Part 2a - The Management of Safeguarding (strategic)

There is no nominated governor (or equivalent) who can carry out the functions of Part 2 of Keeping Children Safe in Education.

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.

• 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

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.  

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.

• Keeping Children Safe in Education (annex C)

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.

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.

• Newly appointment Designated Safeguarding Lead (DSLs) training course

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.

• Safeguarding Training for Education Sector colleagues

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.

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.

• 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.

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.

• Forms to notify the Local Authority of key contacts within your settings.

There is evidence to suggest that Safeguarding responsibilities rely on only one person.

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.

• Basic Safeguarding Awareness - To be completed by all education staff.

Members of the setting’s safeguarding team are familiar with using Signs of Safety through experience gained from multi-agency training.

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.

• Signs of Safety for Education
• Safeguarding Training for Education Sector colleagues
• Welcome to the Keeping Bristol Safe Partnership website.

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.

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. 

• 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)

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. 

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.

• Operation Encompass in Bristol
• Online Key Adult Training : Operation Encompass
• Resources for educational settings : Operation Encompass

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.

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.

• Local Bristol services to support safeguarding in education. (bristolsafeguardingineducation.org)
• Bristol Family Hubs

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.

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.

KBSP resolution of professional disagreements in work relating to the safety of children

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. 

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. 

• 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

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.

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.

• Contextual Safeguarding: information and resources.
• Beyond Referrals | Contextual Safeguarding

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. 

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.

• Relationships and sex education (RSE) and health education - GOV.UK
• CEOP Education
• Keeping Children Safe in Education Part 2

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. 

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).

• 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

The setting documented their approach to delivering online safety since the COVID-19 lockdown. A Data Protection Impact Assessment has been completed/reviewed in relation to a change or development of practice since the pandemic.

The setting has formally reviewed and evaluated practice since the COVID-19 lockdowns. The Data Protection Impact Assessment has been adapted for consideration of when remote education can/should be used to support reasonable adjustments for more vulnerable children of for use in the future. The use of remote learning with children is monitored and reviewed regularly by governance. The Designated Safeguarding Lead and Attendance Lead can evidence that arrangements are regularly reviewed, appropriate, and in the best interest of the child Policies and process are available and accessible to parents and carers. This includes general guidance around remote education such as what children are asked to do online and who are likely to be interacting with for the purposes for their education. Parents and carers are also provided with information of how to keep their child safe online

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.

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.

• 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)

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.

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.

Welcome to the Keeping Bristol Safe Partnership website.

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.

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. 

• All Together: Whole School Programme
• School Assessments | Contextual Safeguarding
• The Diana Award - Anti-Bullying

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. 

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. 

N/A

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. 

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. 

Whisper® - Anonymous Reporting Tool | SWGfL

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.

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. 

• 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)

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. 

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).

Welcome to the Keeping Bristol Safe Partnership website - ACES

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. 

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).

• Educate Against Hate - Prevent Radicalisation & Extremism
• Report an incident at a school or college | Avon and Somerset Police

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.

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).

• 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)

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.

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.

• 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

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.

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.

• Avon and Somerset Police

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.

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. 

• Offensive Weapons and controlled drugs in Educational Setting Guidance 

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. 

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

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.

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 for Case Work with learners and families (bristolsafeguardingineducation.org)

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.

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).

• Free FGM Training Online | Recognising & Preventing FGM Free Course | Virtual College
• Female Genital Mutilation Safeguarding Guidance KBSP

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.

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. 

• Welcome to the Keeping Bristol Safe Partnership website. (bristolsafeguarding.org)
• Mandatory reporting of female genital mutilation: procedural information - GOV.UK

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.

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)

• Promoting and supporting mental health and wellbeing in schools and colleges - GOV.UK
• Become a Senior Mental Health Lead | Anna Freud

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).

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.

• Promoting and supporting mental health and wellbeing in schools and colleges - GOV.UK
• Become a Senior Mental Health Lead | Anna Freud

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.

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.

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