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

S. 175 Audit - Descriptors

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
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 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 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
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).
Resources
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:

  • 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
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. 

Safeguarding and Child Protection Procedures

Ref 1.7

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
Ref 1.8

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 1.9 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

Safeguarding Staff Training - Safeguarding Awareness

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.
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
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. 

Resources
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. 
Resources
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:

  • 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

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. 

Resources

Managing safeguarding on the curriculum

Ref 1.16

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 1.17 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
Ref 1.18

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