Anti-Bullying Policy and Procedures

These procedures are applicable to all

Governors, Staff, Associates, Volunteers and Trainee Teachers,
plus all pupils in the School, including those in an EYFS setting.

Cheadle Hulme School provides a supportive, safe and caring environment where everybody should feel safe and valued for who they are. All members of the School community understand that prejudice-based bullying on the grounds of age, disability, gender reassignment, race (including colour, nationality, ethnic or national origin), religion or belief, sex, sexual orientation or any other protected characteristic (in accordance with the Equality Act 2010 and the Preventing and Tackling bullying 2017) will not be tolerated. The School is also alert to bullying related to a young person’s individual circumstances, including being a young carer, socio-economic background, appearance, or level of achievement.

The School recognises that bullying may constitute child-on-child abuse and will be treated as a safeguarding concern where appropriate, in line with Keeping Children Safe in Education (KCSIE). All reports of bullying, whether from students, staff or parents/carers, will be taken seriously, recorded, and acted upon promptly.

Whilst every effort is made to prevent bullying, all members of the School community must feel confident to report concerns. The School actively promotes a culture in which students understand that reporting concerns is both expected and valued. In line with the School’s values of Integrity and Compassion, anyone who knows or suspects that bullying is taking place is expected to report it immediately.

These procedures provide clear, consistent guidance to ensure that all incidents are identified, recorded, addressed and monitored effectively, supporting the wellbeing and safety of all CHS students.

Definition of Bullying

Bullying is behaviour by an individual or group that:

• Intentionally causes distress or harm;
• Is repeated or has a sustained impact;
• Involves a real or perceived imbalance of power.

Bullying may be:

• Physical (e.g. hitting, pushing);
• Verbal (e.g. name-calling, taunting);
• Social/relational (e.g. exclusion, spreading rumours);
• Online (e.g. messages, images, social media);
• Prejudice-based, including related to protected characteristics or perceived differences;
• Exploitative behaviour – manipulating, coercing or intimidating another pupil into giving money, belongings, completing tasks or carrying out actions against their wishes.

The School recognises that the impact on the student is central, and a single incident may constitute bullying where it has a significant or ongoing effect (e.g. online content or serious incidents). The School will not tolerate prejudice-based bullying or discrimination on any grounds, including age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, socio-economic background, appearance, achievement or caring responsibilities. The School recognises that sex-based prejudice, including misogyny and misandry, can escalate into harmful sexual behaviour, sexual harassment or sexual violence if left unchallenged. Staff are expected to identify, challenge and report discriminatory language, attitudes and behaviours promptly, promoting a culture of respect, equality and inclusion for all members of the School community.

Staff exercise professional judgement in determining whether behaviour constitutes bullying, taking into account context, impact and the views of the student.

Examples of Bullying Behaviour (not exhaustive):

• Name-calling, mocking or offensive comments;
• Spreading rumours or deliberate exclusion;
• Physical aggression or intimidation;
• Damage or theft of belongings;
• Sharing harmful or degrading content online.

Online Bullying and Image Sharing (includes but not limited to):

• Sending threatening, abusive or hurtful messages;
• Creating or sharing content intended to humiliate or harm;
• Exclusion from online groups or activities;
• Impersonation or misuse of accounts;
• Making or sharing of nudes or semi-nudes (including images that are consensual, non-consensual, digitally altered, or wholly generated using AI such as deepfakes.

All incidents involving the making or sharing of nudes or semi-nudes, regardless of consent, intent or context, will always be treated as a safeguarding concern requiring immediate DSL involvement and will be managed in accordance with KCSIE 2026 and the School's Safeguarding and Child Protection Policy.

Important Clarification

Not all inappropriate behaviour is bullying. However, all incidents are taken seriously, recorded and addressed promptly. The School will challenge all forms of prejudicial or discriminatory language and behaviour, whether or not it is directed at an individual.

Bullying, Harmful Sexual Behaviour and Sexual Violence

The School recognises that some forms of bullying, particularly those involving sexual language, sexualised behaviour or abuse, are safeguarding concerns and may exist on a continuum from developmentally inappropriate behaviour through to harmful sexual behaviour (HSB), sexual harassment and, in the most serious cases, sexual violence. Early identification, appropriate challenge and timely intervention are essential to prevent behaviours from escalating and to safeguard all children.

Staff should be alert to behaviours including, but not limited to:

• Sexual name-calling, taunting or sexist language;
• Unwanted sexual comments, jokes or gestures;
• Unwanted physical contact of a sexual nature;
• Sharing, creating or threatening to share sexual images, including AI-generated or manipulated content;
• Online sexual harassment or abuse; and
• Developmentally inappropriate sexualised behaviour.

All incidents involving sexual content, language or behaviour must be reported immediately to the DSL and managed in accordance with the School's Safeguarding and Child Protection Policy.

The School's detailed approach to the prevention, identification, assessment and management of child-on-child abuse, including HSB, sexual harassment, sexual violence, consent, risk assessment and support for all children involved, is set out in the Child-on-Child Abuse Policy and Strategy, which should be read alongside this policy.

Roles and Responsibilities

All members of the School community have a responsibility to challenge bullying and promote a safe, inclusive environment. As a school we take bullying seriously. Students and parents/carers should be assured that they will be supported when bullying is reported. In line with KCSIE 2025, all reports of child on child / bullying incidents are reported on CPOMS and the safeguarding team are notified immediately.

Points of Contact for Parents/Carers

• EYFS: Class Teacher → DSO
• Junior School: Class Teacher → DSO
• Senior School: Form Tutor → Head of Year / Student Manager

The Director of Safeguarding (DSL) holds overall responsibility for safeguarding and oversight of anti-bullying procedures.

Governors

• Provide strategic oversight of safeguarding and anti-bullying practice
• Ensure policies are compliant, reviewed regularly and effectively implemented
• Monitor trends and hold leaders to account for impact

Head, Senior Leaders and DSL

• Promote a culture of respect, inclusion and safeguarding
• Ensure procedures are implemented consistently and effectively
• Oversee systems for recording, monitoring and responding to incidents
• Ensure staff are trained and confident in responding to bullying
• Monitor impact and use data to inform improvements

All Staff

• Act promptly on all concerns and take all reports seriously
• Record incidents on CPOMS and follow procedures (detailed below)
• Provide a consistent response to bullying behaviour (use procedure flow chart as a guide
• Support all students involved
• Challenge discriminatory or inappropriate language and behaviour
• Model positive relationships and promote inclusion
• Prohibit minimisation

Students

• Report concerns about bullying (for themselves or others using CHS communication platforms, SHARP or speaking directly to any member of CHS staff or talking to their peers or their peer mentors).
• Treat others with respect and uphold School values
• Contribute to a positive and inclusive School culture

Parents/Carers

• Report concerns to the School promptly
• Support the School’s approach to behaviour and anti-bullying
• Work in partnership with the School to support pupils

Monitoring and Filtering

• Use of device monitoring software for monitoring activity on school-owned devices
• Utilisation of Smoothwall on-site for filtering and blocking access to undesirable sites
• Conducting a weekly audit of Smoothwall logs to identify potential concerns
• Reporting identified concerns from monitoring and filtering directly to pastoral leads
• Maintaining complete access to files created using school services for tracking and tracing bullying incidents

The school maintains appropriate filtering and monitoring systems to safeguard pupils online. In accordance with KCSIE 2026:

• Filtering and monitoring systems are reviewed at least annually to ensure they remain effective and appropriate to the school's safeguarding needs;
• The review is led by the Senior Deputy Head/Head, in collaboration with the DSL and IT support;.
• Regular monitoring of filtering and monitoring alerts is undertaken throughout the year, with any safeguarding concerns reported immediately to the DSL;
• The annual review considers the effectiveness of systems in identifying online safeguarding risks, including harmful content, bullying, cyberbullying and other online harms;
• The outcomes of the annual review are reported to the Governing Body through the  Safeguarding and Pupil Experience Committee (SPEC).

Mobile Phones

In line with KCSIE 2026, CHS operates as a mobile phone-free school. Pupils are not permitted to access mobile phones during the school day, including lessons, breaktimes and lunchtimes.

This approach helps to:

• Reduce opportunities for cyberbullying and online abuse during the school day;.
• Promote positive face-to-face relationships and respectful behaviour;
• Support pupils' wellbeing and create a safer school environment.

Further details can be found in the School's Mobile Phone Policy.

Generative Artificial Intelligence (AI)

The School recognises the emerging risks associated with generative AI and its potential use in bullying and child-on-child abuse, including:

• Creating or sharing deepfake images, videos or audio to humiliate, threaten or harm others;.
• Using AI to create abusive, discriminatory, false or sexually explicit content about another person;
• Manipulating images or audio to impersonate, embarrass or damage the reputation of another pupil.

Any concerns involving AI-generated content will be treated seriously, recorded on CPOMS and referred to the DSL where appropriate. Incidents will be managed in accordance with the School's Behaviour, Safeguarding and Online Safety policies.

The School will provide age-appropriate education on the safe, responsible and ethical use of artificial intelligence through the Waconian Programme and Computing curriculum.

Bullying Related to Sex and Gender

The School will not tolerate bullying, harassment or discrimination related to a pupil's sex, gender identity, gender expression or perceived gender identity. All concerns will be taken seriously, recorded and responded to in accordance with this policy and the school's safeguarding procedures.

Where a pupil or parent/carer requests support relating to social transition:

• The request must be referred immediately to the DSL and Headteacher;
• Parents/carers will normally be involved in discussions unless doing so would place the child at risk of significant harm;
• Any decisions will be made on an individual basis, taking account of the child's welfare, legal duties and current statutory guidance;
• Appropriate support will be provided to all pupils involved, while ensuring the safety, dignity and wellbeing of the whole school community.

The School will continue to provide sex-separated facilities in accordance with current legislation and statutory guidance.

Promoting an Anti-Bullying Ethos

Cheadle Hulme School is committed to creating a culture where all students feel safe, respected and valued, and where bullying is not tolerated. Prevention is a whole-school responsibility, embedded through culture, curriculum and clear systems.

The School maintains high expectations for behaviour, with staff consistently modelling respect and challenging inappropriate or discriminatory language. Students are encouraged to report concerns and are confident that these will be taken seriously and acted upon.

The curriculum, including the Waconian Programme and wider pastoral provision, supports students in understanding respectful relationships, diversity, online safety and how to respond to bullying. Opportunities for student voice and peer support further promote responsibility and positive behaviour.

Staff are trained to recognise and respond to bullying effectively, with clear procedures and multiple reporting routes in place. All concerns are recorded, acted upon and monitored to ensure appropriate follow-up and to identify patterns.

A strong safeguarding culture underpins all practice. Bullying is recognised as a potential form of child-on-child abuse, and appropriate action is taken where required. The School also works in partnership with parents to support student wellbeing.

Through this approach, the School ensures that bullying is addressed promptly and effectively, and that all students feel safe and supported.

Responding to All Allegations of Bullying

All staff are trained to be vigilant to, and address even the most fleeting moments of either thoughtless or intentionally prejudicial child to child behaviour that is reported to or witnessed by them. Staff are trained to challenge this behaviour using the following model:

The following illustrates the steps that will be taken when dealing with incidents:

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Investigation and Case Management - Student Manager

The Student Manager will normally lead the investigation into a reported bullying allegation. Their role is to:

• Review the initial CPOMS report and any previous relevant incidents;

• Speak individually with the pupils involved and, where appropriate, relevant witnesses;

• Establish the facts and gather sufficient information to determine whether the behaviour meets the School's definition of bullying;

• Consider frequency, intent, impact, repetition and any imbalance of power;

• Ensure the views and experiences of the child who has been harmed are clearly recorded;

• Consider whether there are any wider concerns, including child-on-child abuse, discrimination, harmful sexual behaviour, online abuse or serious violence;

• Liaise with the DSL where any safeguarding concerns are identified;

• Ensure the incident is accurately categorised and fully recorded on CPOMS;

• Communicate with parents/carers as appropriate;

• Coordinate appropriate support, restorative or educational intervention and sanctions in line with the Behaviour Policy;

• Ensure relevant pastoral staff are informed and able to monitor the pupils involved; and

• Set a review date and monitor the situation to ensure the behaviour has stopped and agreed support remains effective.

Designated Safeguarding Lead – Safeguarding Oversight

The DSL provides safeguarding oversight rather than routinely leading the bullying investigation.

The DSL will:

• Advise the Student Manager where there are safeguarding concerns or where the behaviour may constitute child-on-child abuse;

• Consider the needs, vulnerabilities and risk relating to all children involved, including the child who has experienced harm and the child displaying the behaviour;

• Review cases involving significant harm, sexual harassment or sexual violence, serious violence, exploitation, discrimination or other potentially harmful behaviour;

• Ensure safeguarding actions and referrals are undertaken where necessary;

• Consider whether Children's Social Care, the Police, LADO or another external agency should be involved;

• Identify patterns across CPOMS records, including repeated behaviours, locations, groups of pupils or wider safeguarding themes;

• Provide advice regarding information sharing, safety planning and support; and

• Escalate significant or emerging safeguarding concerns to the Headteacher/Senior Deputy Head as appropriate.

Head of Year / Head of School

The Head of School should be informed where the behaviour is serious, repeated, escalating or requires a higher-level pastoral or behavioural response.

Their role may include:

• Supporting the Student Manager with complex investigations;

• Considering previous behaviour and emerging patterns;

• Agreeing higher-level interventions or sanctions;

• Overseeing communication with parents/carers where appropriate;

• Coordinating wider pastoral support; and

• Ensuring that appropriate monitoring and review arrangements are in place.

Senior Deputy Head / Headteacher

The Senior Deputy Head and/or Headteacher should be informed of significant or complex cases, particularly where:

• There is significant or ongoing harm to a pupil;

• Behaviour is persistent despite previous intervention;

• A serious sanction, suspension or permanent exclusion may need to be considered;

• There is significant reputational, operational or whole-school risk;

• Police, Children's Social Care or another statutory agency is involved; or

• The DSL considers their oversight necessary.

Where there is an immediate safeguarding concern or risk of significant harm, the matter should be referred directly to the DSL without waiting for the bullying investigation to be completed.

Anti-Bullying Strategies

The School adopts a proactive and graduated approach to preventing and responding to bullying, ensuring that support is tailored to need and that all students feel safe and supported.

Universal Strategies (All Students)

• Delivery of key themes through the Waconian Programme, assemblies and tutor time;
• Promotion of respectful relationships, diversity and inclusion;
• Clear expectations and consistent challenge of inappropriate behaviour;
• Visible reporting systems and regular reinforcement of how to seek help;
• Opportunities for student voice and peer mentoring.

Targeted Strategies (At-Risk Students)

• Pastoral monitoring by Form Tutors, Heads of Year, Student Managers and Safeguarding Team;
• Early identification of students who may be vulnerable;
• Small group interventions or mentoring;
• Increased communication with parents/carers;
• Adjustments to support safety and wellbeing (e.g. seating, routines, check-ins).

Intensive Support (High Need / Ongoing Concerns)

• Individual support plans tailored to the student;
• Regular check-ins with a named key adult;
• Access to a safe space;
• Involvement of external agencies where appropriate (e.g. CAMHS, EHA);
• Consideration of safeguarding thresholds and DSL involvement.

Responsive Strategies (Following Incidents)

• Prompt investigation and recording of all concerns (follow staff guidelines above)
• Proportionate sanctions in line with the Behaviour Policy
• Restorative and educative approaches to address behaviour
• Ongoing monitoring and follow-up to ensure issues are resolved

Whole-School Approach

• Regular staff training to ensure consistent and confident responses;
• Analysis of data to identify patterns and inform practice;
• Data to be discussed at termly SPEC governors meetings to be analysed ;
• Engagement with parents to support awareness and prevention;
• Continuous review of practice to ensure effectiveness.

Early Help and Family Help

Where bullying has had a significant impact on a pupil's wellbeing or where wider family needs are identified, the School may work with families and other agencies to provide appropriate support through Early Help or Family Help services.

The DSL will consider whether additional support or multi-agency intervention is required in line with the school's safeguarding procedures.

Serious Violence and Weapons

The School recognises that some incidents of bullying may involve serious violence or the carrying, threatening with, or use of a weapon. Such incidents present an immediate safeguarding risk and require a prompt and proportionate response.

Staff should be alert to concerns that a pupil may be carrying a weapon, intends to carry a weapon, has threatened to use a weapon, or has been involved in serious violence. This includes, but is not limited to:

• Physical assaults causing, or intended to cause, significant harm;
• Threats involving knives, blades or any object used to threaten, intimidate or cause injury;
• Behaviour indicating that a pupil may be carrying a weapon or intends to do so;
• Intimidation, coercion or bullying linked to serious violence or criminal exploitation.

Any concerns regarding serious violence or weapons must be reported immediately to the DSL. Such incidents will always be treated as safeguarding concerns and managed in accordance with the School's Safeguarding and Child Protection Policy and may require referral to the Police or other external agencies where appropriate.

Staff should be aware that the risk of serious violence may be increased for pupils who have experienced disrupted education, including suspension, exclusion or alternative provision, those with a history of offending behaviour, or during periods of transition, including before and after the school day.

Recording and Monitoring of Bullying Allegations

Any member of staff who witnesses behaviour that they believe may meet the school's definition of bullying, or receives a disclosure or allegation of bullying, must record the concern promptly on CPOMS under the Bullying Allegation category.

All Bullying Allegations recorded on CPOMS will automatically notify the DSL, Deputy Safeguarding Officers (DSOs) and the relevant Pastoral Team, who will coordinate and oversee the investigation to determine whether the incident meets the school's definition of bullying and identify any safeguarding concerns.

Where the incident is confirmed as bullying:

• The investigating member of staff will complete the Bullying Action section within the CPOMS record, detailing the investigation, findings, actions taken, support provided, parental communication, agreed interventions and monitoring arrangements;
• The incident will remain categorised as Bullying, and the record will be monitored by the Safeguarding Team to ensure appropriate support and follow-up are in place.

Where the incident does not meet the school's definition of bullying:

• The CPOMS record will be re-categorised as a Child-on-Child Incident (or other appropriate safeguarding category);
• The incident will be managed in accordance with the School's Behaviour and Safeguarding procedures;
• Patterns of behaviour will continue to be monitored and reviewed to identify any emerging concerns, repeated behaviours or safeguarding risks.

All records must be factual, accurate and completed promptly, using the child's own words wherever possible and recording only what has been seen, heard or reported.

Monitoring, Analysis and Quality Assurance

The School is committed to monitoring bullying incidents to identify trends, evaluate the effectiveness of interventions and promote a safe and inclusive environment.

The Designated Safeguarding Lead, together with the Senior Leadership Team, will regularly review bullying records to identify:

• Recurring incidents involving individual pupils;
• Patterns relating to protected characteristics or prejudice-based bullying;
• Locations or times where bullying is more likely to occur;
• Trends across year groups or pastoral areas;
• Emerging safeguarding concerns; and
• The effectiveness of interventions and support provided.

A termly analysis of bullying data will be presented to the Safeguarding and Pupil Experience Committee (SPEC). This analysis will include the nature and frequency of incidents, emerging themes, outcomes, repeat incidents and any identified training or curriculum needs.

Information gathered through monitoring will be used to:

• Inform safeguarding practice and pastoral support;
• Review the effectiveness of anti-bullying strategies;
• Identify priorities for staff training;
• Inform the Waconian Programme and wider preventative education;
• Review supervision arrangements and environmental risks; and
• Support the ongoing review and development of School policies and procedures.

The School will use this information proactively to reduce bullying, strengthen safeguarding practice and ensure that resources are directed where they are most needed.

Pupil Voice and Evaluation

The School recognises that pupils play a vital role in shaping a safe, inclusive and respectful community. The views and experiences of pupils will be sought regularly to help evaluate the effectiveness of the School's approach to preventing and responding to bullying.

Pupil voice will be gathered through a range of methods, including surveys, pastoral discussions, the School Council, pupil leadership groups and other appropriate forums. The School will use this feedback to identify emerging issues, inform preventative education, review policies and procedures, and strengthen the overall culture of respect and inclusion.

Where appropriate, pupils will be involved in developing anti-bullying initiatives and promoting positive behaviour across the School.

Parental Engagement

The School recognises the important role parents and carers play in promoting positive relationships and supporting the wellbeing of children.

Parents and carers are encouraged to raise any concerns regarding bullying at the earliest opportunity so that these can be addressed promptly and effectively. The School will work in partnership with parents throughout the management of bullying incidents, keeping them appropriately informed of concerns, actions taken and agreed support, while maintaining appropriate confidentiality for all pupils involved.

The School will also provide information and guidance to parents on recognising, preventing and responding to bullying, including online bullying and emerging online risks.

Staff Training and Confidence

The School is committed to ensuring that all staff have the knowledge, skills and confidence to prevent, identify, respond to and record bullying effectively.

All staff receive safeguarding and anti-bullying training as part of their induction and through regular safeguarding updates, in line with KCSIE 2026. Training includes recognising and responding to all forms of bullying, including prejudice-based bullying, child-on-child abuse, cyberbullying, harmful sexual behaviour, sexual harassment, sexual violence, sexism, misogyny and emerging risks such as the misuse of technology and artificial intelligence.

Staff are expected to understand their responsibilities for identifying concerns, recording incidents accurately and reporting safeguarding concerns to the DSL in accordance with the School's safeguarding procedures.

Supporting Vulnerable Groups

The School recognises that some pupils may be more vulnerable to bullying or may face additional barriers to reporting concerns.

Particular consideration will be given to pupils with protected characteristics under the Equality Act 2010, pupils with special educational needs and disabilities (SEND), looked after and previously looked after children, young carers, pupils with medical conditions, pupils with social, emotional or mental health needs, pupils who identify as LGBTQ+, and any child who may be vulnerable due to their individual circumstances.

The School will ensure that appropriate safeguarding, pastoral and educational support is provided, taking account of each pupil's individual needs and promoting an inclusive environment where all pupils feel safe, valued and respected.

Restorative and Educative Approaches

Where appropriate, and where it is safe and in the best interests of all pupils involved, the School may use restorative and educative approaches to support learning, rebuild relationships and prevent further incidents.

Restorative approaches will never replace appropriate safeguarding action or disciplinary measures where these are required. Participation will always be voluntary, carefully risk assessed and will only take place where those affected feel safe and supported.

The School aims to help pupils understand the impact of their behaviour, take responsibility for their actions, develop empathy and restore positive relationships wherever possible. Preventative education through the curriculum, assemblies, the Waconian Programme and pastoral support forms a key part of the School's whole-school approach to preventing bullying and promoting respectful behaviour.

Summary

Through a combination of prevention, early intervention and targeted support, the School ensures that bullying is addressed effectively and that all students feel safe and supported.

Supporting Organisations and Guidance

Anti-Bullying Alliance: www.anti-bullyingalliance.org.uk 

Beat Bullying: www.beatbullying.org 

Childline: www.childline.org.uk 

DfE: “Preventing and Tackling Bullying. Advice for headteachers, staff and governing bodies”, and “Supporting children and young people who are bullied: advice for schools” March 2014: https://www.gov.uk/government/publications/preventing-and-tackling-bullying

DfE: “No health without mental health”: https://www.gov.uk/government/publications/nohealth-without-mental-health-a-cross-government-outcomes-strategy

Family Lives: www.familylives.org.uk

Kidscape: www.kidscape.org.uk 

MindEd: www.minded.org.uk 

NSPCC: www.nspcc.org.uk 

PSHE Association: www.pshe-association.org.uk

Restorative Justice Council: www.restorativejustice.org.uk 

The Diana Award: www.diana-award.org.uk

Victim Support: www.victimsupport.org.uk

Young Minds: www.youngminds.org.uk 

Young Carers: www.youngcarers.net

Cyberbullying

Childnet International: www.childnet.com

Digizen: www.digizen.org 

Internet Watch Foundation: www.iwf.org.uk

Think U Know: www.thinkuknow.co.uk

UK Safer Internet Centre: www.saferinternet.org.uk

LGBT

EACH: www.eachaction.org.uk

Pace: www.pacehealth.org.uk

Schools Out: www.schools-out.org.uk 

SEND

Changing Faces: www.changingfaces.org.uk 

Mencap: www.mencap.org.uk

DfE: SEND code of practice: https://www.gov.uk/government/publications/send-code-ofpractice-0-to-25

Racism and Hate

Anne Frank Trust: www.annefrank.org.uk 

Kick it Out: www.kickitout.org 

Report it: www.report-it.org.uk 

Stop Hate: www.stophateuk.org

Show Racism the Red Card: www.srtrc.org/educational

SLT member responsible:

Director of Safeguarding (DSL)

Governor sub-committee responsible:

Safeguarding & Pupil Experience

Date of approval:

1st September 2026

Date ratified by Governors:

1st September 2026

Proposed review date:

The policy and procedures will be reviewed at least annually by the DSL and Safeguarding Governor. Records of the review procedure will be retained. In addition to seeking external review/audit, the Board will ensure that reviews of the effectiveness of the implementation of the policy and procedures are undertaken over the course of each academic year through interviews with pupils and staff, scrutiny of paperwork and observation.

To view previous versions of this policy please email enquiries@chschool.co.uk