary School will ensure that children with SEN and disabilities, specifically those with communication difficulties, will be supported to ensure that their voice is heard and acted upon.  

Members of staff are encouraged to be aware that children with SEN and disabilities can be disproportionally impacted by safeguarding concerns such as bullying. All members of staff will be encouraged to appropriately explore possible indicators of abuse such as behaviour/mood change or injuries and not to assume that they are related to the child’s disability and be aware that children with SEN and disabilities may not always outwardly display indicators of abuse.

  1. Reporting and referring concerns

KCSIE 2019 states: “No single practitioner can have a full picture of a child’s needs and circumstances. If children and families are to receive the right help at the right time, everyone who comes into contact with them has a role to play in identifying concerns, sharing information and taking prompt action.

In our school we recognise the importance of sharing information and reporting concerns to help ensure children are protected.

The following procedures apply to all staff working in the school and will be covered by training to enable staff to understand their role and responsibility.

The aim of our procedures is to provide a robust framework which enables staff to take appropriate action when they are concerned that a child is being harmed or is at risk of harm. 

The prime concern at all stages must be the interests and safety of the child. Where there is a conflict of interest between the child and an adult, the interests of the child must be paramount.

All staff are aware that very young children with those with disabilities, special needs or with language delay may be more likely to communicate concerns with behaviours rather than words. Additionally, staff will question the cause of knocks and bumps in children who have limited mobility which will include children visiting the site as well as those who are pupils.

If a member of staff suspects abuse, spots signs or indicators of abuse, or they have a disclosure of abuse made to them they must:

  1. Make an initial record of the information using CPOMS.

  1. Report it to the DSL immediately.

  1. The DSL will consider if there is a requirement for immediate medical intervention, however urgent medical attention should not be delayed if the DSL is not immediately available.

  1. Make an accurate factual record as soon as possible and within 24 hours of the occurrence, of all that has happened, including details of:

      leading questions)

The records must be electronically signed and dated by the author (all staff have own log on to CPOMS).

  1. In the absence of the DSL or their Deputy, be prepared to refer directly to Children’s Social Care (and the police if appropriate), if there is the potential for immediate significant harm or to carry out a no names consultation with LCSS, if appropriate.

                Following a report of concerns, the DSL must:

  1. Decide whether there are sufficient grounds for suspecting significant harm, in which case a referral must be made to Children’s Social Care and the police if it is appropriate. The rationale for this decision should be recorded by the DSL.

  1. Normally the school should try to discuss any concerns about a child’s welfare with the family and where possible, seek their agreement before making a referral to Children’s Social Care. However, in accordance with DfE guidance, this should only be done when it will not place the child at increased risk or could impact a police investigation. Where there are doubts or reservations about involving the child’s family, the DSL should clarify with Children’s Social Care or the police whether the parents should be told about the referral and, if so, when and by whom. This is important in cases where the police may need to conduct a criminal investigation. The child’s views should also be taken into account.

  1. If there are grounds to suspect a child is suffering, or is likely to suffer, significant harm the DSL (or Deputy) must contact Children’s Social Care via MASH, sharing:

  1. the known facts
  2. any suspicions or allegations
  3. whether or not there has been any contact with the child’s family.

          The MASH can be contacted by phone on 0345 050 7666.

  1. If a child is in immediate danger and urgent protective action is required, the police must be called. The DSL must then notify Children’s Social Care of the occurrence and what action has been taken.

5.        When a pupil needs urgent medical attention and there is suspicion of parental abuse causing the medical need, the DSL or their Deputy should seek immediate advice from the MASH about informing the parents, remembering that parents should normally be informed if a child requires urgent hospital attention. However, as in all cases, if it is felt this could put the child more at risk then all action should be taken in the best interests of the child.

  1. If there is not considered to be a risk of significant harm, the DSL will either actively monitor the situation, consider the Early Help process or contact the LCSS for a no names consultation.

All contact details are in ANNEX 8.

  1. Multi-agency Working

Hagbourne CE Primary School recognises and is committed to its responsibility to work with other professionals and agencies in line with statutory guidance.

Schools are not the investigating agency when there are child protection concerns.  We will, however, contribute to the investigation and assessment processes as required. Hagbourne CE Primary School recognises the importance of multi-agency working and will support attendance at relevant safeguarding meetings, including Child Protection Conferences, Core Groups, Strategy Meetings, Child in Need meetings or other early help multi-agency meetings.


  1. Safer Recruitment


  1. Allegations against staff or volunteers

This procedure should be used in all cases in which it is alleged a member of staff or volunteer in a school, or another adult who works with children has:

In dealing with allegations or concerns against an adult, staff must:

In liaison with the LADO, the school will determine how to proceed and if necessary, a referral will be made to the MASH and/or the police.

The named Designated Officer (LADO) for Oxfordshire County Council is Alison Beasley.

The Designated Officer or a member of the team, will asses the information provided and advise on next steps, in line with KCSIE 2019 part 4, and Oxfordshire County Council’s Designated Officers’ local procedures.

  1. Whistleblowing in a Safeguarding Context

While the school has a separate whistleblowing policy, this is a summary that outlines the process when there is a concern that safeguarding issues have not been reported or followed correctly.

This does not replace the whistleblowing policy and should be read in conjunction with the school policy.

Whistleblowing is a term that is used when staff want to report a concern within their organisation that involves their manager or a person senior to them in the organisation which may prevent them from following the normal reporting systems.

There are a limited number of areas that can be called Whistleblowing, and the policy protects staff from being punished for raising concerns.

Within Hagbourne CE Primary School, the headteacher Nicola Dobson is the senior manager and responsible for all staff. If you are concerned that any member of staff within the school is not following safeguarding processes or behaving in a way that is placing children at risk, you should, in the first place, make the headteacher aware.

If your concern is about the headteacher, you should raise this with Joanna Parman our Chair of Governors by email at

If you would prefer to raise your concerns outside of the school, then you are able to contact the NSPCC whistleblowing line on 0800 028 0285 or email for national organisations or make contact with Oxfordshire County Council.

If you believe that a member of the school staff is harming a child (an allegation) and this has been reported to the headteacher and no/ insufficient action has been taken, or the member of staff you have concerns about is the headteacher, then you are able to contact the Designated Officers team (LADO) on 01865 810603 or email 

If you believe that a child is being abused by individuals outside the school, you can make a referral to Children’s Social Care by calling the MASH on : 0345 050 7666 (office hours) or 08450 507666 (outside of office hours).

                     Further guidance for staff can be accessed through: and through the NSPCC website 

  1. Preventing radicalisation

All of our staff will undergo online Prevent Awareness training to support them in identifying radicalisation and in understanding what steps they need to take to protect the children and families in our school.

This offers an introduction to the Prevent duty and explains how it aims to safeguard vulnerable people from being radicalised, supporting terrorism or becoming terrorists themselves. 

Prevent Referrals

This package builds on the Prevent awareness eLearning training. It is designed to make sure that when we share a concern that a vulnerable individual may be being radicalised, that the referral is robust, informed and with good intention, and that the response to that concern is considered, and proportionate. 

Channel Awareness

This training package is for anyone who may be asked to contribute to, sit on, or even run a Channel Panel. It is aimed at all levels, from a professional asked to input and attend for the first time, to a member of staff new to their role and organising a panel meeting.

link to OSCB guidance on PREVENT 

  1. Related Safeguarding Policies

This policy should be read in conjunction with the policies and information documents as listed below:

  1. Policy review

As a school, we review this policy at least annually in line with DfE, OSCB and OCC requirements and other relevant statutory guidance.

Date approved by governing body:

Date reviewed by governing body:  

Annex 1

Roles and Responsibilities Hagbourne CE Primary School

  1. Staff responsibilities

        All staff have a key role to play in identifying concerns early and in providing help for children. To achieve this, they will:


2) Senior Management Team responsibilities:

3) Governing body responsibilities

4) DSL responsibilities (to be read in conjunction with DSL role description in KCSiE)

        In addition to the role of all staff and the senior management team, the DSL will:


Dealing with disclosures

All staff should ensure:

A member of staff who is approached by a child should listen positively and try to reassure them. They cannot promise complete confidentiality and should explain that they may need to pass information to other professionals, to help keep the child or other children safe. The degree of confidentiality should always be governed by the need to protect the child.

Additional consideration needs to be given to children with communication difficulties and for those whose preferred language is not English. It is important to communicate with them in a way that is appropriate to their age, understanding and preference.

All staff should know who the DSL is and who to approach if the DSL is unavailable. Ultimately, all staff have the right to make a referral to the police or social care directly and should do this if, for whatever reason, there are difficulties following the agreed protocol, e.g. they are the only adult on the school premises at the time and have concerns about sending a child home.

Guiding principles: the seven R’s:







Review processes (led by DSL)

Annex 3

Abuse and Neglect

Knowing what to look for is vital to the early identification of abuse and neglect. All

staff should be aware of indicators of abuse and neglect so that they are able to identify cases of children who may be in need of help or protection. If staff are unsure, they should always speak to the designated safeguarding lead (or deputy).

All school and college staff should be aware that abuse, neglect and safeguarding

issues are rarely stand-alone events that can be covered by one definition or label. In most cases, multiple issues will overlap with one another.

Definitions and Indicators of abuse and neglect

Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child

by inflicting harm or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others. Abuse can take place wholly online, or technology may be used to facilitate offline abuse. Children may be abused by an adult or adults or by another child or children.

Physical abuse: a form of abuse which may involve hitting, shaking, throwing,

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

Indicators of physical abuse / factors that should increase concern

In the social context of the school, it is normal to ask about a noticeable injury. The response to such an enquiry is generally light-hearted and detailed. So, most of all, concern should be increased when:

You should be concerned if the child or young person:

Link to OSCB guidance on physical abuse 

Emotional abuse: the persistent emotional maltreatment of a child such as to

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

Indicators of emotional abuse

Developmental issues


Social issues

Emotional responses

Most harm is produced in low warmth, high criticism homes, not from single incidents.

Emotional abuse is difficult to define, identify/recognise and/or prove.

Emotional abuse is chronic and cumulative and has a long-term impact.

It is sometimes possible to spot emotionally abusive behavior from parents and carers to their children, by the way that the adults are speaking to, or behaving towards children.  An appropriate challenge or intervention could affect positive change and prevent more intensive work being carried out later on.

Link to OSCB guidance on emotional abuse 

Link to OSCB guidance on Domestic Abuse 

Sexual abuse: involves forcing or enticing a child or young person to take part in

sexual activities, not necessarily involving a high level of violence, whether or not the

child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse. Sexual abuse can take place online, and technology can be used to facilitate offline abuse. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. The sexual abuse of children by other children is a specific safeguarding issue in education see ANNEX 4.

Characteristics of child sexual abuse:

Most people who sexually abuse children are men, but some women sexually abuse too.

Indicators of sexual abuse

Physical observations

Behavioural observations

Link to OSCB guidance on sexual abuse 

Neglect: the persistent failure to meet a child’s basic physical and/or psychological

needs, likely to result in the serious impairment of the child’s health or development.

Neglect may occur during pregnancy, for example, as a result of maternal substance

abuse. Once a child is born, neglect may involve a parent or carer failing to: provide

adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

NSPCC research has highlighted the following examples of the neglect of children under 12:

Neglect is a difficult form of abuse to recognise and is often seen as less serious than other categories. It is, however, very damaging: children who are neglected often develop more slowly than others and may find it hard to make friends and fit in with their peer group.

Neglect is often noticed at a stage when it does not pose a risk to the child. The duty to safeguard and promote the welfare of children (What to do if You’re Worried a Child is Being Abused DfE 2015) would suggest that an appropriate intervention or conversation at this early stage can address the issue and prevent a child continuing to suffer until it reaches a point when they are at risk of harm or in significant need.

Link to the OSCBB guidance on Neglect :  the OSCB have also created a neglect toolkit: 

Neglect is often linked to other forms of abuse, so any concerns school staff have should at least be discussed with the DSL.

Indicators of neglect

The following is a summary of some of the indicators that may suggest a child is being abused or is at risk of harm. It is important to recognise that indicators alone cannot confirm whether a child is being abused. Each child should be seen in the context of their family and wider community and a proper assessment carried out by appropriate persons. What is important to keep in mind is that if you feel unsure or concerned, do something about it. Don’t keep it to yourself. The OSCB neglect toolkit provides a more detailed list of indicators of neglect and is available to all staff

Physical indicators of neglect

Behavioural indicators of neglect


Peer on peer abuse

All staff should be aware that children can abuse other children (often referred to

as peer on peer abuse). This is most likely to include, but may not be limited to:

All staff should be clear as to the school’s or college’s policy and procedures with

regards to peer on peer abuse. Our school uses the OCC Peer on Peer guidance.

Sexual violence and sexual harassment between children

Our school follows the DFE policy on sexual violence and sexual harassment between children in schools and colleges. 

Sexual violence and sexual harassment can occur between two children of any age and sex. It can also occur through a group of children sexually assaulting or sexually harassing a single child or group of children.

Children who are victims of sexual violence and sexual harassment will likely find the experience stressful and distressing. This will, in all likelihood, adversely affect their educational attainment as well as their emotional well-being. Sexual violence and sexual harassment exist on a continuum and may overlap; they can occur online and offline (both physically and verbally) and are never acceptable. It is important that all victims are taken seriously and offered appropriate support.

Reports of sexual violence and sexual harassment are extremely complex to manage. It is essential that victims are protected, offered appropriate support and every effort is made to ensure their education is not disrupted. It is also important that other children, adult students and school and college staff are supported and protected as appropriate.

Our school also uses the Brooks sexual behaviours traffic light tool.

“The tool uses a traffic light system to categorise the sexual behaviours of young people and is designed to help professionals: 


Online Safety

Hagbourne CE Primary School will ensure a comprehensive whole school curriculum response is in place to enable all pupils to learn about and manage online risks effectively and will support parents and the wider school community (including all members of staff) to become aware and alert to the need to keep children safe online.


Safeguarding issues

All staff should have an awareness of safeguarding issues which can put children at

risk of harm. Behaviours linked to issues such as drug taking, alcohol abuse, deliberately missing education and sexting (also known as youth produced sexual imagery) can put children in danger.

Serious violence

All staff should be aware of indicators, which may signal that children are at risk

from, or are involved with serious violent crime. These may include increased absence from school, a change in friendships or relationships with older individuals or groups, a significant decline in performance, signs of self-harm or a significant change in wellbeing, or signs of assault or unexplained injuries. Unexplained gifts or new possessions could also indicate that children have been approached by, or are involved with, individuals associated with criminal networks or gangs.

All staff should be aware of the associated risks and understand the measures

in place to manage these. Advice for schools and colleges is provided in the Home

Office’s Preventing youth violence and gang involvement and its Criminal exploitation of children and vulnerable adults: county lines guidance 


‘Upskirting’ typically involves taking a picture under a person’s clothing without them

knowing, with the intention of viewing their genitals or buttocks to obtain sexual

gratification, or cause the victim humiliation, distress or alarm. It is now a criminal


So-called ‘honour-based’ violence (including Female Genital Mutilation

and Forced Marriage)

So-called ‘honour-based’ violence (HBV) encompasses incidents or crimes which have been committed to protect or defend the honour of the family and/or the community, including female genital mutilation (FGM), forced marriage, and practices such as breast ironing. Abuse committed in the context of preserving “honour” often involves a wider network of family or community pressure and can include multiple perpetrators. It is important to be aware of this dynamic and additional risk factors when deciding what form of safeguarding action to take. All forms of HBV are abuse (regardless of the motivation) and should be handled and escalated as such. Professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a child being at risk of HBV, or already having suffered HBV.

Female Genital Mutilation

FGM comprises all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs. It is illegal in the UK and is a form of child abuse with long-lasting harmful consequences.

Whilst all staff should speak to the designated safeguarding lead (or deputy) with

regard to any concerns about female genital mutilation (FGM), there is a specific legal duty on teachers. If a teacher, in the course of their work in the profession, discovers that an act of FGM appears to have been carried out on a girl under the age of 18, the teacher must report this to the police.

Contextual safeguarding

Safeguarding incidents and/or behaviours can be associated with factors outside

the school or college and/or can occur between children outside the school or college. All staff, but especially the designated safeguarding lead (and deputies) should be considering the context within which such incidents and/or behaviours occur. This is known as contextual safeguarding, which simply means assessments of children should consider whether wider environmental factors are present in a child’s life that are a threat to their safety and/or welfare. Children’s social care assessments should consider such factors so it is important that schools and colleges provide as much information as possible as part of the referral process. This will allow any assessment to consider all the available evidence and the full context of any abuse. Additional information regarding contextual safeguarding is available here: 

Link to OSCB guidance on contextual safeguarding 

Children missing from education

All staff should be aware that children going missing, particularly repeatedly, can act as a vital warning sign of a range of safeguarding possibilities. This may include abuse and neglect, which may involve sexual abuse or exploitation and child criminal exploitation. It may indicate mental health problems, risk of substance abuse, risk of travelling to conflict zones, risk of female genital mutilation or risk of forced marriage. Early intervention is necessary to identify the existence of any underlying safeguarding risk and to help prevent the risks of a child going missing in future. Staff should be aware of their school’s or college’s unauthorised absence and children missing from education procedures.

Child sexual exploitation

Child sexual exploitation is a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact, it can also occur through the use of technology. Like all forms of child sex abuse, child sexual exploitation:

Link to OSCB guidance on CSE and the CSE screening tool 

Child criminal exploitation: county lines

Criminal exploitation of children is a geographically widespread form of harm that is a

typical feature of county lines criminal activity, drug networks or gangs to groom and exploit children and young people to carry drugs and money from urban areas to suburban and rural areas, market and seaside towns. Key to identifying potential involvement in county lines are missing episodes, when the victim may have been trafficked for the purpose of transporting drugs and a referral to the National Referral Mechanism should be considered.

Like other forms of abuse and exploitation, county lines exploitation:

Link to OSCB guidance on child criminal exploitation 

Further information around safeguarding issues can be found in KCSIE 2019 ANNEX A and on the OSCB website.


Staff Induction, Awareness and Training





0345 050 7666 

Out Of Ours Emergency Duty Team

0800 833 408

LCSS North

0345 2412703 

LCSS Central

0345 2412705

LCSS South

0345 2412608

Designated Officer (LADO)

01865 810603 

Kingfisher Team (CSE)

01865 309196







Information sharing advice:

What to do if you are worried a child is being abused: 


Whistleblowing guidance:

MASH leaflet for parents: