Ref 2b.1 |
Individual safeguarding/child protection files are established once welfare concerns are recognised, and each file has a chronology at the front. |
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Red |
There is inconsistent practice around the use and development of safeguarding/child protection files. There has been no evidence of quality assurance of the files. Files are securely stored, and only accessible to the Designated Safeguarding Lead. |
Amber |
There is consistent practice around the use of and development of safeguarding/child protection files which are audited at least on an annual basis. These are managed within expectations from Annex C of Keeping Children Safe in Education. Files are stored securely and only accessible to members of the safeguarding team. There is a risk aversion to sharing information with staff adequately to safeguarding staff on a 'need to know basis'. |
Green |
There is evidence that the Designated Safeguarding Lead regularly audits relevant records (safeguarding, behaviour, and attendance) for quality of recording and actions taken. Learning is shared with staff. Audits include reviewing:
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Ref 2b.2 |
The setting maintains a vulnerable children list. |
Red | The setting does not have a vulnerable children list of children who may require additional support and monitoring. There may be multiple lists in a setting which do not correlate with each other. Children with multiple needs maybe spoken about multiple times in different forums with minimal internal working together. |
Amber |
The setting maintains a vulnerable children list that is RAG rated to ensure that the setting’s resources are appropriately assigned to those who require it. The list is reviewed during regular safeguarding meetings by the Designated Safeguarding Lead (and deputies). This often is done with other professionals in the setting responsible for behaviour, attendance, and attainment. Relevant colleagues should have access to information for them to participate and contribute effectively. The Designated Safeguarding Lead works with other staff to monitor and promote educational outcomes for those on the list. This is in line with their statutory duties under Annex C of Keeping Children Safe in Education. |
Green |
In addition to the conditions in the AMBER: The vulnerable children’s list is a live document. Cases are reviewed on a systemic basis based on need and requirement. The setting has resource to appropriately administrate the vulnerable children’s list, so it is accurate and actions are SMART. Relevant members of the safeguarding team review children systemically but at least on a termly basis (or more regularly as required) to inform practice. This is protected time which is separate and differentiated from strategic safeguarding meetings. Management of meetings involves cross referencing data around behaviour, attendance, and attainment to ensure that the setting can put in reasonable adjustments to ensure high aspirations around educational outcomes for vulnerable children. The vulnerable children's list is for those who require early help, those who require a social worker, those who have been allocated a social worker and those who have just had a social worker. |
Resources |
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Ref 2b.3 | The setting has reviewed its practice around the transfer of safeguarding/child protection files to ensure that it is compliant with Keeping Children Safe in Education. |
Red | The setting has not reviewed its practice and does not transfer safeguarding/child protection files within 5 days of an in-year transfer or within the first 5 days of the start of a new term. After a learner has left the setting, records relating to that individual are not retained securely, in line with Local Authority guidance (in line with KBSP procedures) up until the child’s 25th birthday. |
Amber |
The setting has reviewed its transfer of safeguarding/child protection files within 5 days of an in-year transfer or within the first 5 days of the start of a new term. Where possible safeguarding/child protection files should be transferred separately from the main pupil file, ensuring secure transit, and confirmation of receipt should be obtained working in partnership with the receiving setting. If a child and family are open to children and family services a meeting is convened to handover (Multi-agency team around child/family meeting). If this is not possible a list of children who are currently open to children's social care is made to the next setting to enable the Designated Safeguarding Lead to prioritise action. After a child has left the setting, records relating to that individual are retained securely, in line with Local Authority guidance (in line with KBSP procedures) up until the learner’s 25th birthday. |
Green |
In addition to the conditions in the AMBER: Capacity has been considered, resourced, and protected to ensure the following: The setting has a schedule set up alongside the vulnerable children’s list to ensure timely information is shared with the next setting. Suitable resources have been put in place to ensure that transfer of files can happen within the statutory timescales. The most vulnerable cases are prioritised and there is evidence that additional information is shared with the new setting in advance of the child leaving to help the new setting put in place the right support, aid a successful transition, to effectively safeguard the learner and enable them to thrive (meetings/visits with the new setting) Where possible any information shared in advance is done with consent from parents/carers and the child themselves (use of pupil passports). Where there are multiple children transferring to a setting, a transition meeting takes place to share relevant and salient information. |
Resources | |
Ref 2b.4 | Appropriate action is taken by the receiving setting to ensure support is in place for vulnerable children. |
Red | The setting stores and accesses the safeguarding/child protection file as and when new concerns are identified. This is generally accessed only by the Designated Safeguarding Lead (and deputies). The setting does not have records of enquiring about historical safeguarding/child protection file if a child develops vulnerabilities. |
Amber |
The safeguarding/child protection file is shared and accessed by key staff such as the Designated Safeguarding Leads and Special Educational Needs Co-ordinators (SENDCos) and other relevant staff are aware as required. Files are triaged. Staff at the new setting read and process files. Capacity may not be protected and activity is limited to members of the safeguarding team. The setting can evidence chasing previous settings where a safeguarding/child protection file has not been shared and there is suspected vulnerability. |
Green |
In addition to the conditions in the AMBER: Capacity has been considered, resourced, and protected to ensure the following:
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Ref 2b.5 | The setting demonstrates robust practice to safeguard children who are educated off site. |
Red | Risk information is limited or sanitised to avoid delaying placements. Safeguarding information is withheld which can put the placement at risk and the safety of the child. The setting does not quality assure provisions for children on their rolls. |
Amber |
There is evidence to indicate that moving a child is done in the best interest of the child. Members of the senior leadership team and the Designated Safeguarding Lead have read the Local Authority guidance about and protocol on the use of and commissioning of Alternative Learning Provision (available on the Bristol City Council Website). There is evidence that the setting has processes to ensure that the safeguarding team, SENDCo and/or behaviour lead work together to monitor the child's needs and placement. If a child has an Education Health and Care Plan, there is evidence that an emergency annual review is convened. There is a transition plan which ensures safety and mitigates risk. The setting only commissions from the Local Authority Alternative Provision framework and exercises its own quality assurance processes. |
Green |
In addition to conditions in the AMBER:
Where a child remains on the setting’s roll.
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Ref 2b.6 |
The setting has a process for effectively managing Operation Encompass Police Safeguarding Notifications when they are received. |
Red | The setting has not signed to receive Operation Encompass Police Safeguarding Notifications and or has not signed up to have access to the Think Family Education App (where applicable). The setting does not act upon receipt of an Operation Encompass Police Safeguarding Notification in a timely manner or check the Think Family Education App (on a daily basis). Knowledge of the scheme is limited to those members of staff receiving the notifications or have completed a briefing. |
Amber |
The setting has a process for managing Operation Encompass Police Safeguarding Notifications in a timely manner. For those settings who have access. The Designated Safeguarding Lead (and deputies) ensure that the notification is added to the children's safeguarding/child protection file. Information is shared and cascaded to those working with the child to ensure a trauma informed approach. Support for the child/family is provided where and when necessary. |
Green | In addition to conditions in the AMBER: The setting has reviewed capacity and resource to ensure that notifications are actioned on the day that they are received in line with the national Operation Encompass Scheme. There is evidence of support and safety planning involving relevant colleagues on receipt of an Operation Encompass Police Safeguarding Notification and or an alert on the Think Family Education App (if accessed by the setting). This can include making reasonable adjustments for children. Operation Encompass notifications and the Think Family Education App are reviewed as part of case reviews/monitoring to help inform longer term support and intervention. If necessary timely referrals are made in line with the setting’s safeguarding/child protection policy if additional concerns are held by the setting (changes in behaviour, disclosure from the child). |
Resources | |
Ref 2b.7 |
The setting has processes, resources, and capacity to ensure that requests for information are completed and returned in a timely manner. These include (but not limited to): Multi-Agency Safeguarding Hub (MASH) Multi-Agency Risk Assessment Conference (MARAC) Child Protection Conferences (initial/review) |
Red |
There is no process in place to ensure that requests are received and dealt with robustly. There is limited capacity to complete requests for information. Returns are not always met and/or not met within time limits. |
Amber |
Requests for information are completed by the Designated Safeguarding Lead (and/or deputies). There is appropriate capacity and resource to complete requests for information (such as reports) and these are consistently returned within the expected time frames during term time. Information requests/reports are not consistently recorded on the child's safeguarding/child protection file. |
Green |
In addition to conditions in the AMBER: The setting has robust processes to ensure that requests for information are appropriately triaged, delegated and quality assured by the Designated Safeguarding Lead (and/or deputies). The Designated Safeguarding Lead has oversight over reports and quality assures the information requests. Reports are completed and shared with parents/carers where necessary and where it is safe to do so. Reasons for not sharing information with parents/carers are justified in record keeping. Rotas are created and established to ensure adequate safeguarding cover during setting holidays so education can always provide reports when requested. The setting has developed a generic safeguarding email account which is accessible for different member of the safeguarding staff to enable a sustained and continuous response. |
Resources | Welcome to the Bristol Safeguarding in Education website. |
Ref 2b.14 |
The setting has processes and procedures to ensure that safeguarding and welfare are priority considerations when a child is at risk of suspensions, exclusions and or pupil movement. |
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Red | The setting’s behaviour policy (or equivalent) has not been reviewed since national guidance has been updated in May 2023. There is limited evidence that early intervention is used to address any causes of disruptive behaviour – this includes whether appropriate provision is in place to support any Special Educational needs or disability, mental health, or familial problems. Duties around managing suspensions and exclusions are delegated to other members of the senior leadership team without appropriate supervision of the headteacher/principal. |
Amber |
The setting is compliant with local and nation guidance. This has been reviewed to include newest iterations of and have reflected changes updates in statutory guidance since September 2023.
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.
The Bristol Inclusion Surgery have been consulted where there are concerns about risk of exclusion or suspensions for children. |
Green |
In addition to the conditions in the AMBER: There is evidence that the setting’s governing body, senior leadership team, and the Designated Safeguarding Lead systemically reviews the effectiveness of safeguarding arrangements for cases of suspension and exclusion. Any deficits are rectified in a timely manner. Evidence of proactive identification and preventative intervention should be demonstrated to show proportionate responses. Work has been evidenced to review whole setting data on protected characteristics against the setting's interventions to ensure that anti-discriminatory and anti-oppressive practice is undertaken across the whole setting and community. Updates to the Public Sector Equality Duty objectives are amended, as necessary. |
Resources |
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Ref 2b.15 |
The setting supports the welfare and education outcomes for children during and after an exclusion or suspension. |
Red | The setting has ceased their involvement and renounced responsibility to safeguard to the Local Authority. Or there is no evidence to indicate that children have been offered emotional support and academic work provided (that has been marked) when they have been suspended or excluded. Disengagement by the child or family is cited as a reason by the setting to not provide support. |
Amber |
For all cases where a child has been suspended or excluded - The setting proactively works together with the family and other professionals to ensure the safety of the child:
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 permanent exclusion, the relevant Local Authority/Authorities are contacted on the day the decision is made, to arrange full-time education from the 6th day of an exclusion. |
Green |
In addition to the conditions in the AMBER: There is evidence that the setting monitors the welfare daily with parents/carers – and if appropriate the child themselves to promote a sense of belonging (e.g, phone calls, face to face or virtual meetings). The setting’s policies and practice guarantee that the arrangement of reintegration meetings do not delay the pupil returning to the setting following a fixed term exclusion. There is evidence that the governing body, senior leadership team, and the Designated Safeguarding Lead review /audit cases of suspensions and exclusions to ensure:
Think family (safety considerations for other family members). |
Resources |
School suspensions and permanent exclusions - GOV.UK (www.gov.uk) |
Ref 2b.16 |
The setting has robust safeguarding practice when using managed moves or offsite directions. |
Red | There is limited evidence so suggest that arrangements have been made in the best interest of the child. There is limited evidence to suggest that arrangements have been implemented to improve future behaviour and not as a sanction or punishment for past misconduct. There is limited evidence that the Designated Safeguarding Lead has been involved and consulted with the arrangement. |
Amber |
The work of pupil movement is underpinned by national and local guidance. In particular - resonating with the Local Safeguarding Partnership’s Bristol Belonging strategy and attempts are made to mitigate the feeling of exclusion. There is evidence that the Designated Safeguarding Lead or member of the Safeguarding Team have led a discussion and assessment of need to ensure safety and welfare are paramount considerations. There is evidence that arrangements are made in partnership with parents/carers as a form of supportive intervention. Parents/carers are provided with a clear agreement of who is responsible for support during period of the arrangement and how to contact them. There is evidence of suitable planning between settings (and involved professionals), with clear time scales, to ensure a child isn’t further put at harm physically or emotionally. This should include:
Work provided to cover curriculum areas missed. |
Green |
In addition to the conditions in the AMBER: There is evidence that the setting facilitates a physical introduction with the child on the first day of attendance at a new provision. Action is evidenced to monitor the successful educational outcomes of a child – that agreed targets are being met with reasonable adjustments being made to consider the trauma the child has/may experience. The setting’s governance, senior leadership team and designated safeguarding lead audits and reviews records around these arrangements to ensure that they are compliant with the Equality Act and Human Rights Act. Discourse analysis is made to identify whether decisions are made in the best interest of the child (or not). There is evidence that extra familial harm is assessed and considered explicitly to ensure that children will remain safe travelling to and whilst present in their intended destination. Contextual safeguarding should consider at the very least: setting, neighbourhood, and peer group. |
Resources |
Ref 2b.17 |
The setting has appointed a Designated Teacher/ Person for children in care who has read and ensures that the setting is compliant with statutory guidance Designated teacher for looked after children (2018) and Promoting the education of looked-after children (2018). (For Early Years, this is likely to be the Designated Safeguarding Lead) |
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Red |
The setting does not have a dedicated designated teacher who has read and is compliant with the statutory guidance. Children in care (including Children who have been previously looked after) do not consistently have protected resource and processes to monitor their educational outcomes in partnership with the Local Authority virtual school. or Designated teachers are in place, but do not have authority to delegate duties to other members of staff. The Designated Safeguarding Lead does not have oversight (unless it is an Early Years provider) |
Amber |
The setting has appropriate levels of resource to ensure that the designated teacher is able to monitor the educational outcomes for children in care and children who have previously been looked after. The designated teacher is supported by the Designated Safeguarding Lead and has appropriate levels of training for them to carry their roles effectively. This must include engagement with the Local Authority virtual school (training/networks) to ensure that local procedures are adhered to. Designated Safeguarding Leads have oversight of Personal Education Plans (PEP), and other statutory reviews in line with their statutory duties. |
Green |
In addition to the conditions in the AMBER: The setting has measures to identify children who have previously been looked after as part of their admissions and or home school agreement. This is done sensitively and in line with Data Protection legislation. Robust consideration of ongoing support is provided for kinship carers and those who have been previously looked after. The setting has reviewed and considered appropriate resource, capacity to do the role. The designated teacher is a member of the safeguarding team and trained to DSL level. Their expertise are utilised to promote the educational outcomes for children with a social worker. |
Resources | Training about children in care or previously looked after children |
Ref 2b.18 |
The Designated Safeguarding Lead and safeguarding team are able identify and undertake appropriate enquiries to determine whether a learner maybe privately fostered and make referrals to children's social care for a statutory assessment. This must be to the Local Authority to which the child is currently habitually resident. |
Red | The setting does not have any colleagues trained to understand the legislation and professional duties around children who are privately fostered. The setting has limited systems to identify and respond to meeting the needs of children who are privately fostered. |
Amber |
The Designated Safeguarding Lead and safeguarding members of staff are able to identify and assess whether a referral to Childrens social care is required. The Designated Safeguarding Lead and the safeguarding team have undertaken additional training about children in the family court system and have read/are able to use the guidance Parental responsibility: guide for schools and local authorities - GOV.UK (www.gov.uk). Children who are privately fostered are identified as vulnerable and are provided early help support alongside any reasonable adjustments that are required in their day-to-day provision. Where appropriate both parents and carers are signposted to additional support where appropriate. There are clear agreements in place around agreed decision making between parents/carers and those with parental responsibility. |
Green |
In addition to the conditions in the AMBER: The setting has evidence of effective mechanisms to proactively identify and respond to the needs of children who are identified as privately fostered. (admissions process, awareness raising through all staff training). The support for children in care with regards to reviewing educational outcomes is replicated for children who are privately fostered:
The setting is able to consider access to additional resource and support which isn’t afforded to kinship/private foster carers. |
Resources |