Bristol's S.175 Audit

Anti-oppressive and Anti-discriminatory practice

Ref 0.1	The setting can demonstrate that the Equality Act 2010 is embedded in policy, procedures, and practice.
Red	Leadership and governance are unaware of the public sector equality duty
Amber	Only the governing body and some senior leaders know about the public sector equality duty. The public sector equality duty is only superficially included in the setting’s values and ethos.
Green	All staff know about and practice the public sector equality duty All staff understand and apply this duty in their daily work
Resources	• Bristol Equality Charter • Bristol Belonging Strategy • Keeping Children Safe in Education (part 2)
Ref 0.2	The setting has an awareness and application of anti-oppressive practice through development of a whole setting approach to embedding the Human Rights Act 1998 and the United Nations Convention on the Rights of the Child.
Red	The setting has not raised awareness of human rights or the rights of the child either through the curriculum or school values.
Amber	The setting has measures in place to review its compliance with the Human Rights Act 1998 and has taken reasonable steps to ensure that the setting’s community are aware of the rights of children and their families. Some members of the senior leadership team are aware and considers human rights on behalf of the school. For Early Years, this will be evidenced in their policies and enacted through the curriculum.
Green	The setting has completed an audit tool such as UNICEF’s ‘Right Respecting’ accreditation (or equivalent) which embeds rights in policy, practice, and culture. There is a consensus and understanding by all members of staff around their duties to comply with the Human Rights Act 1989. There is evidence that awareness of human rights is embedded across the setting, including amongst staff, children, and their families. There is evidence that the setting reviews its practice at least on an annual basis where human rights may have been compromised (e.g. effectiveness of exclusions and suspensions, for Early Years, how this reflected in the curriculum).
Resources	• Accreditation - Rights Respecting Schools Award (unicef.org.uk) • HUMAN RIGHTS FRIENDLY SCHOOLS • TOOLKIT - Amnesty International • Becoming a human rights friendly school: A Guide for schools around the world
Ref 0.3	The setting has identified safe spaces for children who experience additional barriers to accessing support due to protected characteristics.
Red	The setting has not identified safe spaces for children or staff with protected characteristics.
Amber	The setting has developed safe spaces for children who identify as lesbian, gay, bi, or trans (LGBTQ+) to share their concerns with members of staff in line with Part 2 of Keeping Children Safe in Education.
Green	In addition to conditions set out in the AMBER: The setting has taken proactive steps to develop safe spaces for other prominent protected characteristics for children and staff in their community. Senior leadership creates spaces to listen to and promote the voices of marginalised individuals. Members of staff champion equality work and have undertaken additional training to consider developing inclusive spaces.
Resources	• Participation-guidance.pdf (bristolsafeguarding.org) • Participation-groups-training-package.pptx (live.com) • Keeping children safe in education - GOV.UK (www.gov.uk)

Part 1 - Safeguarding information for the setting's community (including safeguarding on the curriculum).

Management of policies and procedures

Ref 1.1	Access to the appropriate policies is available through the setting’s website and the prospectus in accordance with government guidance ‘Statutory policies for schools and academy trusts’ For Early Years settings and Childminders - the setting's policies are shared with parents and carers and are available on request.
Red	The setting does not have a schedule of renewal and the most up to date policies are not available to the setting’s community.
Amber	The setting has appropriate policies and procedures in place and is accessible to members of the setting’s community.
Green	The setting has a policy schedule in place. This is managed appropriately by senior leaders and the governing body or equivalent as appropriate. Policies and procedures are accessible to the setting’s community, are up to date and reflect up to date national/local guidance. In all relevant policies there is explicit reference to the safeguarding duty placed upon the setting to promote the safety and wellbeing of children.
Resources	Education Settings Safeguarding Policies and National Guidance Checklist Statutory policies for schools and academy trusts - GOV.UK (www.gov.uk)
Ref 1.2	All staff (including supply staff, volunteers, peripatetic staff, and governors) who work directly with children and young people have read and understood Keeping Children Safe in Education (most recently updated version): Part 1 Annex B Those who do not work directly with children have the option of reading Annex A.
Red	Staff are expected to have read this independently and there are no records to indicate whether this has been completed.
Amber	Staff are to have read this independently and there are records to indicate that they have signed to say they have read and understood the document.
Green	Governing bodies or equivalent and their senior leadership ensure that mechanisms are put in place to assist staff to understand and discharge their roles. This can include: protecting time, making reasonable adjustments, exploration of the document throughout the academic year. This is seen as more than a tick box exercise and is embedded into a safeguarding culture.
Resources	• Keeping children safe in education - GOV.UK (www.gov.uk)
Ref 1.3	There is effective curation of the settings policy and procedures for; - Safeguarding and child protection - Management of behaviour - Management of attendance including process for children who go missing
Red	The policy is out of date, has not been reviewed at least on an annual basis nor when there has been an update in guidance and/or legislation. There are limited records on staff and governors reading the policy
Amber	There is evidence that all staff (including supply staff, volunteers, peripatetic staff) within the setting revisit systems which support safeguarding at least on an annual basis and has been ratified by the governing body (or equivalent). The policy is up to date with new versions of statutory guidance (Keeping Children Safe in Education, Working Together to Safeguard Children, and for early years providers Early Years Foundation Standards). This includes adherence to statutory guidance Keeping Children Safe in Education (Part 2, Safeguarding policies, and procedures). Opportunities have been provided for staff to contribute, feedback and shape safeguarding arrangements and the child protection policy. The setting’s response to child-on-child harm is set out clearly in this policy in line with Keeping Children Safe in Education (Part 2).
Green	There is evidence that the policy is updated at least annually and reflects changes and developments nationally and locally. The document reflects the setting’s own local processes and encompasses all that is set out in the AMBER. The policy is a live document which is accessible and regularly used by staff to reflect the setting's own practices. The setting has referenced easy read/child friendly versions of the following commonly occurring issues: The setting’s response to harm and abuse. The setting’s response to child-on-child harm The setting's complaints process The safeguarding and child protection policy is adequately cross referenced with other relevant policies and procedures.
Resources	Keeping children safe in education - GOV.UK (www.gov.uk) Model Policy
Ref 1.4	There is effective curation of the staff behaviour policy, sometimes called a code of conduct (which should include low-level concerns, allegations against staff and whistleblowing procedures).
Red	The policy is out of date, has not been reviewed at least on an annual basis nor when there has been an update in guidance and/or legislation. There are limited records of staff and governors reading the policy.
Amber	There is evidence that all staff (including supply staff, volunteers, peripatetic staff) within the setting are aware of systems and processes around expectations around professional practice, how to keep themselves safe and how to raise a concern about another member of staff. The document is reviewed at least on an annual basis. The policy has been updated to reflect the setting’s response to low level concerns in line with the expectations of Keeping Children Safe in Education.
Green	In addition to conditions set out in the AMBER: The setting’s policy is a live document which is implemented into practice and contributes towards a culture of safe working practice. There are mechanisms in place that allow the confidence to share concerns on a day-to-day basis and are effectively used. This includes: Training and CPD to know what a concern looks like. Supportive systems to share concerns easily. Opportunities for staff to discuss and provide feedback to leadership to facilitate dialogue and instil it. The setting has further evidenced an open culture by reflecting organisational learning from responding to incidents.
Resources	developing-and-implementing-a-low-level-concerns-policy.pdf (farrer.co.uk) Staff code of conduct: model and examples \| The Key Leaders (thekeysupport.com)

Safeguarding and Child Protection Procedures

Ref 1.5	There is evidence that all staff subscribe to the ideology that safeguarding is everybody's business.
Red	There is evidence to suggest that Safeguarding responsibilities rely on only one person. The statutory definition of safeguarding in policies has not been updated to include prevention of impairment of mental and physical health or development, providing help and support to meet the needs of children as soon as problems emerge and protecting children from maltreatment, whether that is within or outside the home, including online.
Amber	There are explicit statements in relevant policies which are regularly reviewed regarding the joint ownership of the responsibility of safeguarding arrangements across the whole setting’s community. Staff can understand what safeguarding is (using the updated statutory definition) and their own role in safeguarding children. The setting has taken steps to become a ‘trauma informed’ setting and is aware of the impact of the manifestation of trauma from adverse childhood experiences particularly when it comes to the management of behaviour.
Green	In addition to conditions set out in the AMBER: There are systems in place that view mental health, SEND, behaviour, attainment, and attendance as interconnected and potential signs of safeguarding concerns. These connections are clearly shown in the setting’s policies and practices. For example, staff responsible for attendance, special educational needs and behaviour are part of the 'Safeguarding Team' or equivalent and regularly contributes towards supporting, identifying, and responding to vulnerability/safety planning.
Resources	Basic Safeguarding Awareness - To be completed by all education staff.
Ref 1.6	All staff are aware of the procedures for making a referral for a timely response to keep children and adults safe.
Red	The setting’s processes and policy only allow for concerns to be escalated through a Designated Safeguarding Lead. Staff are unaware of how or unwilling to make a referral to Children's Social Care or call emergency services when a timely response is required or if they disagree with a decision made by the Designated Safeguarding Lead.
Amber	All staff (including supply staff, volunteers, peripatetic staff) are competent about triaging concerns and can take timely responses to prevent harm. The safeguarding and child protection policy indicates when staff can and should make referrals/call emergency services if going through the Designated Safeguarding Lead would lead to a less timely response, or if they disagree with the decision not to make a referral. All staff (including supply staff, volunteers, peripatetic staff) are able to refer concerns to Children’s Social Care (First Response or other Local Authority equivalent), the Emergency Duty Team (out of hours) and Adult Social Care (Care Direct or other Local Authority equivalent) if required. This should include developing competence around being able to make decisions to contact emergency services via 999 when a child is at immediate risk of harm or requires urgent medical attention.
Green	In addition to conditions set out in the AMBER: The setting has a robust safeguarding team to provide accessible and timely advice and guidance. There is also an open non-judgemental culture where staff can openly disagree with decisions around whether to make a referral or not. There are mechanisms to facilitate staff to take timely action if required. This could include accessible posters in staff rooms (such as in the Local Authority’s model safeguarding/child protection policy).
Resource	N/A
Ref 1.7	The setting's safeguarding and child protection policy and procedures have been written in line with current Local Safeguarding Partnership (Keeping Bristol Safe Partnership in Bristol) and South West Child Protection Procedures.
Red	The safeguarding and child protection policy does not reflect local processes or services
Amber	The safeguarding and child protection policy has been adapted from a model policy and references local services and procedures.
Green	The safeguarding and child protection policy has been adapted and/or is aligned to the Local Authority/Local Safeguarding Partnership’s model safeguarding/child protection policy. The setting’s policy is customised and adapted to reflect the setting’s own local resourcing.
Resources	Model Safeguarding Policies and procedures Bristol (bristolsafeguardingineducation.org) Welcome to the South West Child Protection Procedures

Safeguarding Staff Training - Safeguarding Awareness

Ref 1.8	All staff members have received appropriate safeguarding training, at least annually, plus regular safeguarding updates as required to provide them with the skills and knowledge to safeguard children effectively.
Red	Not all staff receive refresher training at least on an annual basis.
Amber	All staff (including supply staff, volunteers, peripatetic staff) receive annual safeguarding training once an academic year which repeats basic awareness content. Training includes how to keep children safe online for a connected world.
Green	In addition to conditions set out in the AMBER: The training is up-to-date and addresses important local and national issues. Training and continuous professional development is effectively delivered throughout the academic year (to avoid frontloading) using a variety of different means which supports different learning styles.
Resources	Bristol Safer Schools App (bristolsafeguardingineducation.org) Basic Safeguarding Awareness - To be completed by all education staff.
Ref 1.9	Staff have received basic safeguarding training at induction.
Red	All staff have not received basic safeguarding awareness training upon induction.
Amber	All staff have received training on their induction highlighting basic safeguarding awareness. This has included understanding the difference between safeguarding and child protection, identifying neglect, physical abuse, sexual abuse, emotional abuse, and how to keep children safe online for a connected world.
Green	In addition to conditions set out in the AMBER: There are robust records to indicate whether staff have completed training or require it after a practice concern. Basic awareness is only repeated as and when required. The setting can provide and gain access to basic awareness training for staff who may require repeat training. Annual refreshers are differentiated and build on knowledge to allow for colleagues to reflect on current and updated topics. The setting uses the Local Authority's annual refresher training package to ensure that topics are contextualised.
Resources	Basic Safeguarding Awareness - To be completed by all education staff. Essential Training for Schools and Organisations \| SWGfL
Ref 1.10	The setting has effectively engaged with local training to ensure adherence to local procedures around a variety of safeguarding topics set out by the Local Safeguarding Partnership and statutory guidance.
Red	The setting does not engage with local training and has limited awareness of procedures set out by the Local Safeguarding Partnership. There is limited knowledge around topical safeguarding issues as set out in Annex B of Keeping Children Safe in Education.
Amber	The setting’s Designated Safeguarding Lead has undertaken local training through the Local Safeguarding Partnership (and or through the Local Authority) around a range of specific safeguarding topics outlined in Annex B of Keeping Children Safe in Education. The Designated Safeguarding Lead provides advice and guidance in their setting if required.
Green	The setting has developed a sustainable knowledge base and ensured that specialist training is not isolated in one post or position (development of safeguarding champions as subject matter experts). Those who have attended training have the time and capacity to cascade knowledge to the school community, coordinating with safeguarding on the curriculum to contribute towards sustainable knowledge. Knowledge of topical issues are updated at least on a 3-yearly basis through Continuing Professional Development (CPD)/networks, reading and research.
Resources	Bristol Safeguarding in Education Training schedule Keeping children safe in education - GOV.UK (www.gov.uk) Welcome to the Keeping Bristol Safe Partnership website. Training (bristolsafeguarding.org)
Ref 1.11	All staff have received awareness training in specialist topics which reflect statutory multi-agency guidance (Female Genital Mutilation, Forced Marriage, and Domestic Abuse).
Red	The setting does not have anyone trained in all of these topics.
Amber	The setting has at least one member of staff who has attended additional training and CPD around all three topics. This member of staff has authority and capacity to effect change and to ensure compliance with statutory expectations set out in the documents.
Green	In addition to conditions set out in the AMBER: The setting has developed a sustainable knowledge base (through use of subject matter leads/champions) and all staff have a basic awareness of these topics. Knowledge is updated at least on a 3-yearly basis through CPD/networks, reading and research. Those who have attended training have the time, authority, and capacity to cascade knowledge to the setting’s community, coordinating with safeguarding on the curriculum.
Resources	Multi-agency statutory guidance on female genital mutilation - GOV.UK (www.gov.uk) The right to choose: government guidance on forced marriage - GOV.UK (www.gov.uk) Domestic Abuse Act 2021 - GOV.UK (www.gov.uk) Information and resources So-called ‘honour’-based abuse (including Female Genital Mutilation and Forced Marriage) & domestic abuse.
Ref 1.12	All staff have received training on sexual violence, sexual harassment, and harmful sexual behaviour in line with duties and expectations within statutory guidance Keeping Children Safe in Education.
Red	The setting has not provided additional training for all members of staff to be able to recognise and respond to incidents of child-on-child harm.
Amber	All members of staff have had training around sexual violence, sexual harassment, and harmful sexual behaviour and how this relates to the setting’s safeguarding and child protection policy and procedures for responding to child-on-child harm. There is evidence that staff are familiar with the statutory expectations in relation to responding to sexual violence and sexual harassment (Part 5 of Keeping Children Safe in Education). The Designated Safeguarding Lead is aware of the local services and the South West Survivor Pathway. For Early Years providers - staff are aware and have access to the NPSCC resources around PANTS.
Green	In addition to conditions set out in the AMBER: The setting has a member of staff who has undertaken additional local CPD/training to understand local procedures and services in line with expectations from the Child Sexual Abuse pathway. The setting has ensured that those colleagues who have responsibility for safeguarding, special educational needs and disability and managing behaviour have: undertaken advanced training (Brook Traffic Light toolkit) to ensure a trauma informed, proportionate, and safeguarding approach to incidents of sexual abuse and sexual harassment Relevant members of staff are able to navigate the Child Sexual Abuse Response Pathway and are able to manage risk in line with Part 5 of Keeping Children Safe in Education.
Resources	Keeping children safe in education - GOV.UK (www.gov.uk) Welcome - SARSAS Survivor Pathways Information and resources: CPD: Brook Sexual Behaviours Traffic Light Tool (RSE) Course Child Sexual Abuse (CSA) - Topical Safeguarding Resources PANTS resources for schools and teachers \| NSPCC Learning
Ref 1.13	All staff have undergone Prevent awareness training with regular annual updates to refresh knowledge.
Red	The setting has not provided training opportunities for every member of staff to identify children at risk of extremist ideology and radicalisation.
Amber	The setting has provided training historically to all members of staff through a whole school programme (Or access to the Home Office E-learning). There is limited evidence that this has been refreshed at least on an annual basis.
Green	In addition to conditions set out in the AMBER: The setting provides at least annual updates on Prevent to reflect local and national considerations. Topics are informed by the setting’s Prevent self-assessment to ensure relevancy and application to setting’s community and cohort of children. This is integrated within the wider development and effectiveness of the setting’s safeguarding culture. The setting attends locality-based meetings to inform intelligence and understanding of its community.
Resources	Information and resources: Preventing Radicalisation http://www.elearning.prevent.homeoffice.gov.uk/ Prevent Education Workforce Training

Managing safeguarding on the curriculum

Ref 1.14	The setting has a policy which sets out its position on teaching about safeguarding on the curriculum. For Early Years, this policy promotes respect for personal boundaries and age-appropriate intimate care, children's sense of identity, self-worth
Red	The setting does not have a policy that covers safeguarding on the curriculum (or differentiated for early years) that is reviewed on an annual basis (Relationship and sex education, Personal, Social, health and economic).
Amber	The setting has a policy regarding teaching safeguarding on the curriculum (or differentiated for early years) that is reviewed on an annual basis. The policy covers teaching about online safety. The setting has appointed a RSHE/PSHE lead who has reviewed the curriculum in line with statutory guidance Relationships and Sex Education (RSE) and Health Education, or the Early Years foundation stage (EYFS) statutory framework (for early years settings)
Green	In addition to conditions set out in the AMBER: The setting’s policy, since 2020, has been co-constructed with the setting’s community to incorporate duties from the statutory guidance. This includes: staff, children, the parenting community. The setting’s RSHE/PSHE lead is (at least) an extended member of the setting’s safeguarding team and can ensure that practice around teaching about safeguarding on the curriculum can respond to emerging need. The policy can account for the need for a personalised or contextualised approach for the needs of more vulnerable children, victims of abuse and some children with special educational needs and disabilities.
Resources	Relationships and sex education (RSE) and health education - GOV.UK (www.gov.uk)
Ref 1.15	The setting has reviewed the curriculum against the principles of the teaching of protected characteristics.
Red	The setting has not reviewed the teaching of the protected characteristics.
Amber	The setting has reviewed the teaching of the protected characteristics and taken measurable actions to implement changes.
Green	There are mechanisms to ensure curriculum delivery is responsive to the needs of the setting’s community by reviewing localised data (e.g., healthy schools’ data, pupil voice, safeguarding trends, parent/carer consultations). The curriculum is planned and delivered so that children develop age-appropriate knowledge and understanding around respect for all people during their time at the setting.
Resources	Inspecting teaching of the protected characteristics in schools - GOV.UK (www.gov.uk)
Ref 1.16	Learning opportunities are provided for children to consider risk in different situations and explore strategies for keeping safe. Children who are unable to share concerns (e.g. babies, those who are non-verbal or have additional learning needs) are given the opportunity to form strong attachments with those who care for them through effective care and through implementation of a key worker system.
Red	Time is not protected on the setting’s timetable to support all children consistently to develop understanding of the importance of keeping safe, or to build trusting relationships with the setting’s staff.
Amber	The setting can evidence protected time on the setting’s timetable to ensure children are taught to make sense of their feelings, are listened to, and develop a sense of trust in adults whom they can turn to for help and advice. The setting has systems in place (which are well promoted, easily understood and easily accessible) for children to confidently report worries, knowing their concerns will be treated seriously. The setting has systems in place for children to report concerns anonymously. Action has been taken to build trusted relationships which facilitate communication.
Green	In addition to conditions set out in the AMBER: The setting regularly revisits developing trusted relationships with adults throughout the academic year through a holistic RSHE/PSHE curriculum with protected time on the setting’s timetable. The effectiveness of the setting’s systems in place for children to report concerns has been reviewed with children through feedback. The Designated Safeguarding Lead/Safeguarding Team has taken measurable action to develop a culture of listening for children and consider their wishes and feelings amongst all staff. This includes understanding any difficulties that children may have in approaching staff about their circumstances. The setting uses data to identify current trends and concerns and can address these quickly to provide students with appropriate guidance and support to enable them to keep safe.
Resources	Relationships and sex education (RSE) and health education - GOV.UK

Part 2a - The Management of Safeguarding (strategic)

The role of the Designated Safeguarding Lead (DSL) and the setting’s safeguarding team and engagement with Local Safeguarding Partnerships

Ref 2a.1	There is appropriate governance and oversight of safeguarding in compliance with Keeping Children Safe in Education. For Early Years this includes the Early Years Foundation Stage statutory framework
Red	There is no nominated governor (or equivalent) who can carry out the functions of Part 2 of Keeping Children Safe in Education. For Early Years this includes the Early Years Foundation Stage statutory framework
Amber	The whole of the governing body (or equivalent) recognises their responsibility towards safeguarding and therefore have undertaken appropriate safeguarding training for them to provide strategic challenge to test and assure themselves that policies and practice are effective. There is a nominated governor (or equivalent) responsible for safeguarding and child protection. The governor (or equivalent) meets regularly with the Designated Safeguarding Lead and minutes are recorded.
Green	In addition to conditions set out in the AMBER: The nominated governor (or equivalent) has knowledge, time, and capacity to effectively ensure that the setting is compliant with Part 2 of Keeping Children Safe in Education. For Early Years this includes the Early Years Foundation Stage statutory framework. The nominated governor (or equivalent) responsible for safeguarding and child protection regularly keeps up with local and national updates by engaging with Local Safeguarding Governors Network meetings or accesses regular updates virtually.
Resources	Keeping Children Safe in Education Support with effective safeguarding arrangements as a member of a Governing Body. Early years foundation stage (EYFS) statutory framework - GOV.UK
Ref 2a.2	The governing body/proprietors or equivalent have recruited an appropriate senior member of staff from the setting's leadership team to the role of Designated Safeguarding Lead.
Red	The setting’s Designated Safeguarding Lead is not a member of the senior leadership team and is not line managed by someone with appropriate authority or who has had Designated Safeguarding Lead Training. Safeguarding arrangements have limited strategic oversight with a focus on operational work. The model of safeguarding is based on the historical ‘Child Protection Officer’ role and is limited to only responding to concerns as they arise.
Amber	The Designated Safeguarding Lead has appropriate authority to take lead responsibility for safeguarding and child protection and ensuring positive educational outcomes for children who have (who have had, or likely to require) a social worker. If the post holder, is not a member of the senior leadership team, they have support from other members of the senior leadership team who have appropriate status/authority to support safeguarding work. The member the senior leadership team in this instance has been trained to the same level as the Designated Safeguarding Lead. The Designated Safeguarding Lead has capacity to fulfil the role set out in Keeping Children Safe in Education (Annex C), but there may be other commitments (teaching, SEND, behaviour) which can limit their capacity. The Designated Safeguarding Lead works with the IT staff and understand the filtering and monitoring systems and processes in place.
Green	In addition to conditions set out in the AMBER: The governing body regularly review the role and resourcing of the Designated Safeguarding Lead in line with changes made in Keeping Children Safe in Education (Annex C). Progressive changes are made to ensure adequate time, funding, training, resources, and support is provided for the Designated Safeguarding Lead to carry out their role effectively. There is evidence that Designated Safeguarding Leads are actively working with the headteacher/principal and other senior leaders to develop mechanisms that promote the safety and welfare of all children and specifically the educational outcomes of children who have, have had, or may require a social worker. The setting holds at least termly strategic safeguarding meetings, includes appropriate staff e.g. attendance, SENCO, Online safety lead, curriculum lead and mental health and wellbeing lead when appropriate and there is evidence of these meetings.
Resources	• Keeping Children Safe in Education (annex C)
Ref 2a.3	The Designated Safeguarding Lead (or a deputy) is available for the setting’s operating hours during term time (or managed out of hours/holiday activities).
Red	The setting does not have contingency plans for consistent safeguarding cover by an appropriately trained colleague during the setting’s business hours.
Amber	The setting’s Designated Safeguarding Lead and deputies or other members of the setting’s safeguarding team are trained to the same level as the Designated Safeguarding Lead. The setting has a Designated Safeguarding Lead (or a deputy) that is always available during the setting's business hours for staff to discuss any safeguarding concerns (this includes setting-managed out of hours/out of term activities). This can include virtually via phone, Microsoft Teams, or other such platforms. The setting has reviewed contingency planning in respect of the impact of staffing cover. Where a trained Designated Safeguarding Lead (or deputy) is not on-site, in addition to the above, a senior leader should take responsibility for co-ordinating safeguarding on site. There is a process to ensure robust communication of cover arrangements are made to all staff.
Green	The setting has resourced and developed a safeguarding team to ensure that appropriate physical cover can be arranged if the Designated Safeguarding Lead is incapacitated or not available. Review of resourcing has accounted for appropriate cover for contingency planning for staffing cover - those other members of the senior leadership team can effectively assume responsibility for safeguarding by being trained to the same level as the Designated Safeguarding Lead.
Resources	Newly appointment Designated Safeguarding Lead (DSLs) training course
Ref 2a.4	The Designated Safeguarding Lead and any deputies have had formal training every two years to provide them with the knowledge and skills required to carry out the role. For Childminders this is every three years.
Red	The setting’s Designated Safeguard Lead and/or deputies have not had appropriate levels of training to provide them with the skills and knowledge to carry out their role. Training has not been renewed in line with statutory guidance.
Amber	Training is at least to level 3 from the Local Safeguarding Partnership (Advanced Child Protection) to enable colleagues to engage with multi-agency safeguarding arrangements. Training is localised to engage with the Local Safeguarding Partnership’s process and practices to comply with the Multi-agency working section within Part 2 of Keeping Children Safe in Education. Knowledge and skills are refreshed at least annually via e-bulletins, meeting other Designated Safeguarding Leads, or simply taking time to read and digest safeguarding developments.
Green	In addition to conditions set out in the AMBER: The Designated Safeguarding Lead (and deputies) have attended enhanced single agency bespoke courses provided by the Safeguarding in Education Team which provides localised context (New Designated Safeguarding Lead, Designated Safeguarding Lead refresher, or any other single agency safeguarding courses). Formal training is refreshed at least every 2 years. Knowledge and skills are refreshed at least annually and with Designated Safeguarding Leads keeping abreast with local and national updates by making representation to all local authority Designated Safeguarding Lead Network meetings (or phase specific professional’s meetings such as the Early Years Networks or Child-minding support). Local updates are cascaded to other senior leaders or those with additional safeguarding responsibilities.
Resources	Safeguarding Training for Education Sector colleagues
Ref 2a.5	Governing bodies, the senior leadership team and especially the Designated Safeguarding Leads understand their roles within the local safeguarding arrangements.
Red	There is limited knowledge of statutory guidance within governing bodies, the senior leadership team and especially the Designated Safeguarding Leads. The setting's leadership have not engaged with the Local Safeguarding Partnership on a strategic basis.
Amber	There is a reliance on the Designated Safeguarding Lead exclusively to keep up to date with reading the new versions of statutory guidance (Keeping Children Safe in Education and Working Together) and cascading knowledge to other members of the senior leadership team and governing body. The setting’s governing body, senior leadership team and Designated Safeguarding Lead have all read statutory guidance and understand their roles and legal responsibility to the local safeguarding arrangements.
Green	In addition to conditions set out in the AMBER: The setting's leadership fully engages with city wide strategic safeguarding as a relevant agency under the Local Safeguarding partnership. The setting's leadership have read and ensure that the setting's localised strategies and priorities are congruent with the Local Safeguarding Partnership's priorities. The setting recognises themselves as a relevant agency and actively engages with the Local Safeguarding Partnership by engaging with local professional networks and keeping up to date with the Local Safeguarding Partnership’s Education Reference Group.
Resources	Welcome to the Keeping Bristol Safe Partnership website - annual reports and strategic plans. Professional Networks Education Reference Group - Keeping Bristol Safe Partnership Support with effective safeguarding arrangements as a leader within an education setting. Support with effective safeguarding arrangements as a member of a Governing Body.
Ref 2a.6	The setting’s contacts are up to date and accurate for multi-agency partners.
Red	The setting has not shared their safeguarding contacts with the Local Authority Safeguarding in Education Team and statutory partners for effective multi-agency working.
Amber	The setting has updated the Local Authority Safeguarding in Education Team’s contacts survey in previous academic years but has not updated the contacts even if there have been changes of staff since completion of the survey.
Green	The setting has completed the Local authority contacts survey at the beginning of the academic year and have kept the Safeguarding in Education Team up to date with any staff changes of those who have statutory or safeguarding responsibilities. The setting will update the team of any additional changes throughout the academic year.
Resources	Forms to notify the Local Authority of key contacts within your settings.
Ref 2a.7	The setting is compliant with the Local Safeguarding Partnership’s neglect strategy.
Red	The setting has no members of staff trained to use the NSPCC Graded Care Profile 2 Tool.
Amber	At least one member of the setting’s safeguarding team has completed the NSPCC Graded Care Profile 2 training and is licenced to use the neglect assessment tool in line with the Local Safeguarding Partnership’s Neglect Strategy.
Green	More than one member of staff from the setting’s safeguarding team has been trained to use the NSPCC Graded Care Profile 2 Tool to ensure continuity and succession.
Resources	Graded Care Profile 2 Training
Ref 2a.8	The setting has staff who can engage with the Local Safeguarding Partnership’s model of practice – Signs of Safety
Red	There is no one in the setting who has had training on the Signs of Safety methodology.
Amber	Members of the setting’s safeguarding team are familiar with using Signs of Safety through experience gained from multi-agency training.
Green	The setting’s safeguarding team have engaged in Localised training which has provided the basics in Signs of Safety either through the multi-agency Advanced Child Protection Training, The Safeguarding in Education Team’s New DSL Safeguarding Training, and/or sessions run through Families in Focus.
Resource	Signs of Safety for Education Safeguarding Training for Education Sector colleagues Welcome to the Keeping Bristol Safe Partnership website.
Ref 2a.9	The setting can manage, process, and record information effectively in line with legislation and guidance.
Red	There is no dedicated member of staff who has oversight over information management in the setting.
Amber	There is a member of staff who has been allocated as a setting’s Data Protection officer that has had appropriate levels of training for them to carry out their role effectively. There is evidence that all staff have read and understood the setting's privacy notice and have undertaken UK GDPR/Data Protection training. There is evidence that the Data Protection Officer audits the setting’s information management and works with governance around how this is achieved. This is done at least on an annual basis. Designated Safeguarding Leads and any deputies are aware of and mindful of their duties under statutory Working Together to Safeguard Children, Keeping Children Safe in Education and non-statutory guidance Information sharing advice for safeguarding practitioners.
Green	In addition to the conditions set out in the AMBER: There is evidence that the Designated Safeguarding Leads collaborates with the Data protection Officer to audit the storage and handling conditions of recording systems for special category data. Data Protection Impact Assessments are undertaken when accessing new processes of personal data is likely to result in a high risk to the rights and freedoms of individuals. There is a process for systems learning when data management is compromised. Governance and senior leaders analyse data practice on an annual basis to assess compliance with legal duties.
Resources	Data protection in schools - Responsibilities - Guidance - GOV.UK (www.gov.uk) Training and awareness \| ICO Data protection impact assessments \| ICO Information sharing advice for safeguarding practitioners - GOV.UK (www.gov.uk)
Ref 2a.10	The setting engages with expectations from the Local Safeguarding Partnership to engage with the Police Operation Encompass scheme.
Red	The setting does not have anyone in the setting who has completed the Key Adults Training through Operation Encompass.
Amber	The setting has one colleague who has completed the training and is able to receive and process Safeguarding Notifications through Operation Encompass. This means that they are trained to Designated Safeguarding Lead level and have completed the Operation Encompass Key Adults Training. The setting takes a passive approach to receiving notifications and does not use them to provide early help or further assessment of need for children. For statutory school aged mainstream settings, at least one colleague has access to the Local Authority's Think Family Education App. There are mechanisms in place to check this on a daily basis for live alerts from the children who have been subject to police interventions.
Green	The setting has at least 2 members of staff at any one point to be able to receive and process Operation Encompass Safeguarding Notifications. This means that they are trained to Designated Safeguarding Lead level and have completed the Operation Encompass Key Adults Training. The setting has put up posters in physical and is available on the settling's website highlighting they are an Operation Encompass setting. There is evidence that action is taken on the day that the notification is received, and appropriate safety/support plans are created/reviewed for each child for whom the setting received a notification about. For statutory school aged mainstream settings, more than one staff member has access to the Local Authority's Think Family Education App. There are mechanisms in place to check this on a in the morning before the school day to ensure children subject to police interventions have appropriate levels of support.
Resources	Operation Encompass in Bristol Online Key Adult Training : Operation Encompass Resources for educational settings : Operation Encompass

Utilising Local Partnerships

Ref 2a.11	The setting has established working relationships with other local agencies/settings which they utilise to promote the safety and welfare of children inside and outside of the education setting’s context.
Red	The setting has limited awareness of local services and partnerships provided by other agencies which can support and promote the safety and welfare of children.
Amber	The setting is aware of but does not utilise localised partnership working unless responding to an identified need for children. The setting works together with other education settings where siblings are attending more than one establishment to share information and concerns.
Green	The setting has established working relationships with local agencies and organisations to effectively prevent mental and physical impairment and protect children from harm. This can include, but is not limited to, the School Health Nurse and other community health professionals, Police, Safer Options, Primary Mental Health Specialist, Families in Focus, Bristol Drugs Project, Brook, and Children's Centres/Family Hubs. The setting works collaboratively with other local education settings proactively around supporting families and communities they share.
Resources	Local Bristol services to support safeguarding in education. (bristolsafeguardingineducation.org) Bristol Family Hubs
Ref 2a.12	The setting has staff that can effectively utilise the Local Safeguarding Partnership’s escalation policy to resolve professional disagreements.
Red	Relevant staff in the setting are unaware of the Local Safeguarding Partnership’s escalation policy. There is no evidence of professional challenge or escalation for cases of concern. Concerns remain unchallenged.
Amber	Relevant staff in the setting are aware of the Local Safeguarding Partnership’s escalation policy however are not confident using it or locating it. Professional disagreements are not acted upon in a timely way due to lack of confidence.
Green	The Designated Safeguarding Lead, members of the setting’s safeguarding team, other senior leaders, and members of the governing body (or equivalent) have access to, have read and are confident in using the Local Safeguarding Partnership’s escalation policy. Relevant staff are aware of how to access advice and guidance if required. There is evidence and records of the escalation policy being used in cases when it has been required.
Resources	KBSP resolution of professional disagreements in work relating to the safety of children
Ref 2a.13	The setting engages with the Local Authority 'Additional- Level 2' support to provide effective early help for children and their families as soon as problems emerge.
Red	The setting is unaware of and does not make use of the advice and guidance from a qualified social worker to review vulnerable cases. The setting does not have a clearly defined early help offer and does not have mechanisms to provide advice, support, or guidance to further resources.
Amber	The setting is aware of but does not consistently engage with the Local Authority universal plus support offer of advice and guidance from a qualified social worker from Families in Focus to review vulnerable cases. For early years this can include seeking support and guidance from a children's centres or family hubs. Advice may only be sought on an ad hoc basis or as a reaction to acute/crisis presentation. The setting has explicit signposting to local early help services on their website. The setting has created a section on their website and newsletters to promote the free Solihull Approach 'understanding your child' resources to their parenting community.
Green	The setting consistently engages with the Local Authority’s Team Around the School (TAS), Multi-Agency Conference (MAC; for special schools) offer(s) and can seek advice through the Families in Focus teams to be able to provide effective early help intervention for vulnerable children. For early years this can include accessing support and guidance from a children's centres or family hubs. This is evidenced through case notes/minutes. The setting has referenced, curated, and cascaded a space on their website and newsletters highlighting free the free Solihull Approach 'understanding your child' resources to their parenting community. There is evidence that this is actively promoted to more vulnerable families as part of the setting's early help offer for that child.
Resources	Local Bristol services to support safeguarding in education. (bristolsafeguardingineducation.org) Details of Bristol's Team Around the School offer (bristolsafeguardingineducation.org) The Solihull Approach, FREE parenting courses for parents and carers

Managing Extra Familial Harm – contextual safeguarding

Ref 2a.14	There is evidence that the setting’s staff are familiar with the concept of contextual safeguarding and how it relates to the setting’s responsibility to safeguard children who may be at risk of or experiencing extra-familial harm.
Red	The setting has limited knowledge of contextual safeguarding and does not identify incidents of extra-familial harm (harm occurring in the setting, the neighbourhood, between children, online abuse) as the setting’s responsibility. No additional action has been taken to review the setting’s capacity to provide a contextual safeguarding approach.
Amber	The setting’s safeguarding team have basic awareness of contextual safeguarding and can apply this in relation to considering extra-familial harm and the context of harm when responding to the individual child's circumstances. There have been limited attempts to assess the setting’s capacity to identify extra-familial harm and provide contextual safeguarding for all children.
Green	The setting’s safeguarding team and members of the senior leadership team have undertaken training on contextual safeguarding and different forms of extra-familial harm can take (including but not exclusively to issues around child exploitation, child-on-child harm, and Preventing radicalisation). The setting’s leadership have conducted assessments and audits reviewing its capacity to provide an effective contextual safeguarding approach and have taken action to ensure that incidents of extra-familial harm are identified, assessed, and responded to. The setting understands its role in being able to prevent and mitigate risk of extra-familial harm for all children not just for individual cases.
Resources	Contextual Safeguarding: information and resources. Beyond Referrals \| Contextual Safeguarding

Online Safety and Remote Education

Ref 2a.15	The setting has an online safety policy (or equivalent) which reflects the use of mobile and smart technology.
Red	The setting’s online safety policy has not been updated with changes in the most recent version of Keeping Children Safe in Education nor the setting’s response to remote education following the COVID-19 pandemic. The setting’s safeguarding and child protection policy does not reflect the setting’s online safety practice.
Amber	The setting has an online safety policy which is updated on an annual basis and has been reviewed in line with the Online Safety section of Part 2 of Keeping Children Safe in Education. The online safety policy has updates with the setting’s policy and procedures developed since the COVID 19 Pandemic. The setting’s online safety processes and procedures are cross referenced and aligned with the Safeguarding and Child Protection, RSHE and Behaviour policies. Filtering and monitoring processes are informed in line with Meeting digital and technology standards in schools and colleges - Filtering and monitoring standards for schools and colleges - Guidance - GOV.UK (www.gov.uk) and the setting's Prevent Duty.
Green	In addition to conditions set out in the AMBER: The online safety policy includes links and references to the setting’s approach to teaching online safety and Education for a Connected World Framework. The policy has key setting updates as well as consideration of how the setting’s practices have developed during the COVID-19 pandemic. The setting’s safeguarding and child protection policy has been updated reflecting the 4 C’s as well as the setting's approach to filtering and monitoring as in the most recent version of statutory guidance Keeping Children Safe in Education. There are mechanisms in place to consider mitigating risks for children at greater risk of harm (vulnerable children) and how they access the IT system/technology (being taught via remote learning). The setting has ensured that online safety is a running and interrelated theme for other policies and procedures (behaviour policy, RSHE/PSHE, acceptable use policy). Updates in policies and procedures have been communicated effectively with the setting’s community.
Resources	Relationships and sex education (RSE) and health education - GOV.UK CEOP Education Keeping Children Safe in Education Part 2
Ref 2a.16	The setting has appropriate resources to review and implement developments around online safety at least on an annual basis.
Red	The setting has limited resources around managing online safety including fostering and monitoring. This includes not having a dedicated online safety policy. This is seen as an additional role for the Designated Safeguarding Lead who may lack the technical knowledge and skills/capacity to ensure mechanisms are effective. The setting does not formally review their approach to online safety on an annual basis.
Amber	The governing bodies have identified and assigned: a member of the senior leadership team and a governor (or equivalent) to be responsible for ensuring standards are met. the role and responsibilities to staff and third parties (external partners) Senior leaders and governance have read and have a clear plan to exercise their duties under Meeting digital and technology standards in schools and colleges - Filtering and monitoring standards for schools and colleges - Guidance - GOV.UK (www.gov.uk) The role of the Designated Safeguarding Lead and IT staff are clear in line with the above guidance. The governing body review the effectiveness of filtering and monitoring system on an annual basis. The setting’s practice includes risk assessment and action plan to develop online safety in line with the setting's Prevent Duty.
Green	In addition to the conditions set out in the AMBER: The governing body, leadership and relevant staff review the effectiveness of filtering and monitoring on a regular basis (more than annually). Systems have been reviewed since March 2023 in line with Meeting digital and technology standards in schools and colleges - Filtering and monitoring standards for schools and colleges - Guidance - GOV.UK (www.gov.uk). There is evidence of systems being 'managed' rather than 'shut down' to ensure knowledge and understanding of internet usage and managing risk dynamically. There is evidence that systems are age and ability appropriate for the users and also responsive to national and local trends. There is evidence that all staff are aware of how and what should be reported for safeguarding and technical concerns. The setting has appropriate resource and capacity to ensure that online safety development is effectively integrated the management of child-on-child harm and integrated safeguarding culture (both in terms of training for staff and safeguarding on the curriculum include Keeping Safe in a Connected World).
Resources	Meeting digital and technology standards in schools and colleges - Filtering and monitoring standards for schools and colleges - Guidance - GOV.UK (www.gov.uk). Education for a Connected World - GOV.UK

Managing Extra Familial Harm - Prevent

Ref 2a.17	The setting has completed a Prevent self-assessment (including a Prevent risk assessment and action plan). a key worker system.
Red	The setting has not completed the Prevent self-assessment (includes a Prevent risk assessment and action plan) that is reviewed at least on an annual basis.
Amber	The setting does have a Prevent self-assessment (which includes a Prevent risk assessment and action plan). This is monitored and reviewed at least on an annual basis by the Designated Safeguarding Lead and governing body or equivalent as appropriate.
Green	In addition to conditions set out in the AMBER: The setting’s Prevent self-assessment (which includes a Prevent risk assessment and action plan) are live documents which are regularly updated and reviewed in line with local and national incidents, but also incidents that have affected the setting’s local community. There are mechanisms to ensure knowledge and key findings of the assessment and action plan are curated effectively to be cascaded to staff through training/staff meetings, updates that the setting's online safety practice, and safeguarding on the curriculum. The setting engages with updates from the Local Safeguarding Partnership.
Resources	Prevent and Channel programmes (bristol.gov.uk) Prevent Self-Assessment and Action Plan \| Trading with Schools Counter-terrorism strategy (CONTEST) 2023 - GOV.UK (www.gov.uk) Sign up to South West DfE Prevent newsletter (es-mail.co.uk) Sign up to Educate Against Hate Newsletter (es-mail.co.uk)
Ref 2a.18	The setting’s safeguarding staff are familiar with local procedures for responding to extremism and/or radicalisation.
Red	The setting does not have anyone trained to identify and act when there is a concern about vulnerability to those at risk of being drawn into terrorism.
Amber	The setting’s Designated Safeguarding Lead is familiar with local procedures for making a referral either to the Channel panel or Children’s Social Care. The setting is familiar with the referral mechanism but relies on other agencies to provide interventions around Prevent cases.
Green	In addition to conditions set out in the AMBER: The setting has measures to identify vulnerability to extremism and radicalisation early. The setting can make effective timely referrals that are robust, informed and with good intention. The setting has proactively considered the impact of Equality Act 2010 and the Human Rights Act 1998 in doing so. The setting acts and perceives itself as part of early help interventions and takes proportionate action. This can be evidenced when looking at records. Interventions are contextual and include support for peer group, the setting's site, and the setting's community. The setting has multiple members of staff who can make a referral and/or seek advice if required.
Resources	Welcome to the Keeping Bristol Safe Partnership website.

Managing Extra Familial Harm – child on child abuse/harm

Ref 2a.19	The setting has reviewed its safeguarding and child protection policy, procedures and practice as set out in statutory guidance Keeping Children Safe in Education on the topic of child-on-child abuse.
Red	The setting has made passive changes to the safeguarding and child protection policy but has not yet reflected on the effectiveness of the processes and practices in line with Part 2 of Keeping Children Safe in Education
Amber	The setting has reviewed their policies and practice in relation to the management of child-on-child abuse. The setting’s safeguarding and child protection and behaviour policies sets out what is required in Part 2 of Keeping Children Safe in Education under the section child-on-child abuse. Policies have also been updated and reviewed in terms updates made in Part 5 of Keeping Children Safe in Education to ensure compliance with statutory expectations to prevent and respond to child-on-child sexual violence, harmful sexual behaviour, and sexual harassment. To prevent exclusions and prevent putting children at further risk of harm, there are clear systemic mechanism to ensure assessment of need and vulnerabilities by the Designated Safeguarding Lead or safeguarding trained colleagues are made before punitive sanctions are made. If necessary, proportionate action is taken to ensure safety of children.
Green	In addition to the conditions set out in the AMBER: The setting has undertaken additional work to review the effectiveness of its policy, procedures, and practice around how to manage incidents of child-on-child abuse/harm. This has included consultation with staff, children, and/or feedback from parents/carers. This can include (but is not limited to) the Anti-Bullying Alliance ‘All Together’ programme, and Contextual Safeguarding Network – School Assessment, Diana’s Anti-bullying Award. A culture is developed with relevant setting leaders participating in this work (Designated Safeguarding Lead, behaviour lead, SENCO, RSHE leads). Developments in policy and practice has been shared and communicated to the setting’s community (staff, children, and parents/carers). The setting has invested in developing a member of staff to champion best practice to tackle child-on-child harm. This means that they have undertaken additional training specifically to implement change in their setting. There is evidence that contextual safeguarding needs are assessed and interventions put in place around peer groups, education setting site and neighbourhoods/community.
Resources	All Together: Whole School Programme School Assessments \| Contextual Safeguarding The Diana Award - Anti-Bullying
Ref 2a.20	The setting has an easy read version of their child-on-child abuse/harm policy.
Red	The setting does not have a standalone easy read child-on- child abuse/harm policy that is differentiated to the setting’s community.
Amber	There is a policy/procedure that has been developed without children involved. Procedures focus on incidents of bullying but not has not been adapted for use for wider issues of child- on-child harm. Whilst accessible, children have limited knowledge of how concerns will and can be addressed. For Early Years - work is done through the Personal, Social, Emotional Development curriculum and age appropriate and inclusive rules.
Green	An easy read version of the setting’s child-on-child abuse/harm has been co-constructed with children's voice and feedback. The effectiveness of setting’s policies, procedures and practice are reflected in this. This is published and accessible to the parent/carer community to support robust understanding within the setting’s community. Locations and format of information are considered for different stakeholders.
Resources	N/A
Ref 2a.21	The setting has systems in place to ensure that children can confidently report abuse knowing their concerns will be treated seriously.
Red	The setting does not have systems in place. Or if they do have systems in place they are not well used by children. This may reflect in low numbers of child-on-child harm incidents recorded/reported.
Amber	The setting has systems in place for children to raise concerns, these are sporadically used. Systems allow for concerns to be shared about all forms of harm (including online). These systems are promoted, understood and accessible. Record keeping of concerns maybe under ‘behaviour’ rather than safeguarding. Data is used to identify when interventions maybe required. For Early Years - there is evidence that children and their parents/carers know who their safe adult/keyworker is should a concern arise.
Green	In addition to the conditions set out in the AMBER: The setting has evaluated its systems in place for children to raise concerns. These have been co-constructed from feedback from children and their families. There is data to reflect the number of incidents reported to demonstrate the effectiveness of systems used. These are well promoted, easily understood and easily accessible. Evidence of this is explicit. There are a variety of options to raise concerns anonymously (e.g., worry boxes, the use of the Whisper Button – South West Grid for Learning). Safe spaces and safe adults have been identified for children with protected characteristics who may experience additional barriers to reporting concerns (e.g., protected characteristics). Concerns feed into systems where behaviour and safeguarding are cross referenced rather than being dealt with in isolation. Through this there are opportunities to communicate and acknowledge concerns that have been shared.
Resources	Whisper® - Anonymous Reporting Tool \| SWGfL
Ref 2a.22	The setting takes action to safeguard all children affected by child-on-child harm when responding to an incident.
Red	Interventions put in place are limited to those who are directly involved in an incident. Support is put in place for the child who has been hurt but may be limited for those who demonstrate harmful behaviour. There are limited records to indicate that all children involved have had their needs assessed or met before punitive sanctions are made.
Amber	The setting’s safeguarding and behaviour policies are implemented to support children who have been harmed and those who have demonstrated harmful behaviour. Safety plans are created for each child directly involved in an incident. This is done in partnership with the parent/carer and the child. These are reviewed after 3 months and or each new occurrence of behaviour. Where appropriate - restorative approaches are used to mend and heal relationships. This is recorded alongside outcomes on the child’s safeguarding file. There is evidence that the Designated Safeguarding Lead, Special Educational Needs and Disability Coordinator and Behaviour Lead work collaboratively using assessment tools to consider safety planning and risk management when implementing interventions for vulnerable children. There is evidence that support plans are put in place to meet potential unmet need before punitive sanctions are considered.
Green	In addition to the conditions set out in the AMBER: The setting’s approach to behaviour is trauma informed. There is recognition that the behaviour policy alone is not sufficient for managing incidents of child-on-child harm. The safeguarding team secures the safety of all children involved in an incident using contextual safeguarding (bystanders and those who have been affected vicariously such as siblings). Wider interventions are put in place in partnership with the senior leadership team, where contextual safeguarding take place with wider peer groups (targeted safeguarding on the curriculum) and setting site context (adjusting the environment), and setting's neighbourhood/community. If there are wider vulnerabilities, advice and guidance are sought from partner agencies such as Families in Focus, Safeguarding in Education, Childrens Centres and Family Hubs.
Resources	Responding to children and young people's harmful sexual behaviour - Guidance for schools - Be Safe 2025 Sexual Abuse, Schools, Safety and Support - Guidance for education staff from people with lived experiences - The Green House (2024)
Ref 2a.23	There is evidence that the setting takes a proportionate approach to managing child-on-child harm/abuse concerns. This involves early intervention to address concerning behaviour to assess whether support for Special Educational Needs or disabilities, seeking to identify mental health, or family problems.
Red	The setting does not have mechanisms in place to identify and act early for emerging patterns of behaviour or concerns. Behaviour, Special Educational Needs, and Safeguarding are seen separately. Sanctions are often reactive and considered under the behaviour policy with little opportunity to cross reference safeguarding need. There are limited records to indicate that child has had their needs assessed or met before punitive sanctions are made. The setting does not collate or review data to behaviour sanctions and protected characteristics. There has been no whole school training around child-on-child harm and or adverse childhood experiences (ACES).
Amber	The setting has mechanisms in place for identifying vulnerable children. Their needs are considered on a regular basis. There is evidence that the Designated Safeguarding Lead, Special Educational Needs and Disability coordinator, and Behaviour Lead work collaboratively to cross reference data to review vulnerability. This is done at least on a Bristol termly basis (six times a year). Early help is provided and or referrals to other agencies are considered if a need has been identified. The setting use Operation Encompass to proactively identify concerns and ensure that early help is proactively provided. All staff have had training around child-on-child harm and Adverse Childhood Experience training and are able to understand the need for proportionate approaches to managing behaviour.
Green	In addition to the conditions set out in the AMBER: The setting can demonstrate a trauma informed approach to behaviour. There is evidence of culture in practice which accepts behaviour as a means of communication. Children who demonstrate problematic concerning behaviour have their needs assessed with proactive planning, there is evidence that support plans are put in place to meet potential unmet need before punitive sanctions are considered. There is evidence that the Designated Safeguarding Lead, Special Educational Needs and Disability coordinator, and Behaviour Lead work together and use assessment tools to consider safety planning and risk management when implementing interventions for vulnerable children with the child and their parents/carer. The setting collates and scrutinises data of behaviour sanctions against protected characteristics. This is used to review policy and practice to ensure a development of an inclusive learning environment. The setting can evidence a contextual safeguarding approach to each incident through auditing records. This includes putting in interventions to the space where harm occurred (peer group, education setting, neighbourhood).
Resources	Welcome to the Keeping Bristol Safe Partnership website - ACES
Ref 2a.24	The setting is culturally competent when addressing child-on-child abuse/harm particularly when children involved have protected characteristics or there is an element of prejudice related harm.
Red	The setting has low or no recorded incidents of prejudice related incidents in the setting relating to child-on-child harm. There is a loose approach to incidents of prejudice related incidents are not consistently addressed. Either action is not consistently taken, or incidents are considered hate crimes where children are excluded, or unduly criminalised. Incidents are just reported to the police and have limited safety planning for the children. Incidents are exclusively dealt with under the setting's behaviour policy. Zero-tolerance approaches are interpreted as providing the harshest sanction possible.
Amber	The setting perceives and treats bullying and prejudice related incidents as safeguarding concerns. Staff react to incidents through their child-on-child harm procedures under the safeguarding/child protection policy in addition to their behaviour policy. The setting responds to prejudice related incidents with a zero-tolerance approach (that the setting responding to every incident). Record keeping encourages the capturing of or consideration of prejudice related incidents and a contextual approach is taken to educate against hate.
Green	In addition to the conditions set out in the AMBER: The setting has taken additional action to proactively promote practice which is culturally competent and able to identify and respond to child-on-child harm issues whilst explicitly considering intersecting protected characteristics. A zero-tolerance approach applies to the setting to act and respond to every incident. Responses to incidents are proportionate and are consistent with the Equality Act 2010 and Human Rights Act 1998. There is evidence that this is communicated across different stakeholders including staff, children, parents, carers, and governance or equivalent. The setting can evidence attempts to discipline children are not aimed to exclusively sanction, but to support and promote teachable moments. Sanctions have allowed for children to reflect about their behaviour and chances are made for restoration. This includes complying with your Public Sector Equality duty to foster good relations between persons who share a relevant protected characteristic and persons who do not share it. The setting collates and reviews data for behaviour sanctions and protected characteristics for acts of harm and those children involved. This data is used to shape competent practice, policy, and wider inclusive cultures (e.g., reduced level of isolation rooms).
Resources	Educate Against Hate - Prevent Radicalisation & Extremism Report an incident at a school or college \| Avon and Somerset Police
Ref 2a.25	The setting can take a proportionate response to incidents of sexual violence, harmful sexual behaviour, and sexual harassment.
Red	The setting does not have a member of staff who has completed additional training to assess sexual violence, sexual harassment, and/or harmful sexual behaviour (such as the Brook Sexual Behaviours Traffic Light Tool) Assessment of need and decisions around actions taken are not recorded. Incidents are dealt with exclusively as a behaviour issue and dealt with under the behaviour policy.
Amber	The Designated Safeguarding Lead has knowledge of the tool and has recently (within the last 2 years) undertaken training to use the licensed version of the Brook Sexual Behaviours Traffic Light Tool. Use of the tool is evidenced to assess risk and safety planning for the children who display harmful sexualised behaviour. This involves the child and parents and carers of children directly involved. The setting knows how to seek specialist advice and guidance from the Local Safeguarding Partnership. This includes when to make referral to statutory agencies. The time, date, location of incident, assessment and need and decisions around actions are recorded on the child(ren)’s safeguarding file.
Green	In addition to the conditions set out in the AMBER: The setting has adequate numbers of staff who have completed the recent training offered by Brook to use the most up to date version of the Sexual Behaviours Traffic Light Tool. The Designated Safeguarding Lead and deputies work with other members of the senior leadership team to ensure a proportionate trauma informed approach is taken to assess needs (as well as manage risk) in compliance with Part 5 of statutory guidance Keeping Children Safe in Education. The setting can evidence a contextual safeguarding approach to each incident through auditing records. This includes putting in interventions to the space where harm occurred (peer group, education setting, neighbourhood). There is a flexible approach evidenced to respond to concerns through the curriculum (assemblies, tutor time, RSHE lessons/PSED for Early Years).
Resources	CPD: Brook Sexual Behaviours Traffic Light Tool (RSE) Course Helping education settings identify and respond to concerns - CSA Centre Report an incident at a school or college \| Avon and Somerset Police Responding to children and young people's harmful sexual behaviour - Guidance for schools - Be Safe 2025 Sexual Abuse, Schools, Safety and Support - Guidance for education staff from people with lived experiences - The Green House (2024)
Ref 2a.26	Staff can effectively respond to a child-on-child harm concern that have an online element (including consensual and non-consensual sharing of images).
Red	The setting does not recognise its role in responding to incidents and considers this beyond its remit or jurisdiction. The setting passes on concerns on to other agencies to manage if the incident happened outside of the school context.
Amber	The setting’s safeguarding team recognise that online issues can impact on safeguarding or children and their relationships within the setting. Concerns are dealt with seriously and proactively to educate and safeguard children in line with the child-on-child policy. The setting work in partnership with external agencies to support management of concerns contextually outside of the setting context (as required). For example, the Professionals Online Safety Hotline (POSH) and ‘When to call the police' (NPCC) to respond to an incident of youth produced imagery. There is evidence that wider support for all children involved (even vicariously peer/year groups/wider family members) is considered rather than just the children directly involved. For Early Years, there is evidence that staff are vigilant to the safe use of technology for children and act immediately if they are concerned about bullying or children’s well-being.
Green	In addition to the conditions set out in the AMBER: There is evidence that the setting takes concerns that occur online just as seriously as physical incidents - and will respond proportionately regardless of when and where an incident happened. Records are audited by the Designated Safeguarding Lead to ensure that staff are mindful and accepting a child’s experiences of their own cultures and will not shame a child when managing an incident. The Designated Safeguarding Lead and other relevant members of staff know about a range of safeguarding tools to support with responding to incidents (e.g: Report Remove to support a children to remove an image shared online). The setting’s policies and practice are developed and utilised to reflect national guidance UKCCIS sexting advice (for schools and colleges). This is in line with DfE guidance Searching, screening and confiscations.
Resources	Report an incident at a school or college \| Avon and Somerset Police Safeguarding children and protecting professionals in early years settings: online safety considerations - GOV.UK

Managing Extra Familial Harm – Child Exploitation – Sexual, Criminal, and Serious Violence

Ref 2a.27	The setting can effectively identify children who experience or are at risk of exploitation.
Red	The setting does not or cannot identify children vulnerable to child exploitation. They are only identified following an incident of harm. The setting has limited awareness of the agencies or knowledge of how to contact them that can support children and or families who are vulnerable to or experiencing exploitation.
Amber	The Designated Safeguarding Lead (and deputies) work in partnership with Avon and Somerset constabulary’s Operation Topaz and Safer Options once a child has been identified as vulnerable to experiencing child exploitation. The setting can evidence screening for safeguarding concerns when managing behaviour – they can evidence consideration of whether a child is at risk of child exploitation or harm before decisions are made which may place them at further harm (for example suspension or exclusion). Where relevant and or appropriate, information and intelligence is shared proactively with Avon and Somerset Constabulary online form (TOPAZ)/Safer Options Information Sharing forms.
Green	In addition to the conditions set out in the AMBER: The setting’s Designated Safeguarding lead (and deputies), and all relevant members of the senior leadership team (those responsible for managing behaviour) are familiar with the referral pathways for children and wider family members who may be vulnerable to or experiencing exploitation. The setting can demonstrate cross referencing of existing data with information known by the setting, including the use of Police Safeguarding Notifications, to provide early help before a child reaches crisis point (Diversionary work with the Safer Options Education Inclusion Managers and Targeted services). The setting has evaluated evidenced pathways and mechanisms to consider welfare and safeguarding needs before punitive sanctions are implemented by members of senior leadership in line with statutory guidance suspensions and exclusions, behaviour in schools and searching screening and confiscation and relevant learning from the Child Q Child Safeguarding review. There is evidence that records are reviewed and audited to consider bias based on intersecting protected characteristics to avoid victim blaming and or adultification in line with the Equality Act 2010 and the Human Rights Act 1998. This then reflects on the setting’s culture and practice to implement change.
Resources	Avon and Somerset Police
Ref 2a.28	The setting is compliant with the Local Safeguarding Partnership’s updated Offensive Weapons and controlled drugs in Educational Setting Guidance
Red	The Designated Safeguarding Lead, senior leadership team and other relevant members of staff (including those who have responsibility for managing behaviour) are not aware and have not read the most recent version of the Local Safeguarding Partnership’s guidance.
Amber	The Designated Safeguarding Lead and members of the safeguarding team are familiar with the guidance. Partnership working occurs following an incident of weapons or drugs in an educational setting. This warrants a safeguarding response when implementing the behaviour policy. This response is balanced and proportionate. The setting’s behaviour and safeguarding and child protection policies reflect local guidance and procedures when it concerns working together with other agencies when managing incidents involving weapons or drugs. Multi-agency work is progressed and considers exploitation before punitive actions/exclusions are exercised for infractions of the setting’s behaviour policy.
Green	In addition to the conditions set out in the AMBER: The setting’s Designated Safeguarding Lead, senior leadership team, and other relevant members of staff (including those who have responsibility for managing behaviour) have read the up-to-date guidance. There is evidence that support, and guidance are sought before an incident occurs where there is suspected or known intelligence of vulnerability to exploitation. A contextual safeguarding approach is taken to engage with offers of support from the Police and Safer Options to engage with the peer group and neighbourhood when concerns around weapons and drugs are suspected. Records are reviewed and audited to consider bias based on intersecting protected characteristics to avoid victim blaming and or adultification.
Resources	Offensive Weapons and controlled drugs in Educational Setting Guidance

Managing domestic abuse and so called ‘honour’ based violence

Ref 2a.29	The setting is complaint with the Domestic Abuse Act statutory guidance and The Right to Choose: government guidance on forced marriage.
Red	Staff are not aware of the updates in legislation and guidance to tackle domestic abuse. The setting does not explicitly or consciously take a stance against domestic abuse (paraphernalia, posters, leaflets) and the setting does not feel like a safe space for victims of abuse.
Amber	Information and knowledge of services are dealt with by the Designated Safeguarding Lead who is aware of the updated legislation and guidance around the Domestic Abuse Act 2021 and the application of The right to choose: government guidance on forced marriage. The setting has a culture which states a clear zero tolerance approach to domestic abuse. This is reflected in staff training, safeguarding on the curriculum, and paraphernalia (e.g. posters, notices in toilets, newsletter, website etc.). This can include information about local services from the Bristol City Council website and the Keeping Bristol Safe Partnership website. The setting engages with Bristol’s version of Operation Encompass the Police Safeguarding Notification scheme.
Green	In addition to the conditions set out in the AMBER: The Designated Safeguarding Lead, governance and senior leadership are familiar with their statutory duties around tacking Domestic abuse and Forced marriage. There is a member of staff who has undertaken additional 'enhanced' training on the themes of domestic abuse, so-called honour-based abuse and forced marriage. The member of staff has been able to cascade learning to the wider staff cohort around the nuances and sensitivities such as the ‘one chance’ rule, the need for confidence, careful management of information and safety planning.
Resources	Bristol Ideal Award The right to choose: government guidance on forced marriage - GOV.UK Domestic Abuse Act 2021 - GOV.UK
Ref 2a.30	The setting’s Designated Safeguarding Lead, and deputies, can access advice from and make referrals to local services to support victims of domestic abuse recognising that children can victims in their own rights.
Red	The Designated Safeguarding Lead and deputies have limited knowledge of local services that victims of abuse can access. The setting does not recognise that they themselves can provide support and intervention for children affected by domestic abuse.
Amber	The Designated Safeguarding Lead and deputies have knowledge of local services that victims of abuse can access when crisis point has been met. The setting seeks advice and can signpost victims to local services for support once harm has been identified (Next Link, Victim Support, and the Independent Domestic Violence Advisors from Families in Focus) regardless of gender or sexual orientation. Early help and emotional support can be accessed and sourced through the setting. Access to a trusted adult is provided.
Green	he Designated Safeguarding Lead and deputies have robust knowledge of local services that victims of abuse can access. Support is proactively and skilfully signposted to through intelligence from children and the Police Safeguarding Notifications (Operation Encompass). The setting’s safeguarding staff can coordinate early help support through to signposting to crisis support when required. This can include referral to the local children’s centre/family hub for The Freedom Programme. Children affected by domestic abuse are monitored through a vulnerable children’s list and their educational outcomes are monitored on a regular basis. The setting can provide early help support through reasonable adjustments and targeted support for children who have been directly impacted by domestic abuse. This includes building up resilience, counselling, play therapy, mentoring, seeking help and support and safety planning. Safeguarding Staff have engaged with the Reducing Parental Conflict training and can competently use the resources.
Resources	Resources for Case Work with learners and families (bristolsafeguardingineducation.org)

Managing Female Genital Mutilation (FGM)

Ref 2a.31	The setting is compliant with the statutory elements to the "Multi-agency statutory guidance on female genital mutilation"
Red	The setting has limited knowledge on its duties around preventing and responding to Female Genital Mutilation beyond referencing it in the safeguarding and child protection policy.
Amber	There are clear records that all staff have had FGM awareness training and are aware of their legal mandatory reporting duty. The setting has refreshed and reviewed knowledge, as necessary. The setting Designated Safeguarding Lead (and or deputies) know what the signs are and how to make a referral to statutory agencies. Statutory duties are reflected in the setting's safeguarding policy and other related policies (RSHE/PSHE, Attendance, Admissions). Work is explicit to prevention and identifying girls who may be survivors to be able to access support and help.
Green	In addition to the conditions set out in the AMBER: The setting’s Designated Safeguarding Lead and or deputies have undertaken additional FGM training through the Keeping Bristol Safe Partnership (since 2020). This has been refreshed within the last 3 years which includes changes and developments in local procedures and developing cultural competency around managing FGM concerns. The setting has ensured that knowledge around FGM in the setting’s community is robust and can reflect the needs of the community of which it serves. The setting can evidence a zero-tolerance stance in the setting’s safeguarding policies, teaching ‘being safe’ on the curriculum, and attendance policies (around requests for extended holiday).
Resources	Free FGM Training Online \| Recognising & Preventing FGM Free Course \| Virtual College Female Genital Mutilation Safeguarding Guidance KBSP
Ref 2a.32	The setting is compliant with the Local Safeguarding Partnership’s procedures and policies around managing Female Genital Mutilation concerns.
Red	The setting does not have staff that are familiar with local processes. There is limited to knowledge around multi-agency working and or the Keeping Bristol Safe Partnership FGM Referral Risk Assessment Tool.
Amber	The setting’s Designated Safeguarding Lead and any deputies have awareness of the Keeping Bristol Safe Partnership FGM Referral Risk Assessment Tool and have read the Keeping Bristol Safe Partnership's FGM Multiagency Guidance. Safeguarding staff can source advice and support when required through relevant subject matter experts within the Local Safeguarding Partnership.
Green	In addition to the conditions set out in the AMBER: The setting consistently complete a FGM Referral Risk Assessment which forms the basis of whether a referral is required to statutory agencies and or demonstrate defendable decision making if a referral is not required. This is stored against the child's safeguarding records. There is evidence the setting utilises other professionals in the partnership including other education settings to ensure a Working Together Approach.
Resources	Welcome to the Keeping Bristol Safe Partnership website. (bristolsafeguarding.org) Mandatory reporting of female genital mutilation: procedural information - GOV.UK

Managing Mental Health and Wellbeing

Ref 2a.33	The setting has effective measures to promote good mental health for children.
Red	The setting responds to concerns when acute presentations become apparent. The setting has limited measures to identify mental health concerns early or promote a culture of good mental health.
Amber	The setting’s Designated Safeguarding Lead and senior leadership team have read and reviewed the setting's practice under 'Children requiring mental health support' in Part 2 of Keeping Children Safe in Education and government guidance Mental Health and Behaviour in Schools. The setting has invested in additional training and CPD for a member of the senior leadership team to be appointed as a Mental Health and Wellbeing lead. Clear systems and processes are in place to help the setting identify emerging mental health needs, providing routes to escalate issues with clear referral and accountability systems. There is evidence that the setting seeks to build resilience and positive mental health on the curriculum in an age-appropriate way.
Green	In addition to the conditions set out in the AMBER: The setting’s Mental Health and Wellbeing Lead who has had appropriate training, resources, and capacity to drive an effective whole school culture and approach. The setting has invested in a wellbeing model (Thrive). The setting has appointed an appropriate member of the setting’s governance (or equivalent) to oversee the effectiveness of the systems and processes in place for early intervention and identification, referral to experienced skilled professionals, and accountability. The setting’s safeguarding, SEN and behaviour are scrutinised to consider where resource is required. This also has measures around whether resources are effective in meeting need. The setting has made accessible information and offers of the range of mental health support to the whole of the setting’s community. A strategic review/audit has taken place since the pandemic to consider the setting's community’s changing needs and availability of services. (This could be using the Healthy Schools mental health award/Anna Freud Centre Assessment)
Resources	Promoting and supporting mental health and wellbeing in schools and colleges - GOV.UK Become a Senior Mental Health Lead \| Anna Freud
Ref 2a.34	The setting has mechanisms to ensure effective formulation of mental health concerns occurs with a safeguarding lens.
Red	There is limited connectivity between processes and systems for SEND and safeguarding. The setting’s response to mental health concerns is exclusively considered under the setting’s response under statutory SEND 0-25 years Code of Practice and or is dealt with uniquely as a behaviour.
Amber	The setting’s Designated Safeguarding Lead and deputies, work with the SENDCo and or behaviour leads to ensure a collaborative response to mental health concerns. The setting knows how to access specialist advice from their locality Primary Mental Health Specialist or Families in Focus. For Early Years this could also include the Locality Children Centres. The setting can refer to external counselling and support services, including CAMHS (Child and Adolescent Mental Health Services) and make this information available to parents/carers/children where appropriate (for Early Years, this could also include Children's Centre family support, Portage and Inclusion, Specialist Children's Inclusion Practitioners).
Green	In addition to the conditions set out in the AMBER: There is a culture and recognition that behaviour is a form of communication. The setting has an integrated system where appropriate concerns can be screened and monitored by safeguarding and SEN staff (behaviour and safeguarding records are cross-referenced). The SENDCo and the behaviour lead are part of the wider safeguarding team and formally supports review of vulnerable children. This can allow for early help and preventative measures to be taken before an acute presentation. A team around the child is evidenced where working in partnership with parents/carers in place to further an assessment or strengthen interventions. The setting actively uses tools (the Strengths and Difficulties Questionnaire (SDQ) and Boxall Profile), to assess learner’s mental health needs when there are known safeguarding episodes (Operation Encompass-Police Safeguarding Notifications) to ensure that a robust offer of support is considered proactively. The setting can provide proportionate support (early help) internally and make reasonable adjustments alongside making external referrals if required.
Resources	Promoting and supporting mental health and wellbeing in schools and colleges - GOV.UK Become a Senior Mental Health Lead \| Anna Freud
Ref 2a.35	There is evidence that all children have a choice of staff to turn to for personal guidance or help (not just those who are identified as vulnerable).
Red	The setting does not have clearly promoted systems where children can choose who they can turn to for personal guidance. There is limited access to staff due to staff capacity. For residential settings there is no policy around children contacting any member of staff with personal, academic or welfare concerns and reference to an independent person is not promoted nor easily accessible.
Amber	The setting makes staff available for each vulnerable child when they are requested or when a need has been identified. Children are provided with and have access to one or more appropriate helpline(s) or outside contact number such as Childline In residential settings there is clear policy implemented in practice that children can contact any member of staff of any gender with personal, academic or welfare concerns. There is also reference to an ‘independent person’ who children can contact directly about personal problems or concerns at the setting.
Green	The setting has provided access to a choice of staff to turn to for personal guidance or help for all children (not just those who have vulnerability). This has been well promoted and staff are accessible. Children are provided with and have access to one or more appropriate helpline(s) or outside contact number such as Childline. These are well promoted and accessible, including being accessible on virtual platforms for when children are not in school. For residential settings there is a child friendly policy around children contacting any member of staff with personal, academic or welfare concerns and reference to an independent person is promoted or easily accessible. The policy also references the Office of the Children’s Commissioner for England, to ring in case of problems or distress.
Resources	N/A

Part 2b - Managing safeguarding (children potentially at risk of harm)

Ref 2b.1	Individual safeguarding/child protection files are established once welfare concerns are recognised, and each file has a chronology at the front.
Red	There is inconsistent practice around the use and development of safeguarding/child protection files. There has been no evidence of quality assurance of the files. Files are securely stored, and only accessible to the Designated Safeguarding Lead.
Amber	There is consistent practice around the use of and development of safeguarding/child protection files which are audited at least on an annual basis. These are managed within expectations from Annex C of Keeping Children Safe in Education. Files are stored securely and only accessible to members of the safeguarding team. There is a risk aversion to sharing information with staff adequately to safeguarding staff on a 'need to know basis'.
Green	There is evidence that the Designated Safeguarding Lead regularly audits relevant records (safeguarding, behaviour, and attendance) for quality of recording and actions taken. Learning is shared with staff. Audits include reviewing: Staff recordings are reviewed to ensure they promote equality and human rights. Findings and developments in practice are evidenced in 1-1 or whole setting training. the setting's effectiveness of multi-disciplinary work and appropriate engagement with the child's parents/carers. the voice of the child is captured. These files remain effective as working documents to support the safeguarding of vulnerable children. Access to a child’s safeguarding file has been reviewed to consider that any appropriate members of staff who are actively involved in promoting the child's safety, welfare, and educational outcomes (class teacher/tutor having full access within reason). Management of sensitive data is mitigated through a competent code of conduct.
Resources
Ref 2b.2	The setting maintains a vulnerable children list.
Red	The setting does not have a vulnerable children list of children who may require additional support and monitoring. There may be multiple lists in a setting which do not correlate with each other. Children with multiple needs maybe spoken about multiple times in different forums with minimal internal working together.
Amber	The setting maintains a vulnerable children list that is RAG rated to ensure that the setting’s resources are appropriately assigned to those who require it. The list is reviewed during regular safeguarding meetings by the Designated Safeguarding Lead (and deputies). This often is done with other professionals in the setting responsible for behaviour, attendance, and attainment. Relevant colleagues should have access to information for them to participate and contribute effectively. The Designated Safeguarding Lead works with other staff to monitor and promote educational outcomes for those on the list. This is in line with their statutory duties under Annex C of Keeping Children Safe in Education.
Green	In addition to the conditions in the AMBER: The vulnerable children’s list is a live document. Cases are reviewed on a systemic basis based on need and requirement. The setting has resource to appropriately administrate the vulnerable children’s list, so it is accurate and actions are SMART. Relevant members of the safeguarding team review children systemically but at least on a termly basis (or more regularly as required) to inform practice. This is protected time which is separate and differentiated from strategic safeguarding meetings. Management of meetings involves cross referencing data around behaviour, attendance, and attainment to ensure that the setting can put in reasonable adjustments to ensure high aspirations around educational outcomes for vulnerable children. The vulnerable children's list is for those who require early help, those who require a social worker, those who have been allocated a social worker and those who have just had a social worker.
Resources	N/A
Ref 2b.3	The setting has reviewed its practice around the transfer of safeguarding/child protection files to ensure that it is compliant with Keeping Children Safe in Education.
Red	The setting has not reviewed its practice and does not transfer safeguarding/child protection files within 5 days of an in-year transfer or within the first 5 days of the start of a new term. After a learner has left the setting, records relating to that individual are not retained securely, in line with Local Authority guidance (in line with KBSP procedures) up until the child’s 25th birthday.
Amber	The setting has reviewed its transfer of safeguarding/child protection files within 5 days of an in-year transfer or within the first 5 days of the start of a new term. Where possible safeguarding/child protection files should be transferred separately from the main pupil file, ensuring secure transit, and confirmation of receipt should be obtained working in partnership with the receiving setting. If a child and family are open to children and family services a meeting is convened to handover (Multi-agency team around child/family meeting). If this is not possible a list of children who are currently open to children's social care is made to the next setting to enable the Designated Safeguarding Lead to prioritise action. After a child has left the setting, records relating to that individual are retained securely, in line with Local Authority guidance (in line with KBSP procedures) up until the learner’s 25th birthday.
Green	In addition to the conditions in the AMBER: Capacity has been considered, resourced, and protected to ensure the following: The setting has a schedule set up alongside the vulnerable children’s list to ensure timely information is shared with the next setting. Suitable resources have been put in place to ensure that transfer of files can happen within the statutory timescales. The most vulnerable cases are prioritised and there is evidence that additional information is shared with the new setting in advance of the child leaving to help the new setting put in place the right support, aid a successful transition, to effectively safeguard the learner and enable them to thrive (meetings/visits with the new setting) Where possible any information shared in advance is done with consent from parents/carers and the child themselves (use of pupil passports). Where there are multiple children transferring to a setting, a transition meeting takes place to share relevant and salient information.
Resources	Transfer of safeguarding files guidance and supporting documents. Information sharing advice for safeguarding practitioners - GOV.UK (www.gov.uk)
Ref 2b.4	Appropriate action is taken by the receiving setting to ensure support is in place for vulnerable children.
Red	The setting stores and accesses the safeguarding/child protection file as and when new concerns are identified. This is generally accessed only by the Designated Safeguarding Lead (and deputies). The setting does not have records of enquiring about historical safeguarding/child protection file if a child develops vulnerabilities.
Amber	The safeguarding/child protection file is shared and accessed by key staff such as the Designated Safeguarding Leads and Special Educational Needs Co-ordinators (SENDCos) and other relevant staff are aware as required. Files are triaged. Staff at the new setting read and process files. Capacity may not be protected and activity is limited to members of the safeguarding team. The setting can evidence chasing previous settings where a safeguarding/child protection file has not been shared and there is suspected vulnerability.
Green	In addition to the conditions in the AMBER: Capacity has been considered, resourced, and protected to ensure the following: Salient information is summarised and shared with wider relevant staff (class teacher/head of year) to promote the safety, welfare, and educational outcomes for those children. Work with feeder settings is proactive when safety planning maybe required (proactive attendance monitoring) Where appropriate and known a meeting with the parents/carers and child takes place. A differentiated approach to a successful transition for the first couple of weeks are considered (planned check-ins with relevant members of staff for the most vulnerable children). Referrals are escalated to the Local Authority Safeguarding in Education Team if there is a deficit in practice.
Resources	N/A
Ref 2b.5	The setting demonstrates robust practice to safeguard children who are educated off site.
Red	Risk information is limited or sanitised to avoid delaying placements. Safeguarding information is withheld which can put the placement at risk and the safety of the child. The setting does not quality assure provisions for children on their rolls.
Amber	There is evidence to indicate that moving a child is done in the best interest of the child. Members of the senior leadership team and the Designated Safeguarding Lead have read the Local Authority guidance about and protocol on the use of and commissioning of Alternative Learning Provision (available on the Bristol City Council Website). There is evidence that the setting has processes to ensure that the safeguarding team, SENDCo and/or behaviour lead work together to monitor the child's needs and placement. If a child has an Education Health and Care Plan, there is evidence that an emergency annual review is convened. There is a transition plan which ensures safety and mitigates risk. The setting only commissions from the Local Authority Alternative Provision framework and exercises its own quality assurance processes.
Green	In addition to conditions in the AMBER: Where a child remains on the setting’s roll. Transitions should involve regular meetings and reviews. Dates are evidenced and children are not overlooked. Plans are co-constructed with involved professionals, parents/carers and (where possible) the child. There are appropriate levels of information shared (agency reports/risk assessments) to promote the safety, welfare, and educational outcome for a child. This is agreed through a service level agreement. Where the setting commissions a placement, service level agreements are used as working documents and updated and reviewed in line with the child’s needs.
Resources	Alternative Learning Provision (bristol.gov.uk)
Ref 2b.6	The setting has a process for effectively managing Operation Encompass Police Safeguarding Notifications when they are received.
Red	The setting has not signed to receive Operation Encompass Police Safeguarding Notifications and or has not signed up to have access to the Think Family Education App (where applicable). The setting does not act upon receipt of an Operation Encompass Police Safeguarding Notification in a timely manner or check the Think Family Education App (on a daily basis). Knowledge of the scheme is limited to those members of staff receiving the notifications or have completed a briefing.
Amber	The setting has a process for managing Operation Encompass Police Safeguarding Notifications in a timely manner. For those settings who have access. The Designated Safeguarding Lead (and deputies) ensure that the notification is added to the children's safeguarding/child protection file. Information is shared and cascaded to those working with the child to ensure a trauma informed approach. Support for the child/family is provided where and when necessary.
Green	In addition to conditions in the AMBER: The setting has reviewed capacity and resource to ensure that notifications are actioned on the day that they are received in line with the national Operation Encompass Scheme. There is evidence of support and safety planning involving relevant colleagues on receipt of an Operation Encompass Police Safeguarding Notification and or an alert on the Think Family Education App (if accessed by the setting). This can include making reasonable adjustments for children. Operation Encompass notifications and the Think Family Education App are reviewed as part of case reviews/monitoring to help inform longer term support and intervention. If necessary timely referrals are made in line with the setting’s safeguarding/child protection policy if additional concerns are held by the setting (changes in behaviour, disclosure from the child).
Resources	Safeguarding Training for Education Sector colleagues (bristolsafeguardingineducation.org) Home: Operation Encompass Think Family Education App - Sign up (bristolsafeguardingineducation.org)
Ref 2b.7	The setting has processes, resources, and capacity to ensure that requests for information are completed and returned in a timely manner. These include (but not limited to): Multi-Agency Safeguarding Hub (MASH) Multi-Agency Risk Assessment Conference (MARAC) Child Protection Conferences (initial/review)
Red	There is no process in place to ensure that requests are received and dealt with robustly. There is limited capacity to complete requests for information. Returns are not always met and/or not met within time limits.
Amber	Requests for information are completed by the Designated Safeguarding Lead (and/or deputies). There is appropriate capacity and resource to complete requests for information (such as reports) and these are consistently returned within the expected time frames during term time. Information requests/reports are not consistently recorded on the child's safeguarding/child protection file.
Green	In addition to conditions in the AMBER: The setting has robust processes to ensure that requests for information are appropriately triaged, delegated and quality assured by the Designated Safeguarding Lead (and/or deputies). The Designated Safeguarding Lead has oversight over reports and quality assures the information requests. Reports are completed and shared with parents/carers where necessary and where it is safe to do so. Reasons for not sharing information with parents/carers are justified in record keeping. Rotas are created and established to ensure adequate safeguarding cover during setting holidays so education can always provide reports when requested. The setting has developed a generic safeguarding email account which is accessible for different member of the safeguarding staff to enable a sustained and continuous response.
Resources	Welcome to the Bristol Safeguarding in Education website.

Managing attendance (including children who are missing from education & pupils missing education)

Ref 2b.8	The setting has an effective policy in place that promotes good attendance and reduces absences, and which is in line with statutory guidance Working Together to Improve School Attendance.
Red	The setting does not have an attendance policy nor procedures that have been written in accordance with local or national guidance. Any policy or procedure does not include the setting’s response for children who go missing from education. This policy has not been reviewed at least on an annual basis.
Amber	The setting has a clear attendance policy to promote good attendance and punctuality. There are clear procedures around what actions the setting takes around children who go missing from education. The policy recognises that missed or poor attendance maybe indicative of a safeguarding concern and this should be read in conjunction with the setting's safeguarding/child protection policy. The attendance policy considers the safety of children and reflects practice to promote seeing the child where possible when they haven’t attended. This can include the use of home visits. These should be proportionate and bespoke to individual circumstances. The policy includes measures for recognising good/improved attendance, and that these are rewarded. The Attendance Lead (and/or the Designated Safeguarding Lead) has attended Local Authority training on children missing education and engages in the Local Authority School Attendance Networks.
Green	In addition to the conditions in the AMBER: The setting’s senior leadership team and governance have reviewed the attendance policy to be compliant with statutory guidance. This has been done at least on an annual basis and includes consideration of the guidance Working Together to improve School Attendance. For statutory aged settings and/or where appropriate as good practice - relevant members of staff audit attendance practice to be complaint with statutory guidance and expectations. This is done on an annual basis. The senior leadership has reviewed the effectiveness of the setting's response of when poor attendance intersects with safeguarding concerns and proactive multi-agency/disciplinary responses are considered as part of an early help approach in line with national guidance.
Resources	Working together to improve school attendance - GOV.UK (www.gov.uk)
Ref 2b.9	The setting has capacity and resource to oversee attendance and communicate with the commisioner/setting the child is on roll at.
Red	The setting does not have a protected Attendance Lead who has capacity and resource to ensure attendance measures are operationalised. Enforcement action is progressed with children of statutory school age with poor school attendance without welfare or family support being put in place.
Amber	The setting has an Attendance Lead where attendance responsibilities are on top of other duties. Capacity may be impaired by additional duties – interventions may be short term. The setting has processes in place to make reasonable enquiries for pupils missing education (this can include first day calling, home visit). Vulnerable children are identified and prioritised for interventions for a welfarist approaches in partnership with the wider safeguarding team (implement strategies, signposting to support etc). When providing interventions and gaining evidence for possible enforcement action, approaches are differentiated with reasonable adjustments made for any identified additional needs/vulnerability (e.g, ensuring correspondences are understood by parents/carers)
Green	In addition to the conditions in the AMBER: The setting's governance and leadership have reviewed appropriate resource and capacity for attendance work. This should be sustainable, continuity, and resilience for attendance work. There is a culture within the setting where attendance is seen as everybody’s business and resources are created to involve wider members of staff to promote good attendance (visual guides for staff). Staff have capacity to review attendance data and support with targeted intervention for those children with poor attendance or who have emerging needs. Attendance leads have had or working towards being trained to Designated Safeguarding Lead level and can consider contextual safeguarding approaches to understanding poor attendance. The setting’s enforcement actions have been updated and reviewed in line with guidance Working Together to improve School Attendance.
Resources	Working together to improve school attendance - GOV.UK Toolkit for schools: communicating with families to support attendance - GOV.UK
Ref 2b.10	The setting can work in partnership with the Local Authority when working with families where there are queries and concerns about children missing from education and those who are electively home educated.
Red	There is no evidence that the setting scrutinise cases where a child has left the setting due to elective home education in terms of potential safeguarding considerations. The setting does not follow national or local guidance when a child has left due to elective home education.
Amber	The attendance and designated safeguarding lead are familiar and mindful of statutory and non-statutory national and local guidance. There is evidence that the setting notifies the appropriate Local Authority team. Whilst the setting should not seek to prevent parents/carers from education outside the education system, information is provided around the impact this will have on the child. There is evidence that when a parent/carer has expressed their intention to remove a child from the setting who has SEND, is vulnerable, and/or has a Social Worker, that the LA, setting, and other key professionals work together to coordinate a meeting with the parent/carer where possible before a final decision has been made, to ensure the parent/carer has considered what is in the best interests of each child.
Green	In addition to the conditions in the AMBER: The Designated Safeguarding Lead, attendance lead, and an appropriate member of the governing body, routinely reviews practice around cases of elective home education. There is evidence that the setting has reviewed parent/carer’s choices to educate their children at home. If there are reasons for home education related to a reported deficit in the setting’s practice (i.e. unresolved child-on-child harm, lack of suitable provision for SEND provision, dissatisfaction with the setting’s behaviour policy) due diligence and learning is made to review practice on a strategic basis.
Resources	Elective home education - GOV.UK
Ref 2b.11	The setting ensures that there are regular reviews with children commissioners around suitability, duration, and progress of the placement.
Red	Children on reduced timetables have not had their welfare/safeguarding needs identified. There is limited evidence that arrangements have end dates and plans to attempt reiteration or progression of education assessments
Amber	There is evidence that when a setting has placed a child on a temporary reduced timetable that this is done the child’s best interests – this includes: Consultation has been made with the Designated Safeguarding Lead, including cross referencing with the vulnerable children’s list. Consultation with parents/carers has been evidenced to ensure safety at home or in the community (this includes working together with other professionals where appropriate). A clear plan is put in place for reintegration, with the review and anticipated end date agreed. Targets are established to ensure this an appropriate intervention. Arrangements are recorded in writing. It is clear where the child is at all times. Work is provided or commissioned that meet a child's right to a full-time education. Work provided is reviewed, marked and with appropriate education outcomes considered.
Green	In addition to the conditions of the AMBER: There is evidence that governance and leadership regularly scrutinise the attendance of children on a temporary reduced timetable are regularly monitored, reviewed, and information recorded on SIMS (or other Management Information System) using standard national coding. Leadership and governance ensure that the setting monitors outcomes of the intervention are evaluated and demonstrate that these are having a positive impact. There is evidence that the setting’s Designated Safeguarding Lead (and deputies) has mechanisms to ensure that children taught offsite are safeguarded to the same standard as children taught onsite. If necessary reasonable adjustments should be made.
Resources	N/A
Ref 2b.12	The setting has mechanisms to support and signpost to relevant agencies and teams for children who are likely to become NEET (not in education, employment, or training).
Red	The setting does not have processes in place to ensure that children at risk of becoming Not in Education, Employment or Training (NEET) are referred early into the Post 16 Participation Team or the Pathway to Independence Team if vulnerabilities are evidenced. There is limited knowledge about services and support that is available to children post 16.
Amber	The setting provides access to or can signpost to careers advice and guidance to all children and encourages participation. If a secondary setting, processes are in place that can identify children who are likely to become NEET. Referrals are considered to the Post 16 Participation Team or the Pathway to Independence Team if vulnerabilities are evidenced. This is with consent from the child and their parents/carers to ensure that support can be accessed before the end of year 11 and/or when there are concerns of disengagement at post 16 stage.
Green	In addition to conditions in the AMBER: The setting can evidence measures to monitor the educational outcomes of vulnerable children and can identify children who are likely to become NEET. There is evidence of attempts to re-engage children who they anticipate of being at risk of becoming NEET through appropriate safeguarding and pastoral support. There is evidence that proactive action is taken with consent from children and their families to refer into support for those children at risk of becoming NEET (consultation with the Local Authority teams and voluntary sector agencies).
Resources	N/A

Exclusions, suspensions, and pupil movement.

Ref 2b.13	The setting has processes and procedures to ensure that safeguarding and welfare are priority considerations when a child is at risk of suspensions, exclusions and or pupil movement.
Red	The setting’s behaviour policy (or equivalent) has not been reviewed since national guidance has been updated in May 2023. There is limited evidence that early intervention is used to address any causes of disruptive behaviour – this includes whether appropriate provision is in place to support any Special Educational needs or disability, mental health, or familial problems. Duties around managing suspensions and exclusions are delegated to other members of the senior leadership team without appropriate supervision of the headteacher/principal.
Amber	The setting is compliant with local and nation guidance. This has been reviewed to include newest iterations of and have reflected changes updates in statutory guidance since September 2023. Suspension and Permanent Exclusion from maintained schools, academies, and pupil referral units in England, including pupil movement. Behaviour in schools – advice for headteachers and school staff; and Searching, screening and confiscation at school. Bristol One City Plan – Belonging strategy to ensure compliance with Local Safeguarding Partnership expectations. The setting has processes and practices which ensure that safeguarding of children is a priority consideration if a child is at risk of suspension and or exclusion. The headteacher/principal has oversight of decisions made. There is evidence that the headteacher/principal and Designated Safeguarding Lead have worked together on all cases of suspensions and exclusions to ensure that the learner’s safety and welfare is of paramount consideration. A referral is considered if a child has met s.17 or s.47 of the Children Act 1989 to inform safety planning and managing extra familial risks. There is evidence that the headteacher/principal convenes multi-agency discussions for children who are open to statutory services (SEND statutory service, Children's Social Care, the Head of the Virtual School if a child in care) before any length of exclusion (including permanent exclusion) has been progressed (or as soon as reasonably possible). If a child has an Education Health and Care Plan, there is evidence that an emergency annual review is convened. The Bristol Inclusion Surgery have been consulted where there are concerns about risk of exclusion or suspensions for children.
Green	In addition to the conditions in the AMBER: There is evidence that the setting’s governing body, senior leadership team, and the Designated Safeguarding Lead systemically reviews the effectiveness of safeguarding arrangements for cases of suspension and exclusion. Any deficits are rectified in a timely manner. Evidence of proactive identification and preventative intervention should be demonstrated to show proportionate responses. Work has been evidenced to review whole setting data on protected characteristics against the setting's interventions to ensure that anti-discriminatory and anti-oppressive practice is undertaken across the whole setting and community. Updates to the Public Sector Equality Duty objectives are amended, as necessary.
Resources	School suspensions and permanent exclusions - GOV.UK (www.gov.uk) Behaviour in schools - GOV.UK (www.gov.uk) Searching, screening and confiscation at school - GOV.UK (www.gov.uk) One City Strategies - Bristol One City- Bristol’s Belonging Strategy for Children and Young People - Belonging in Education (bristolonecity.com) Public Sector Equality Duty: Guidance for Schools \| Equality and Human Rights Commission (equalityhumanrights.com)
Ref 2b.14	The setting supports the welfare and education outcomes for children during and after an exclusion or suspension.
Red	The setting has ceased their involvement and renounced responsibility to safeguard to the Local Authority. Or there is no evidence to indicate that children have been offered emotional support and academic work provided (that has been marked) when they have been suspended or excluded. Disengagement by the child or family is cited as a reason by the setting to not provide support.
Amber	For all cases where a child has been suspended or excluded - The setting proactively works together with the family and other professionals to ensure the safety of the child: Conversations have taken place with involved social workers (or safeguarding professionals) where a child is allocated. Advice and guidance is issued to parents/carers to ensure the child is kept safe during school hours. A co-constructed plan of support is generated around reintegration. Where appropriate care plans and risk assessments are updated and completed Work is provided and marked to cover all curriculum areas missed to support further disruption to a child's educational outcomes. Where possible remote education is considered. Attendance is monitored with greater scrutiny by members of the senior leadership team. There is evidence that the setting continues to support multi-agency support Following the sixth day of: a suspension, the governing body must arrange suitable full-time education for any child of compulsory school age no later than the 6^th school day of a suspension. a permanent exclusion, the relevant Local Authority/Authorities are contacted on the day the decision is made, to arrange full-time education from the 6^th day of an exclusion.
Green	In addition to the conditions in the AMBER: There is evidence that the setting monitors the welfare daily with parents/carers – and if appropriate the child themselves to promote a sense of belonging (e.g, phone calls, face to face or virtual meetings). The setting’s policies and practice guarantee that the arrangement of reintegration meetings do not delay the pupil returning to the setting following a fixed term exclusion. There is evidence that the governing body, senior leadership team, and the Designated Safeguarding Lead review /audit cases of suspensions and exclusions to ensure: That equality and human rights are upheld. That interventions consider the lived experiences of the learner and support is put in place to ensure child’s emotional needs and sense of belonging during interventions and or transitions. An assessment of need is undertaken Partnership work with the local authority to ensure defendable decision making. Assessment of the impact of extra-familial harm through a contextual safeguarding approach. Attendance coding has been correct. Think family (safety considerations for other family members).
Resources	School suspensions and permanent exclusions - GOV.UK (www.gov.uk)
Ref 2b.15	The setting has robust safeguarding practice when using managed moves or offsite directions.
Red	There is limited evidence so suggest that arrangements have been made in the best interest of the child. There is limited evidence to suggest that arrangements have been implemented to improve future behaviour and not as a sanction or punishment for past misconduct. There is limited evidence that the Designated Safeguarding Lead has been involved and consulted with the arrangement.
Amber	The work of pupil movement is underpinned by national and local guidance. In particular - resonating with the Local Safeguarding Partnership’s Bristol Belonging strategy and attempts are made to mitigate the feeling of exclusion. There is evidence that the Designated Safeguarding Lead or member of the Safeguarding Team have led a discussion and assessment of need to ensure safety and welfare are paramount considerations. There is evidence that arrangements are made in partnership with parents/carers as a form of supportive intervention. Parents/carers are provided with a clear agreement of who is responsible for support during period of the arrangement and how to contact them. There is evidence of suitable planning between settings (and involved professionals), with clear time scales, to ensure a child isn’t further put at harm physically or emotionally. This should include: Sharing of safeguarding information (including files) to promote safety, welfare, and educational outcomes. Travel arrangements, School meals and or pupil premium SEND support (top up funding) Uniform Medical needs Think family (impact on other family members). Arrangements for monitoring attendance. Work provided to cover curriculum areas missed.
Green	In addition to the conditions in the AMBER: There is evidence that the setting facilitates a physical introduction with the child on the first day of attendance at a new provision. Action is evidenced to monitor the successful educational outcomes of a child – that agreed targets are being met with reasonable adjustments being made to consider the trauma the child has/may experience. The setting’s governance, senior leadership team and designated safeguarding lead audits and reviews records around these arrangements to ensure that they are compliant with the Equality Act and Human Rights Act. Discourse analysis is made to identify whether decisions are made in the best interest of the child (or not). There is evidence that extra familial harm is assessed and considered explicitly to ensure that children will remain safe travelling to and whilst present in their intended destination. Contextual safeguarding should consider at the very least: setting, neighbourhood, and peer group.
Resources	One City Strategies - Bristol One City

Children in care, children who have been previously looked after, and children in private fostering arrangements

Ref 2b.16	The setting has appointed a Designated Teacher/ Person for children in care who has read and ensures that the setting is compliant with statutory guidance Designated teacher for looked after children (2018) and Promoting the education of looked-after children (2018). (For Early Years, this is likely to be the Designated Safeguarding Lead)
Red	The setting does not have a dedicated designated teacher who has read and is compliant with the statutory guidance. Children in care (including Children who have been previously looked after) do not consistently have protected resource and processes to monitor their educational outcomes in partnership with the Local Authority virtual school. or Designated teachers are in place, but do not have authority to delegate duties to other members of staff. The Designated Safeguarding Lead does not have oversight (unless it is an Early Years provider)
Amber	The setting has appropriate levels of resource to ensure that the designated teacher is able to monitor the educational outcomes for children in care and children who have previously been looked after. The designated teacher is supported by the Designated Safeguarding Lead and has appropriate levels of training for them to carry their roles effectively. This must include engagement with the Local Authority virtual school (training/networks) to ensure that local procedures are adhered to. Designated Safeguarding Leads have oversight of Personal Education Plans (PEP), and other statutory reviews in line with their statutory duties.
Green	In addition to the conditions in the AMBER: The setting has measures to identify children who have previously been looked after as part of their admissions and or home school agreement. This is done sensitively and in line with Data Protection legislation. Robust consideration of ongoing support is provided for kinship carers and those who have been previously looked after. The setting has reviewed and considered appropriate resource, capacity to do the role. The designated teacher is a member of the safeguarding team and trained to DSL level. Their expertise are utilised to promote the educational outcomes for children with a social worker.
Resources	Training about children in care or previously looked after children
Ref 2b.17	The Designated Safeguarding Lead and safeguarding team are able identify and undertake appropriate enquiries to determine whether a learner maybe privately fostered and make referrals to children's social care for a statutory assessment. This must be to the Local Authority to which the child is currently habitually resident.
Red	The setting does not have any colleagues trained to understand the legislation and professional duties around children who are privately fostered. The setting has limited systems to identify and respond to meeting the needs of children who are privately fostered.
Amber	The Designated Safeguarding Lead and safeguarding members of staff are able to identify and assess whether a referral to Childrens social care is required. The Designated Safeguarding Lead and the safeguarding team have undertaken additional training about children in the family court system and have read/are able to use the guidance Parental responsibility: guide for schools and local authorities - GOV.UK (www.gov.uk). Children who are privately fostered are identified as vulnerable and are provided early help support alongside any reasonable adjustments that are required in their day-to-day provision. Where appropriate both parents and carers are signposted to additional support where appropriate. There are clear agreements in place around agreed decision making between parents/carers and those with parental responsibility.
Green	In addition to the conditions in the AMBER: The setting has evidence of effective mechanisms to proactively identify and respond to the needs of children who are identified as privately fostered. (admissions process, awareness raising through all staff training). The support for children in care with regards to reviewing educational outcomes is replicated for children who are privately fostered: Strengths and difficulties questionnaires are undertaken. Review meetings are put in place (even though there are no statutory obligations). Think family – what impact is this having on other children in the family Working together with other settings (if there are siblings). The setting is able to consider access to additional resource and support which isn’t afforded to kinship/private foster carers.
Resources	Children Act 1989: private fostering - GOV.UK (www.gov.uk) The Fostering Foundation - Home Homepage - Kinship - The kinship care charity

Young carers

Ref 2b.18	The setting has systems in place to proactively identify young carers or children who may be looked after by young carers, or children who may be at risk of becoming young carers.
Red	The setting does not have effective systems in place to identify or support children who are young carers. The only way a child is identified as a carer is that is through self-disclosure and or notification through parents/carers or an involved professional.
Amber	The setting's Designated Safeguarding Lead and safeguarding staff have a basic awareness of young carers, the support available to them, and their right to a statutory assessment. The setting proactively and meaningfully raises the awareness of young carers through staff training and on the curriculum. The setting uses professional curiosity when reviewing educational outcomes (attendance/behaviour/academic attainment) to trigger sensitive enquiries into whether a child could be a young carer. Reasonable adjustments are made when need has been identified. Once a young carer is identified, the setting can refer to relevant agencies in line with the Children Act 1989. The setting ensures that they add young carers to the school census (as applicable).
Green	In addition to the conditions in the AMBER: The setting has a dedicated member of staff who can champion the needs of young carers. They are accessible and able to be visible to children and the parenting community. There is a strong culture of support and dignity for these children to tackle issues of stigmatisation and shame. These are evidenced through mechanisms such as assemblies, PSHE curriculum, posters and paraphernalia, newsletters. The setting is signed up to and proactively engages with the Young Carers School Programme to provide early help within the setting to children. Engagement with wider professional teams who may be involved with the family is considered to ensure a 'think family approach' is taken. This may include working with adult social care.
Resources	Young Carers (bristolsafeguardingineducation.org) Young carers in schools \| Carers Support Centre

Part 3 - Safer Recruitment and Safer Working Practice

Safer Recruitment

Ref 3.1	Recruitment and selection processes are fully compliant with Keeping Children Safe in Education Part Three and Teaching Regulation Agency (TRA) guidelines.
Red	There is limited oversight over the recruitment and selection processes. Governance and senior leadership have not read the most recent versions of statutory guidance and have not reviewed their practice. Practice has followed previous models and processes without consideration for up-to-date requirements.
Amber	The Designated Safeguarding Lead has ensured that the relevant members of the senior leadership team and the business manager (or equivalent) has appropriate levels of training. The headteacher/principal including the governor completes annual audits of the relevant recruitment and selection processes to ensure compliance with statutory guidance.
Green	In addition to the conditions in the AMBER: Those responsible for recruitment have completed safer recruitment training certified by a company that makes up the Safer Recruitment Practice Consortium. Training is reviewed every three years.
Resources	Teacher misconduct: disciplinary procedures - GOV.UK (www.gov.uk) Safer Recruitment Consortium training information
Ref 3.2	The setting has robust measures to conduct pre-employment checks and ensures appropriate record keeping around these checks in a Single Central Record (or equivalent)
Red	The setting does not record appropriate checks securely in one place.
Amber	The setting does record appropriate checks about all staff, including prohibition from teaching checks for any staff undertaking teaching activity, and volunteers and these are held centrally and securely. There are no gaps within the record. There are tabs on the record that evidence appropriate checks for; teaching staff, support staff, volunteers, contractors, visitors, governors, proprietors, trustees, agency, or supply staff.
Green	The setting records all appropriate checks about all staff and volunteers centrally and securely. Where checks have not yet been obtained there are risk assessments in place to cover the interim period. The record is checked and signed off by the headteacher (or equivalent) and governance at least termly and evidence of this is recorded. Any deficits are addressed promptly.
Resources	Keeping children safe in education - GOV.UK (Part 3)
Ref 3.3	The setting has appropriate safeguarding measures and checks when commissioning services from other agencies.
Red	The setting is not conducting their own checks on the commissioned service (i.e., ensuring appropriate checks have been made prior to employment).
Amber	The setting conducts some checks but may rely on others to have conducted some checks on their behalf (i.e., when commissioning a provision from the Bristol City Council Alternative Learning Provision Framework, assuming that the individual has appropriate checks because the setting is on the framework). Quality assurance visits take place on an agreed basis supported by a service level agreement.
Green	In addition to the conditions in the AMBER: The setting has a robust system in place for requesting and recording evidence of appropriate checks. Quality assurance visits take place on site and obtain the voice of relevant staff, children, and family members). Where deficits may be identified, the setting alerts the appropriate staff as well as wider teams (i.e., When checks have not been carried out on Alternative Learning Provider staff, the setting is notified alongside the commissioning team at Bristol City Council if the setting is on the Alternative Learning Provider framework).
Resources	Alternative Learning Provision framework

Promoting Safer Working Practice

Ref 3.4	The setting has robust measures in place to ensure there is effective safer working practice which staff are aware of.
Red	There is no evidence of a robust system of safer working practice. This may be identified at induction but is not revisited.
Amber	The setting does highlight safer working practice issues through annual training. The development of these processes is managed only by SLT. The setting has a system in place to effectively report and record low level concerns.
Green	In addition to the conditions in the AMBER: The setting considers safer working practice as part of safeguarding updates throughout the year. The setting involves the whole staff in the development of low-level concerns policies and processes as well as helping staff to understand their role in managing this. There are processes in place to review and respond effectively to the concerns reported, including the ability to review concerns raised to identify trends.
Resources	developing-and-implementing-a-low-level-concerns-policy.pdf Safer Recruitment Consortium training information
Ref 3.5	The settings has effective systems to manage incidents of physical intervention.
Red	The setting has a no-physical intervention policy, or there is limited records of incidents recorded and no quality assurance around the process.
Amber	The setting has an effective behaviour policy includes procedures around the use of positive handling and restraint, detailing the circumstances in which physical intervention may be used. This is consistent with national guidance – Use of Reasonable Force in schools 2013. For Early Years providers this also includes adherence to the statutory prohibition of the use or threat of corporal punishment. The setting has adequate number of staff fully trained - but all staff receive as a minimum a briefing on de-escalation skills. Children, parents, and carers are aware of settings approach to using physical interventions. There is a bound or numbered book (or equivalent) Voice of child is reflected in recordings of incidents processes. A named person responsible for monitoring and signing off all incidents reported (operational) – have assured that the setting is complaint with guidance (contact with parents, follow up with child’s individual behaviour plans to reduce need for physical intervention).
Green	In addition to the conditions in the AMBER: The setting has a separate positive handling policy. Leadership have learned from serious case reviews and senior leaders have read the ‘Reducing the need for restrictive intervention ‘2019 and have reviewed the setting’s policy and practice to ensure those children with additional needs have reasonable adjustments made. A whole setting approach is undertaken around a ‘team teach’ approach or equivalent. Contextual safeguarding approaches are evidenced with location of interventions identified, assessed, and have interventions. There is evidence of the governance, senior leadership team and Designated Safeguarding Leads to identify data trends that impact on practice.
Resources	Use of reasonable force in schools - GOV.UK Reducing the need for restraint and restrictive intervention - GOV.UK
Ref 3.6	The Designated Safeguarding Lead regularly reviews and monitors the care that guardians offer in the case of residential settings. This includes the suitability of any care arrangements.
Red	There is no/ inconsistent process in place to monitor or review arrangements.
Amber	There is a consistent process in place to monitor and review arrangements by the Designated Safeguarding Lead and a member of governance. Concerns are followed up and reported to the appropriate multi-agency partners.
Green	In addition to the conditions in the AMBER: Actions are undertaken to identify themes and trends and address concerns at least on an annual basis.
Resources	N/A

Part 4 - Allegations of abuse made against teachers and other staff including supply teachers and visitors.

Managing allegations against staff (and other professionals)

Ref 4.1	The setting has robust policies and procedures on managing allegations against staff (for childminders - this includes themselves) supply staff, volunteers, visitors, and other adults that work directly with children (including foster carers)
Red	The setting has procedures around managing allegations about staff but these are not localised and are not widely understood by members of staff. There is no reference to low level concerns in the setting's code of conduct.
Amber	Designated Safeguarding Leads, headteachers/principals and governing bodies are aware of local procedures around how allegations made against teachers and other staff members are managed. There are clear references and practices that incorporate expectations for supply staff/contractors. There is clear reference to a Low-Level concerns process. The setting has appropriate capacity to take proportionate action without compromising a statutory process. This can include undertaking an effective fact-finding investigation and accessing appropriate HR Advice. There is evidence that relevant staff know when and how to contact the LADO how to seek advice and guidance when the harm test has been met. There setting has appropriate record keeping of concerns about professionals/staff (separate to the child’s file) of where concerns about professionals are stored.
Green	In addition to the conditions set out in AMBER: There have been attempts to quality assure the effectiveness of culture within the setting. E.g.: walk throughs and mystery shops with staff. The setting uses a variety of evidence is supported from CCTV and knowledge of systems available. Governance reviews procedures around: timeliness of referral, proportionality, quality of paperwork (statements) on a termly basis. This can be done in partnership with HR. Wider cultures are evaluated and are fed back into the safer working practice development. There is evidence of a second opinion being obtained when there maybe professional disagreements
Resources	developing-and-implementing-a-low-level-concerns-policy.pdf
Ref 4.2	The setting has capacity to undertake or commission a formal investigation when required.
Red	There are limited resources and capacity for the setting to undertake an investigation when formally requested to.
Amber	Appropriate members of the senior leadership team and the governing body/proprietor or equivalent have had training in how to undertake an internal investigation (e.g. at the request of the LADO or due to a complaint).
Green	There are many appropriate colleagues either on the governance, senior leadership team and or trust leadership who can undertake a formal investigation if directed to.
Resources

Part 5 – Wider Safeguarding Considerations

Managing contact between the home and the setting

Ref 5.1	The admission policy and procedures are effective to ensure safety and welfare of children when they start at the setting.
Red	Information collated at the admissions processes is done via a form. No additional information is collated that can support the ongoing safeguarding of the child. This is formal and limited. Information is not shared or reviewed by the Designated Safeguarding Lead.
Amber	There is an admission policy and processes which include actions which support the promotion and safety of children when they first join the setting. Appropriate safeguarding information is sought, and support offered – a follow meeting is set up to discuss further. Information that is proactively sought: Care/contact arrangements (including chosen family) Health/medical needs (new arrivals the question) Familial needs (English as additional language, low income, housing) Are there other existing relationships you already have within the school community. Parents and families are told explicitly around why and how support can be offered around requests for sensitive information about safeguarding. For example: Young carers Survivor of abuse that can impact on health (sexual abuse and or FGM) Whether they have (or have had) a social worker Children affected by parental offending. Extra familial harm issues - Serious Youth Violence/Exploitation concerns. The setting has allocated and dedicated staff to coordinate the experiences for families (which can include access to the SENDCo /Designated Safeguarding Lead). A plan is put in place before children start considering any vulnerabilities or concerns that are identified. This is done in partnership with the family.
Green	In addition to the conditions in the AMBER: The setting has evidence of being able to have a forum around asking more sensitive questions that are sensitively explored beyond admissions. A support offer is evidenced. Pre- visits are encouraged where parents/carers can be supported with transitions. Where there is suspicion of vulnerability or a safeguarding concern, professional curiosity is exercised (e.g., phone call is made to the previous setting).
Resources	N/A
Ref 5.2	The setting has an effective privacy notice which supports the safety and welfare of children.
Red	There is a privacy notice are inconsistently managed. For example, it hasn't been reviewed in over a year and or has not considered additional vulnerability status - for children in care and or those who may be survivors of abuse.
Amber	The Privacy Notice (previously known as a Fair Processing Notice) is signed by parents/carers when they register with the setting. They are reviewed annually by the Data Protection Officer and reviewed and shared whenever a significant change is made as to how you process personal data (E.g., introduction of CPOMS).
Green	In addition to the conditions in the AMBER: Attempts have been made to ensure that children are aware of their own data and why the setting keeps them safe as part of a wider piece of interventions. There is an appropriate privacy policy which sets a whole setting culture to consider sensitive and personal data of all members of the setting's community. There is evidence that the Designated Safeguarding Lead can trigger and review a child/family privacy notice when there has been a change in circumstance.
Resources	Child-friendly privacy notices for schools (dataprotection.education)
Ref 5.3	The setting have an effective number of contacts for each child.
Red	The setting only seeks to obtain contacts from those with parental/carer responsibilities. There is evidence that the setting does not have more than one contact for every child.
Amber	The setting has more than one emergency contact for each child. It is made clear with parents who is able to be an emergency contact including close friends and wider family members. These are not just those with parental/carer responsibility. Emergency contacts are reviewed and updated at least on an annual basis. This can be done through a home school agreement.
Green	In addition to the conditions in the AMBER: The setting is complaint with local safeguarding partnership’s expectation of having three emergency contacts for children. In the case of young carers or for children in residential settings, children can contact parents/carers when necessary. This is facilitated in a way which does not prevent the setting from proportionately monitoring and controlling the use of electronic communications.
Resources
Ref 5.4	There is a home setting agreement where expectations are clear about parental/carer duties.
Red	There is a home setting agreement. This is not evidenced for each child and their family.
Amber	There is a home setting agreement which is signed at least at the point of admission for each child. The agreement has been drafted with the Designated Safeguarding Lead and contains basic requirements around what the setting's expectations are around the how they are expected to keep the child safe. These are present for each child and family.
Green	In addition to the conditions in the AMBER: There is evidence that the setting refreshes a home setting agreement (even a reduced version) with parents/carers on an annual basis to reflect changes and developments in policy and practice. This is used and supplemented alongside wider engagement pieces such as newsletters/parent/carer portal/apps.
Resources

Managing health, safety, and site security.

Ref 5.5	The setting has effective policy and practice to uphold healthy and safety.
Red	The setting does not have a policy that is regularly reviewed, updated or accessible.
Amber	Governance and the headteacher/principal has appointed a dedicated person to ensure they meet their health and safety duties that has: undertaken appropriate levels of training. the necessary skills, knowledge, and experience has capacity to give sensible guidance about managing the health and safety risks at the setting. Settings must have a health and safety policy in place. Which is an integral part of the whole setting culture, values, and performance standards. The key elements of the policy: • set out the roles and responsibilities within risk management processes • the mechanisms to control risk • specific control measures that need to be implemented Settings are obliged to record significant findings of the assessment. They must identify any group of employees identified by it as being especially at risk.
Green	In addition to the conditions in the AMBER: Based on a whole setting assessment, settings should update it to reduce and reflect new risks. The setting's assessment must cover the risks to the health and safety of employees and of persons (including children) who are not employees of the setting Review the assessment if: there is any reason to suspect that it is no longer valid there has been a significant change in related matters
Resources	Health and safety: responsibilities and duties for schools - GOV.UK
Ref 5.6	The setting has clear safeguarding procedures when there has been a critical incident or sad event.
Red	The setting does not have safeguarding procedures to equip them to manage critical incidents or sad events. This is not regularly reviewed, updated or accessible.
Amber	The setting has policy and procedures that have been prepared in advance of any potential critical incident and or sad event. The setting has proactively identified capacity and resilience in the event of an incident. Wider support from the Local Authority have been sourced and can be easily accessed in the event of an incident. The setting has shared out of office contacts for senior leaders with the Local Authority to ensure a speedy and timely contact from statutory agencies.
Green	In addition to the conditions in the AMBER: The setting has undertaken localised training to plan and respond to a critical incident and or sad event. The setting has a number of Mental Health First Aiders who are integral to the initial response and this is actively planned for. The setting has learned from historical events from its own or other settings local to it. Support and resilience are sought from other local settings and organisations.
Resources	Critical Incident Support and Guidance School and college security
Ref 5.7	The setting has a safeguarding response to when they suspect a crime has been committed by a child. (this could be a sibling and/or children in the community)
Red	The setting does not have a process in place to ensure that there is a planned safeguarding response. Incidents are dealt with exclusively through the behaviour policy.
Amber	There is evidence that safeguarding staff and those members of staff responsible for managing behaviour have read and are able to access: The National Police Chief Council's When to Contact the Police Guidance. The local Weapons and Drugs in Schools Guidance These are used proactively and referenced in record keeping and reflect decision making. Relevant colleagues are able to demonstrate identifying, accessing, and contacting Bristol City Council Education Inclusion Managers, and Avon and Somerset Neighbourhood Policing. The setting has a procedure for completing appropriate risk assessments and corresponding safety plans (such as the Contextual Safeguarding Risk Assessment and Safety Plan). These are completed for all children involved and are dynamic, timely, smart and child focused and ensure that the needs of all involved are being addressed.
Green	In addition to the conditions in the AMBER: The setting regularly participates in Operation Bond briefings. Reviews of incidents include a Contextual Safeguarding Approach which provides a critical understanding of the role of the setting as a context. The Designated Safeguarding Lead works with governance to review incidents of suspensions and exclusions due to issues of criminality or those which have been suspected to ensure lessons are learned and a safeguarding response has been considered for each case.
Resources	when-to-call-the-police--guidance-for-schools-and-colleges.pdf bristol-weapons-and-drugs-in-school-guidance.pdf
Ref 5.8	The setting has effective mechanisms to manage supporting children with medical conditions and or complex needs.
Red	Medical conditions and complex needs are not consistently systemically reviewed (at least on an annual basis) and are the responsibility of one person. This work is perceived to be separate from safeguarding and does not involve the Designated Safeguarding Lead.
Amber	There is a named member of staff responsible for ensuring provision is meeting need. They have appropriate training, authority, and capacity. They work collaboratively with the SENDCO and Designated Safeguarding Lead. The setting has evidence that there is medical conditions and/or complex needs are discussed on application. Needs have been taken into consideration and appropriate transition plans are developed to ensure successful induction. Individual Health Care Plans are completed as required and regularly reviewed, at least annually.   The setting ensures they have the following: Trained first aiders Trained in Administration of Medication Trained epi-pen user Individual health care plans The Designated Safeguarding Lead has an overview of record keeping of administration of medication. These are signed off on a termly basis by governance.
Green	In addition to the conditions in the AMBER: The setting has strong links with their School Nurse Team. The setting has trained mental health first aiders whose support is incorporated into plans.

Alternative Learning Providers S. 175 Audit Descriptors

Anti-oppressive and Anti-discriminatory practice

Part 1 - Safeguarding information for the setting's community (including safeguarding on the curriculum).

Management of policies and procedures

Safeguarding and Child Protection Procedures

All staff are aware of the procedures for making a referral for a timely response to keep children and adults safe.

Safeguarding Staff Training - Safeguarding Awareness

Managing safeguarding on the curriculum

Part 2a - The Management of Safeguarding (strategic)

The role of the Designated Safeguarding Lead (DSL) and the setting’s safeguarding team and engagement with Local Safeguarding Partnerships

The setting has staff who can engage with the Local Safeguarding Partnership’s model of practice – Signs of Safety

Utilising Local Partnerships

Managing Extra Familial Harm – contextual safeguarding

Online Safety and Remote Education

Managing Extra Familial Harm - Prevent

Managing Extra Familial Harm – child on child abuse/harm

Managing Extra Familial Harm – Child Exploitation – Sexual, Criminal, and Serious Violence

Managing domestic abuse and so called ‘honour’ based violence

Managing Female Genital Mutilation (FGM)

Managing Mental Health and Wellbeing

Part 2b - Managing safeguarding (children potentially at risk of harm)

Managing attendance (including children who are missing from education & pupils missing education)

Exclusions, suspensions, and pupil movement.

Children in care, children who have been previously looked after, and children in private fostering arrangements

Young carers

Part 3 - Safer Recruitment and Safer Working Practice

Safer Recruitment

Promoting Safer Working Practice

Part 4 - Allegations of abuse made against teachers and other staff including supply teachers and visitors.

Managing allegations against staff (and other professionals)

Part 5 – Wider Safeguarding Considerations

Managing contact between the home and the setting

Managing health, safety, and site security.

Training

Networks

Resources & Templates