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. |
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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. |
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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):
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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:
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Ref 1.3 | There is effective curation of the setting’s safeguarding and child protection policy. |
Red | The policy is out of date, has not been reviewed at least on an annual basis nor when there has been an update in guidance and/or legislation.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 safeguarding and child protection policy is adequately cross referenced with other relevant policies and procedures. |
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Ref 1.4 | There is effective curation of the setting’s behaviour policy. |
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 are aware of systems and processes around the management of children’s behaviour. The policy includes measures to prevent bullying, including cyber bullying, prejudiced-based and discriminatory bullying. Responses to incidents of bullying should cross reference the safeguarding and child protection policy. The behaviour policy has been reviewed and updated to reflect the newest government guidance (see resources). |
Green | 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 used and reflected in day-to-day practice. This policy has been communicated to all the setting’s community and is accessible and differentiated (displaying setting’s rules clearly in classes and around the building). Easy read/child friendly versions are available if requested. There is evidence that the policy is applied in conjunction with the safeguarding and child protection policy and reasonable adjustments are made for those with additional needs. The policy is contextualised to recognise systemic discrimination and resonates with the values set out in the Bristol One city Plan; Belonging strategy – Belonging in Education (and Belonging in the Beginning if Early Years). |
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Ref 1.5 | 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:
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Ref 1.6 |
There is effective curation of the setting’s response to children who go missing from education; or don't attend their Early Years setting (attendance policy and procedures). |
Red | The setting does not have clear procedures for children who go missing from education that are reviewed at least on an annual basis. |
Amber |
There is evidence that all staff (including supply staff, volunteers, peripatetic staff) within the setting are aware of the systems, processes, and procedures for managing children who go missing from education within the attendance policy. This is reviewed and revisited with all staff at least on an annual basis through training and CPD. The attendance policy has been reviewed and updated to reflect the newest government guidance (see resources). |
Green | In addition to conditions set out in the AMBER: There is evidence that all staff understand what action should be taken when there are concerns around a child with poor or non-attendance. There are clear and differentiated materials around the setting’s approach to improving attendance for the setting’s wider community (such as easy read versions for children and parents/carers). |
Resources |
Local resources and guidance Click here for the Local Authority Attendance Toolkit. |
Ref 1.10 | 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. |
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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. |
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Ref 1.11 | 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. |
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Ref 1.12 |
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. |
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Ref 1.13 |
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 |
Information and resources |
Ref 1.14 |
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:
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 |
Information and resources: |
Ref 1.15 |
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. |
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