Part 5 - Wider safeguarding considerations

Information collated at the admissions processes is done via a form. No additional information is collated that can support the ongoing safeguarding of the child. This is formal and limited. Information is not shared or reviewed by the Designated Safeguarding Lead.  

There is an admission policy and processes which include actions which support the promotion and safety of children when they first join the setting. Appropriate safeguarding information is sought, and support offered – a follow meeting is set up to discuss further.

Information that is proactively sought:

• Care/contact arrangements (including chosen family)
• Health/medical needs (new arrivals the question)
• Familial needs (English as additional language, low income, housing)
• Are there other existing relationships you already have within the school community.

Parents and families are told explicitly around why and how support can be offered around requests for sensitive information about safeguarding. For example:

• Young carers
• Survivor of abuse that can impact on health (sexual abuse and or FGM)
• Whether they have (or have had) a social worker
• Children affected by parental offending.
• Extra familial harm issues - Serious Youth Violence/Exploitation concerns. 

The setting has allocated and dedicated staff to coordinate the experiences for families (which can include access to the SENDCo /Designated Safeguarding Lead). A plan is put in place before children start considering any vulnerabilities or concerns that are identified. This is done in partnership with the family. 

In addition to the conditions in the AMBER: The setting has evidence of being able to have a forum around asking more sensitive questions that are sensitively explored beyond admissions. A support offer is evidenced. Pre- visits are encouraged where parents/carers can be supported with transitions. Where there is suspicion of vulnerability or a safeguarding concern, professional curiosity is exercised (e.g., phone call is made to the previous setting).

The Privacy Notice (previously known as a Fair Processing Notice) is signed by parents/carers when they register with the setting. They are reviewed annually by the Data Protection Officer and reviewed and shared whenever a significant change is made as to how you process personal data (E.g., introduction of CPOMS).

In addition to the conditions in the AMBER: Attempts have been made to ensure that children are aware of their own data and why the setting keeps them safe as part of a wider piece of interventions. There is an appropriate privacy policy which sets a whole setting culture to consider sensitive and personal data of all members of the setting's community. There is evidence that the Designated Safeguarding Lead can trigger and review a child/family privacy notice when there has been a change in circumstance. 

Child-friendly privacy notices for schools (dataprotection.education)

The setting has more than one emergency contact for each child. It is made clear with parents who is able to be an emergency contact including close friends and wider family members. These are not just those with parental/carer responsibility. Emergency contacts are reviewed and updated at least on an annual basis. This can be done through a home school agreement.

In addition to the conditions in the AMBER: The setting is complaint with local safeguarding partnership’s expectation of having three emergency contacts for children. In the case of young carers or for children in residential settings, children can contact parents/carers when necessary. This is facilitated in a way which does not prevent the setting from proportionately monitoring and controlling the use of electronic communications.

There is a home setting agreement which is signed at least at the point of admission for each child. 

The agreement has been drafted with the Designated Safeguarding Lead and contains basic requirements around what the setting's expectations are around the how they are expected to keep the child safe. These are present for each child and family.  

In addition to the conditions in the AMBER: There is evidence that the setting refreshes a home setting agreement (even a reduced version) with parents/carers on an annual basis to reflect changes and developments in policy and practice. This is used and supplemented alongside wider engagement pieces such as newsletters/parent/carer portal/apps. 

Governance and the headteacher/principal has appointed a dedicated person to ensure they meet their health and safety duties that has: 

• undertaken appropriate levels of training.
• the necessary skills, knowledge, and experience
• has capacity to give sensible guidance about managing the health and safety risks at the setting. 

Settings must have a health and safety policy in place. Which is an integral part of the whole setting culture, values, and performance standards.

The key elements of the policy:
• set out the roles and responsibilities within risk management processes
• the mechanisms to control risk
• specific control measures that need to be implemented

Settings are obliged to record significant findings of the assessment. They must identify any group of employees identified by it as being especially at risk.

In addition to the conditions in the AMBER: Based on a whole setting assessment, settings should update it to reduce and reflect new risks. The setting's assessment must cover the risks to the health and safety of employees and of persons (including children) who are not employees of the setting 
Review the assessment if:

• there is any reason to suspect that it is no longer valid
• there has been a significant change in related matters

• Health and safety: responsibilities and duties for schools - GOV.UK

The setting has policy and procedures that have been prepared in advance of any potential critical incident and or sad event. The setting has proactively identified capacity and resilience in the event of an incident.  Wider support from the Local Authority have been sourced and can be easily accessed in the event of an incident. The setting has shared out of office contacts for senior leaders with the Local Authority to ensure a speedy and timely contact from statutory agencies. 

• Critical Incident Support and Guidance
• School and college security 

The setting does not have a process in place to ensure that there is a planned safeguarding response. Incidents are dealt with exclusively through the behaviour policy. 

There is evidence that safeguarding staff and those members of staff responsible for managing behaviour have read and are able to access:

• The National Police Chief Council's When to Contact the Police Guidance.
• The local Weapons and Drugs in Schools Guidance 

These are used proactively and referenced in record keeping and reflect decision making. Relevant colleagues are able to demonstrate identifying, accessing, and contacting Bristol City Council Education Inclusion Managers, and Avon and Somerset Neighbourhood Policing. The setting has a procedure for completing appropriate risk assessments and corresponding safety plans (such as the Contextual Safeguarding Risk Assessment and Safety Plan). These are completed for all children involved and are dynamic, timely, smart and child focused and ensure that the needs of all involved are being addressed.

In addition to the conditions in the AMBER: The setting regularly participates in Operation Bond briefings. Reviews of incidents include a Contextual Safeguarding Approach which provides a critical understanding of the role of the setting as a context. The Designated Safeguarding Lead works with governance to review incidents of suspensions and exclusions due to issues of criminality or those which have been suspected to ensure lessons are learned and a safeguarding response has been considered for each case. 

• when-to-call-the-police--guidance-for-schools-and-colleges.pdf
• bristol-weapons-and-drugs-in-school-guidance.pdf

Medical conditions and complex needs are not consistently systemically reviewed (at least on an annual basis) and are the responsibility of one person. This work is perceived to be separate from safeguarding and does not involve the Designated Safeguarding Lead. 

There is a named member of staff responsible for ensuring provision is meeting need. They have appropriate training, authority, and capacity. They work collaboratively with the SENDCO and Designated Safeguarding Lead. The setting has evidence that there is medical conditions and/or complex needs are discussed on application. Needs have been taken into consideration and appropriate transition plans are developed to ensure successful induction. Individual Health Care Plans are completed as required and regularly reviewed, at least annually.
 

The setting ensures they have the following:

• Trained first aiders
• Trained in Administration of Medication
• Trained epi-pen user
• Individual health care plans

The Designated Safeguarding Lead has an overview of record keeping of administration of medication. These are signed off on a termly basis by governance. 

In addition to the conditions in the AMBER: The setting has strong links with their School Nurse Team. The setting has trained mental health first aiders whose support is incorporated into plans.