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

There is inconsistent practice around the use and development of safeguarding/child protection files. There has been no evidence of quality assurance of the files. Files are securely stored, and only accessible to the Designated Safeguarding Lead.

There is consistent practice around the use of and development of safeguarding/child protection files which are audited at least on an annual basis. These are managed within expectations from Annex C of Keeping Children Safe in Education. Files are stored securely and only accessible to members of the safeguarding team. There is a risk aversion to sharing information with staff adequately to safeguarding staff on a 'need to know basis'. 

There is evidence that the Designated Safeguarding Lead regularly audits relevant records (safeguarding, behaviour, and attendance) for quality of recording and actions taken. Learning is shared with staff.

Audits include reviewing:

• Staff recordings are reviewed to ensure they promote equality and human rights.
• Findings and developments in practice are evidenced in 1-1 or whole setting training.
• the setting's effectiveness of multi-disciplinary work and appropriate engagement with the child's parents/carers.
• the voice of the child is captured. 

The setting maintains a vulnerable children list that is RAG rated to ensure that the setting’s resources are appropriately assigned to those who require it. The list is reviewed during regular safeguarding meetings by the Designated Safeguarding Lead (and deputies). This often is done with other professionals in the setting responsible for behaviour, attendance, and attainment.  Relevant colleagues should have access to information for them to participate and contribute effectively. The Designated Safeguarding Lead works with other staff to monitor and promote educational outcomes for those on the list. This is in line with their statutory duties under Annex C of Keeping Children Safe in Education. 

In addition to the conditions in the AMBER: The vulnerable children’s list is a live document. Cases are reviewed on a systemic basis based on need and requirement. The setting has resource to appropriately administrate the vulnerable children’s list, so it is accurate and actions are SMART. Relevant members of the safeguarding team review children systemically but at least on a termly basis (or more regularly as required) to inform practice. This is protected time which is separate and differentiated from strategic safeguarding meetings. Management of meetings involves cross referencing data around behaviour, attendance, and attainment to ensure that the setting can put in reasonable adjustments to ensure high aspirations around educational outcomes for vulnerable children. The vulnerable children's list is for those who require early help, those who require a social worker, those who have been allocated a social worker and those who have just had a social worker. 

The setting has reviewed its transfer of safeguarding/child protection files within 5 days of an in-year transfer or within the first 5 days of the start of a new term. Where possible safeguarding/child protection files should be transferred separately from the main pupil file, ensuring secure transit, and confirmation of receipt should be obtained working in partnership with the receiving setting. If a child and family are open to children and family services a meeting is convened to handover (Multi-agency team around child/family meeting). If this is not possible a list of children who are currently open to children's social care is made to the next setting to enable the Designated Safeguarding Lead to prioritise action.  After a child has left the setting, records relating to that individual are retained securely, in line with Local Authority guidance (in line with KBSP procedures) up until the learner’s 25th birthday.

In addition to the conditions in the AMBER: Capacity has been considered, resourced, and protected to ensure the following:

The setting has a schedule set up alongside the vulnerable children’s list to ensure timely information is shared with the next setting. Suitable resources have been put in place to ensure that transfer of files can happen within the statutory timescales.

The most vulnerable cases are prioritised and there is evidence that additional information is shared with the new setting in advance of the child leaving to help the new setting put in place the right support, aid a successful transition, to effectively safeguard the learner and enable them to thrive (meetings/visits with the new setting) Where possible any information shared in advance is done with consent from parents/carers and the child themselves (use of pupil passports). Where there are multiple children transferring to a setting, a transition meeting takes place to share relevant and salient information.

• Transfer of safeguarding files guidance and supporting documents. 
• Information sharing advice for safeguarding practitioners - GOV.UK (www.gov.uk)

The safeguarding/child protection file is shared and accessed by key staff such as the Designated Safeguarding Leads and Special Educational Needs Co-ordinators (SENDCos) and other relevant staff are aware as required. Files are triaged. Staff at the new setting read and process files. Capacity may not be protected and activity is limited to members of the safeguarding team. The setting can evidence chasing previous settings where a safeguarding/child protection file has not been shared and there is suspected vulnerability.

In addition to the conditions in the AMBER: Capacity has been considered, resourced, and protected to ensure the following:

• Salient information is summarised and shared with wider relevant staff (class teacher/head of year) to promote the safety, welfare, and educational outcomes for those children.
• Work with feeder settings is proactive when safety planning maybe required (proactive attendance monitoring)
• Where appropriate and known a meeting with the parents/carers and child takes place. A differentiated approach to a successful transition for the first couple of weeks are considered (planned check-ins with relevant members of staff for the most vulnerable children).

There is evidence to indicate that moving a child is done in the best interest of the child. Members of the senior leadership team and the Designated Safeguarding Lead have read the Local Authority guidance about and protocol on the use of and commissioning of Alternative Learning Provision (available on the Bristol City Council Website). There is evidence that the setting has processes to ensure that the safeguarding team, SENDCo and/or behaviour lead work together to monitor the child's needs and placement. If a child has an Education Health and Care Plan, there is evidence that an emergency annual review is convened. There is a transition plan which ensures safety and mitigates risk. The setting only commissions from the Local Authority Alternative Provision framework and exercises its own quality assurance processes.

In addition to conditions in the AMBER:

Where a child remains on the setting’s roll.

• Transitions should involve regular meetings and reviews. Dates are evidenced and children are not overlooked.
• Plans are co-constructed with involved professionals, parents/carers and (where possible) the child.
• There are appropriate levels of information shared (agency reports/risk assessments) to promote the safety, welfare, and educational outcome for a child. This is agreed through a service level agreement. 
• Where the setting commissions a placement, service level agreements are used as working documents and updated and reviewed in line with the child’s needs.

Alternative Learning Provision (bristol.gov.uk)

The setting has a process for managing Operation Encompass Police Safeguarding Notifications in a timely manner. For those settings who have access. The Designated Safeguarding Lead (and deputies) ensure that the notification is added to the children's safeguarding/child protection file. Information is shared and cascaded to those working with the child to ensure a trauma informed approach. Support for the child/family is provided where and when necessary.

• Safeguarding Training for Education Sector colleagues (bristolsafeguardingineducation.org)
• Home: Operation Encompass
• Think Family Education App - Sign up (bristolsafeguardingineducation.org)

There is no process in place to ensure that requests are received and dealt with robustly. There is limited capacity to complete requests for information. Returns are not always met and/or not met within time limits.

Requests for information are completed by the Designated Safeguarding Lead (and/or deputies). There is appropriate capacity and resource to complete requests for information (such as reports) and these are consistently returned within the expected time frames during term time. Information requests/reports are not consistently recorded on the child's safeguarding/child protection file.

In addition to conditions in the AMBER: The setting has robust processes to ensure that requests for information are appropriately triaged, delegated and quality assured by the Designated Safeguarding Lead (and/or deputies).

The Designated Safeguarding Lead has oversight over reports and quality assures the information requests.

Reports are completed and shared with parents/carers where necessary and where it is safe to do so. Reasons for not sharing information with parents/carers are justified in record keeping. 

The setting's Safeguarding/child protection policy contains additional information and procedures around injuries to non-mobile babies/children with complex needs and those with limited mobility. The policy and procedures are informed by wider procedures from the Local Safeguarding Partnership.  If a child is at immediate risk of harm or requires immediate medical attention (if there is any bleeding from nose, ear, or mouth, or the child has any other serious injury) staff know to call an ambulance. For babies, Early Years settings should contact the on-call Community Paediatrician at the Bristol Royal Hospital for Children in the first instance if they notice a bruise or an injury to a non-mobile baby (even if the parent/carer has a plausible explanation). Where appropriate a referral to children’s social care should be concurrently be made. There is evidence that the communication of need and bespoke care planning is robustly shared with staff who maybe working directly with the child. As required, the Designated Safeguarding Lead and other members of the safeguarding team have undertaken additional specialist training and know how to directly contact medical professionals for further advice and guidance. The setting has adequate levels of trained staff to ensure they are safely meeting the needs of children who may require additional support due to their vulnerability.

In addition to the conditions in the AMBER: There is evidence that the Designated Safeguarding Lead has commissioned any additional bespoke training for members of staff who work directly with children who are non-mobile, have complex needs, and those with limited mobility. This is to ensure that staff can look for the signs of harm and how to respond to any injury (regardless to how minor it may seem). This is refreshed at least on an annual basis.

non-mobile-baby-injury-policy-update-final-july-2023.pdf

The setting has a clear attendance policy to promote good attendance and punctuality. There are clear procedures around what actions the setting takes around children who go missing from education. The policy recognises that missed or poor attendance maybe indicative of a safeguarding concern and this should be read in conjunction with the setting's safeguarding/child protection policy. The attendance policy considers the safety of children and reflects practice to promote seeing the child where possible when they haven’t attended. This can include the use of home visits. These should be proportionate and bespoke to individual circumstances. The policy includes measures for recognising good/improved attendance, and that these are rewarded. The Attendance Lead (and/or the Designated Safeguarding Lead) has attended Local Authority training on children missing education and engages in the Local Authority School Attendance Networks. 

In addition to the conditions in the AMBER: The setting’s senior leadership team and governance have reviewed the attendance policy to be compliant with statutory guidance. This has been done at least on an annual basis and includes consideration of the guidance Working Together to improve School Attendance. For statutory aged settings and/or where appropriate as good practice - relevant members of staff audit attendance practice to be complaint with statutory guidance and expectations. This is done on an annual basis. The senior leadership has reviewed the effectiveness of the setting's response of when poor attendance intersects with safeguarding concerns and proactive multi-agency/disciplinary responses are considered as part of an early help approach in line with national guidance. 

Working together to improve school attendance - GOV.UK (www.gov.uk)

The setting has an Attendance Lead where attendance responsibilities are on top of other duties. Capacity may be impaired by additional duties – interventions may be short term. The setting has processes in place to make reasonable enquiries for pupils missing education (this can include first day calling, home visit). Vulnerable children are identified and prioritised for interventions for a welfarist approaches in partnership with the wider safeguarding team (implement strategies, signposting to support etc). When providing interventions and gaining evidence for possible enforcement action, approaches are differentiated with reasonable adjustments made for any identified additional needs/vulnerability (e.g, ensuring correspondences are understood by parents/carers)

In addition to the conditions in the AMBER: The setting's governance and leadership have reviewed appropriate resource and capacity for attendance work. This should be sustainable, continuity, and resilience for attendance work. There is a culture within the setting where attendance is seen as everybody’s business and resources are created to involve wider members of staff to promote good attendance (visual guides for staff). Staff have capacity to review attendance data and support with targeted intervention for those children with poor attendance or who have emerging needs. Attendance leads have had or working towards being trained to Designated Safeguarding Lead level and can consider contextual safeguarding approaches to understanding poor attendance. The setting’s enforcement actions have been updated and reviewed in line with guidance Working Together to improve School Attendance. 

• Working together to improve school attendance - GOV.UK
• Toolkit for schools: communicating with families to support attendance - GOV.UK

The attendance and designated safeguarding lead are familiar and mindful of statutory and non-statutory national and local guidance. There is evidence that the setting notifies the appropriate Local Authority team. Whilst the setting should not seek to prevent parents/carers from education outside the education system, information is provided around the impact this will have on the child. There is evidence that when a parent/carer has expressed their intention to remove a child from the setting who has SEND, is vulnerable, and/or has a Social Worker, that the LA, setting, and other key professionals work together to coordinate a meeting with the parent/carer where possible before a final decision has been made, to ensure the parent/carer has considered what is in the best interests of each child.

In addition to the conditions in the AMBER: The Designated Safeguarding Lead, attendance lead, and an appropriate member of the governing body, routinely reviews practice around cases of elective home education. There is evidence that the setting has reviewed parent/carer’s choices to educate their children at home. If there are reasons for home education related to a reported deficit in the setting’s practice (i.e. unresolved child-on-child harm, lack of suitable provision for SEND provision, dissatisfaction with the setting’s behaviour policy) due diligence and learning is made to review practice on a strategic basis.

Elective home education - GOV.UK

There is evidence that when a setting has placed a child on a temporary reduced timetable that this is done the child’s best interests – this includes:

• Consultation has been made with the Designated Safeguarding Lead, including cross referencing with the vulnerable children’s list.
• Consultation with parents/carers has been evidenced to ensure safety at home or in the community (this includes working together with other professionals where appropriate).
• A clear plan is put in place for reintegration, with the review and anticipated end date agreed. Targets are established to ensure this an appropriate intervention.
• Arrangements are recorded in writing.
• It is clear where the child is at all times.

Work is provided or commissioned that meet a child's right to a full-time education. Work provided is reviewed, marked and with appropriate education outcomes considered.

In addition to the conditions of the AMBER: There is evidence that governance and leadership regularly scrutinise the attendance of children on a temporary reduced timetable are regularly monitored, reviewed, and information recorded on SIMS (or other Management Information System) using standard national coding. Leadership and governance ensure that the setting monitors outcomes of the intervention are evaluated and demonstrate that these are having a positive impact. There is evidence that the setting’s Designated Safeguarding Lead (and deputies) has mechanisms to ensure that children taught offsite are safeguarded to the same standard as children taught onsite. If necessary reasonable adjustments should be made.

The setting provides access to or can signpost to careers advice and guidance to all children and encourages participation. If a secondary setting, processes are in place that can identify children who are likely to become NEET. Referrals are considered to the Post 16 Participation Team or the Pathway to Independence Team if vulnerabilities are evidenced. This is with consent from the child and their parents/carers to ensure that support can be accessed before the end of year 11 and/or when there are concerns of disengagement at post 16 stage.

In addition to conditions in the AMBER: The setting can evidence measures to monitor the educational outcomes of vulnerable children and can identify children who are likely to become NEET. There is evidence of attempts to re-engage children who they anticipate of being at risk of becoming NEET through appropriate safeguarding and pastoral support. There is evidence that proactive action is taken with consent from children and their families to refer into support for those children at risk of becoming NEET (consultation with the Local Authority teams and voluntary sector agencies).

The setting is compliant with local and nation guidance. This has been reviewed to include newest iterations of and have reflected changes updates in statutory guidance since September 2023.

• Suspension and Permanent Exclusion from maintained schools, academies, and pupil referral units in England, including pupil movement.
• Behaviour in schools – advice for headteachers and school staff; and
• Searching, screening and confiscation at school.
• Bristol One City Plan – Belonging strategy to ensure compliance with Local Safeguarding Partnership expectations.

The setting has processes and practices which ensure that safeguarding of children is a priority consideration if a child is at risk of suspension and or exclusion. The headteacher/principal has oversight of decisions made. 

• There is evidence that the headteacher/principal and Designated Safeguarding Lead have worked together on all cases of suspensions and exclusions to ensure that the learner’s safety and welfare is of paramount consideration. A referral is considered if a child has met s.17 or s.47 of the Children Act 1989 to inform safety planning and managing extra familial risks.
• There is evidence that the headteacher/principal convenes multi-agency discussions for children who are open to statutory services (SEND statutory service, Children's Social Care, the Head of the Virtual School if a child in care) before any length of exclusion (including permanent exclusion) has been progressed (or as soon as reasonably possible).
• If a child has an Education Health and Care Plan, there is evidence that an emergency annual review is convened.

The Bristol Inclusion Surgery have been consulted where there are concerns about risk of exclusion or suspensions for children.

In addition to the conditions in the AMBER: There is evidence that the setting’s governing body, senior leadership team, and the Designated Safeguarding Lead systemically reviews the effectiveness of safeguarding arrangements for cases of suspension and exclusion. Any deficits are rectified in a timely manner. Evidence of proactive identification and preventative intervention should be demonstrated to show proportionate responses. Work has been evidenced to review whole setting data on protected characteristics against the setting's interventions to ensure that anti-discriminatory and anti-oppressive practice is undertaken across the whole setting and community. Updates to the Public Sector Equality Duty objectives are amended, as necessary. 

• School suspensions and permanent exclusions - GOV.UK (www.gov.uk)
• Behaviour in schools - GOV.UK (www.gov.uk)
• Searching, screening and confiscation at school - GOV.UK (www.gov.uk)
• One City Strategies - Bristol One City- Bristol’s Belonging Strategy for Children and Young People - Belonging in Education (bristolonecity.com)
• Public Sector Equality Duty: Guidance for Schools | Equality and Human Rights Commission (equalityhumanrights.com)

For all cases where a child has been suspended or excluded - The setting proactively works together with the family and other professionals to ensure the safety of the child:

• Conversations have taken place with involved social workers (or safeguarding professionals) where a child is allocated. 
• Advice and guidance is issued to parents/carers to ensure the child is kept safe during school hours.
• A co-constructed plan of support is generated around reintegration.
• Where appropriate care plans and risk assessments are updated and completed

Work is provided and marked to cover all curriculum areas missed to support further disruption to a child's educational outcomes. Where possible remote education is considered. Attendance is monitored with greater scrutiny by members of the senior leadership team. 

There is evidence that the setting continues to support multi-agency support Following the sixth day of:

•  a suspension, the governing body must arrange suitable full-time education for any child of compulsory school age no later than the 6^th school day of a suspension.

a permanent exclusion, the relevant Local Authority/Authorities are contacted on the day the decision is made, to arrange full-time education from the 6^th day of an exclusion.

In addition to the conditions in the AMBER: There is evidence that the setting monitors the welfare daily with parents/carers – and if appropriate the child themselves to promote a sense of belonging (e.g, phone calls, face to face or virtual meetings).

The setting’s policies and practice guarantee that the arrangement of reintegration meetings do not delay the pupil returning to the setting following a fixed term exclusion. 

There is evidence that the governing body, senior leadership team, and the Designated Safeguarding Lead review /audit cases of suspensions and exclusions to ensure:

• That equality and human rights are upheld.
• That interventions consider the lived experiences of the learner and support is put in place to ensure child’s emotional needs and sense of belonging during interventions and or transitions.
• An assessment of need is undertaken
• Partnership work with the local authority to ensure defendable decision making.
• Assessment of the impact of extra-familial harm through a contextual safeguarding approach.
• Attendance coding has been correct.

Think family (safety considerations for other family members).

School suspensions and permanent exclusions - GOV.UK (www.gov.uk)

The work of pupil movement is underpinned by national and local guidance. In particular - resonating with the Local Safeguarding Partnership’s Bristol Belonging strategy and attempts are made to mitigate the feeling of exclusion. There is evidence that the Designated Safeguarding Lead or member of the Safeguarding Team have led a discussion and assessment of need to ensure safety and welfare are paramount considerations. There is evidence that arrangements are made in partnership with parents/carers as a form of supportive intervention.  Parents/carers are provided with a clear agreement of who is responsible for support during period of the arrangement and how to contact them.

There is evidence of suitable planning between settings (and involved professionals), with clear time scales, to ensure a child isn’t further put at harm physically or emotionally. This should include:

• Sharing of safeguarding information (including files) to promote safety, welfare, and educational outcomes.
• Travel arrangements,
• School meals and or pupil premium
• SEND support (top up funding)
• Uniform
• Medical needs
• Think family (impact on other family members).
• Arrangements for monitoring attendance.

Work provided to cover curriculum areas missed.

In addition to the conditions in the AMBER: There is evidence that the setting facilitates a physical introduction with the child on the first day of attendance at a new provision. Action is evidenced to monitor the successful educational outcomes of a child – that agreed targets are being met with reasonable adjustments being made to consider the trauma the child has/may experience. The setting’s governance, senior leadership team and designated safeguarding lead audits and reviews records around these arrangements to ensure that they are compliant with the Equality Act and Human Rights Act. Discourse analysis is made to identify whether decisions are made in the best interest of the child (or not). There is evidence that extra familial harm is assessed and considered explicitly to ensure that children will remain safe travelling to and whilst present in their intended destination. Contextual safeguarding should consider at the very least: setting, neighbourhood, and peer group.

One City Strategies - Bristol One City

The setting does not have a dedicated designated teacher who has read and is compliant with the statutory guidance. Children in care (including Children who have been previously looked after) do not consistently have protected resource and processes to monitor their educational outcomes in partnership with the Local Authority virtual school.  

or

The setting has appropriate levels of resource to ensure that the designated teacher is able to monitor the educational outcomes for children in care and children who have previously been looked after. The designated teacher is supported by the Designated Safeguarding Lead and has appropriate levels of training for them to carry their roles effectively. This must include engagement with the Local Authority virtual school (training/networks) to ensure that local procedures are adhered to. Designated Safeguarding Leads have oversight of Personal Education Plans (PEP), and other statutory reviews in line with their statutory duties.

In addition to the conditions in the AMBER: The setting has measures to identify children who have previously been looked after as part of their admissions and or home school agreement. This is done sensitively and in line with Data Protection legislation. Robust consideration of ongoing support is provided for kinship carers and those who have been previously looked after. The setting has reviewed and considered appropriate resource, capacity to do the role. The designated teacher is a member of the safeguarding team and trained to DSL level. Their expertise are utilised to promote the educational outcomes for children with a social worker.

The Designated Safeguarding Lead and safeguarding members of staff are able to identify and assess whether a referral to Childrens social care is required.  The Designated Safeguarding Lead and the safeguarding team have undertaken additional training about children in the family court system and have read/are able to use the guidance Parental responsibility: guide for schools and local authorities - GOV.UK (www.gov.uk). Children who are privately fostered are identified as vulnerable and are provided early help support alongside any reasonable adjustments that are required in their day-to-day provision. Where appropriate both parents and carers are signposted to additional support where appropriate. There are clear agreements in place around agreed decision making between parents/carers and those with parental responsibility.

In addition to the conditions in the AMBER: The setting has evidence of effective mechanisms to proactively identify and respond to the needs of children who are identified as privately fostered. (admissions process, awareness raising through all staff training). The support for children in care with regards to reviewing educational outcomes is replicated for children who are privately fostered: 

• Strengths and difficulties questionnaires are undertaken.
• Review meetings are put in place (even though there are no statutory obligations).
• Think family – what impact is this having on other children in the family
• Working together with other settings (if there are siblings).

The setting is able to consider access to additional resource and support which isn’t afforded to kinship/private foster carers.

• Children Act 1989: private fostering - GOV.UK (www.gov.uk)
• The Fostering Foundation - Home
• Homepage - Kinship - The kinship care charity

The setting's Designated Safeguarding Lead and safeguarding staff have a basic awareness of young carers, the support available to them, and their right to a statutory assessment. The setting proactively and meaningfully raises the awareness of young carers through staff training and on the curriculum. The setting uses professional curiosity when reviewing educational outcomes (attendance/behaviour/academic attainment) to trigger sensitive enquiries into whether a child could be a young carer. Reasonable adjustments are made when need has been identified. Once a young carer is identified, the setting can refer to relevant agencies in line with the Children Act 1989. The setting ensures that they add young carers to the school census (as applicable).

In addition to the conditions in the AMBER: The setting has a dedicated member of staff who can champion the needs of young carers. They are accessible and able to be visible to children and the parenting community. There is a strong culture of support and dignity for these children to tackle issues of stigmatisation and shame. These are evidenced through mechanisms such as assemblies, PSHE curriculum, posters and paraphernalia, newsletters. The setting is signed up to and proactively engages with the Young Carers School Programme to provide early help within the setting to children. Engagement with wider professional teams who may be involved with the family is considered to ensure a 'think family approach' is taken. This may include working with adult social care.

• Young Carers (bristolsafeguardingineducation.org)
• Young carers in schools | Carers Support Centre