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Safeguarding Briefing - 13th September 2021
Dear Colleague,
After moving over to our new email provider for the Briefing, I hope you are now with us again. Last week I think a few people missed out. If so, you can read it here: https://www.safeguardinginschools.co.uk/e/BAh7BjoWZW1haWxfZGVsaXZlcnlfaWRsKweuXf7j--c75b44065908fb6b3310a7280082622b0472c2fc
Safeguarding Handbook - UPDATE
Typically, the latest edition of the Safeguarding Handbook would be in your hands by now. For a few different reasons, I'm sorry to say that this hasn't happened. However, it is now almost ready and if you have pre-ordered copies will be sent out towards to the end of this week.
I'm sorry for any inconvenience caused.
Keeping Children Safe in Education - who should read what?
I've had a few questions this last week about all the different parts in KCSIE and who should read them. The addition of a new Annex A seems to have put the cat amongst the pigeons.
There are five parts to KCSIE and seven annexes and different groups of people are directed to read certain sections.
Whole document
Senior leaders, governing bodies, academy trust boards and independent school proprietors should read the whole document (see page 5)
Part One Safeguarding information for all staff
Staff who work directly with children [should] read at least Part one of [KCSIE] (see page 5)
Annex B Further Information
School and college leaders and those staff who work directly with children should read [Annex B]. (see page 123)
Part One or Annex A
'Staff who do not work directly with children read either Part one or Annex A (a condensed version of Part one) of this guidance.' [School should make a policy decision on this: it is not a personal 'choice' of which one to read.]
*See below for my thoughts about whether Part One or Annex A should be used.
Further sections
In addition, from September 2021, there are two other sections that staff need to be aware of. I don't think they necessarily need to be asked to read the whole of each of these two sections; it would better to inform them in a CPD session or other staff meeting.
Part Four - Low level concerns about staff conduct
A ‘low-level’ concern does not mean that it is insignificant: This is 'any concern – no matter how small, and even if no more than causing a sense of unease or a ‘nagging doubt’ - that an adult working in or on behalf of the school or college may have acted in a way that:
- is inconsistent with the staff code of conduct, including inappropriate conduct outside of work; and
- does not meet the allegations threshold or is otherwise not considered serious enough to consider a referral to the LADO.' (See KSCIE paragraph 409)
Note that Inspecting Safeguarding in schools, colleges and skills settings (Ofsted, 2021) says that 'All staff have a copy of and understand the written procedures for managing safeguarding allegations/low level concerns about members of staff and other adults working in the school.'
Incidentally the 'Developing and implementing a low-level concerns policy' from Farrer & Co has recently been updated and can be found here: https://www.farrer.co.uk/news-and-insights/developing-and-implementing-a-low-level-concerns-policy-a-guide-for-organisations-which-work-with-children/
Part Five - Sexual violence and sexual harassment
Ofsted have said that their inspectors will check the knowledge that staff have about KCSIE Part Five: Sexual violence and sexual harassment and, especially, the school's response to such incidents.
*My thoughts on Part one v Annex
I think this question takes us to the heart of how we help adults safeguard children better.
The first consideration I think is whether written information people are mandated to read is an effective way to motivate them to take action when they need to. I don’t think Annex A (or Part One for that matter) on its own actually helps people identify safeguarding concerns – ie. what could it look like in my school?
I have two thoughts to start off with really. The first is that generally speaking I’m in favour of people having more information rather than less. Secondly, does the information people are given help them better understand what they need to do.
Before we can consider which document helps best. we need to ask ourselves:
- Who is this document for?
- What is the purpose of the document?
- What outcomes are we hoping for?
- Is it an ’embedded’ document or an ‘add-on’?
- Why is it beneficial to have less information?
To be honest, I’m not really sure who this section is aimed at. My personal view is that most people in schools hear and see children everyday, so whilst it might not be defined ‘direct work’, these staff do have an opportunity to have a view on whether they might be concerned or not. It has been said to me that governors could read Annex A, as they don't work directly with children, but as we've already seen, it is statutory for governors to read the whole document (see page 5).
Let’s compare the documents. Annex A is just five pages. Part One is 17; so what’s been left out?
Annex A says that ‘All staff should be aware of indicators of abuse and neglect, including exploitation, so that they are able to identify cases of children who may be in need of help or protection’. – but Annex A doesn’t give that information.
Annex A leaves out Child Sexual Exploitation and Child Criminal Exploitation; FGM; Mental health; and Serious Violence.
Annex A leaves out recording keeping (and although this group of staff won’t be managing the CP record, they could well be asked to make a report, so knowing what should be in it would be important.)
Annex A doesn’t help people to know what this all means, ie. what safeguarding concerns are and what they might look like. For example, although Annex A refers to concerns about another adult, it doesn’t give any examples of when to be concerned.
What would staff gain if they read Part One?
Part One helps staff understand the differences between Early Help, Section 17s (Children in Need) and Section 47s (Children suffering or likely to suffer significant harm)(Incidentally, I’m not convinced all staff do need to know that difference actually, as their role is to refer every concern; they don’t have to ‘judge’ it.)
Part One has a useful section called ‘Early Help’ (page 8) which I think would also benefit from also being in Annex A. I also think that Part One paragraphs 21 – 24 should be included in Annex A as those refer to environments outside school and the impact of technology.
Importantly, reading Annex A doesn’t remove an obligation to ‘receive appropriate safeguarding and child protection training (including online safety) which is regularly updated…and at least annually’ (Annex A, Paragraph 3). This means that there are opportunities here for staff who don’t ‘directly work with children’ to have targeted training.
So, what’s my view?
As ever, it depends!
I think that schools could identify who they think they might ask to read Annex A. Deliver targeted training that address that group’s needs and the concerns that they might identify. Afterwards give them Annex A (plus any other useful information) as a prompt to remember their training session.
Personally, on balance, I would use Part One for everyone in school; more information is better than less. I think it is more important that staff have a targeted discussion about safeguarding to meet the needs of their role.
You can find Keeping Children Safe in Education (DfE, 2021) here: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2
Join the free Safeguarding Briefing here: www.safeguardingbriefing.co.uk
Senior Mental Health Lead CPD
Shortly before the summer break, I asked for your help in completing a survey about the role of the Senior Mental Health Lead and what a course for this role might include.
Thank you so much to everyone who was able to answer our questions and share your thoughts. Through July and August we've been working hard to create the course and the resources.
More news will follow later...
Introducing GOSH - A Resource for University Students (UK Safer Internet Centre)
As young people leave school and move from sixth form or college into university, it feels there is an assumption that these are young adults who have online safety figured out. From the work of the helplines it's clear that this isn’t the case.
This year, the UK Safer Internet Centre has launched a new resource focusing on ‘Good Online Sexual Health’ (or GOSH for short). Through research, they identified a real need for more information and education around sexual health online and this resource was created as a response.
The resource is available in the form of an Instagram page, which it is felt will be more accessible than traditional printed resources.
What Does GOSH Include?
The main resource is in the form of a short video guide with five main sections. These are as follows:
- Awareness of the risks and consequences of certain online behaviours
- Check-ups
- Trusting your instincts
- Honesty with yourself and your online sexual partners or those you interact with online
- Consent – like offline sex, consent is always important
You can follow the page now on instagram here: instagram.com/my_gosh_uk
If you would like a full info pack to share with other professionals, please contact gosh@swgfl.org.uk
UK Safer Internet Centre helplines
The UK Safer Internet Centre helplines (Professionals Online Safety Helpline + Report Harmful Content) along with the Revenge Porn Helpline have launched a new resource focusing on ‘Good Online Sexual Health’ (or GOSH for short) for university students.
The three helplines have their own expertise and support different kinds of internet users:
The Professionals Online Safety Helpline: saferinternet.org.uk/helpline/professionals-online-safety-helpline
The Revenge Porn Helpline: revengepornhelpline.org.uk
Report Harmful Content: reportharmfulcontent.com
Sexual Violence and Sexual Harassment - Review your school
If you are looking for support to review your school's culture around sexual violence and sexual harassment, the best toolkit is by the Contextual Safeguarding Network.
There are two toolkits, Beyond Referrals: Harmful Sexual Behaviour (HSB) and Extra-familial Harm (EFH) in school settings.
The Beyond Referrals self-assessment toolkits should be used to identify what you are doing well to mitigate against the harm risks in your school or college, and, importantly, to identify areas for development and improvement.
The School Self-Assessment Toolkit & Guidance for harmful sexual behaviour in schools includes guidance for a range of methods from speaking with students, staff and parents, to reviewing policies and procedures and safeguarding logs.
You can find Beyond Referrals here: https://www.csnetwork.org.uk/en/beyond-referrals-levers-for-addressing-harmful-sexual-behaviour-in-schools
I’m worried about my child’s eating habits (Action for Children)
Everyone has different eating habits. But if you’re worried about your child’s relationship with food or their body, it might be worth looking for some support.
If your child’s eating habits negatively affect their everyday life, they may have an eating disorder. This is when someone uses food to cope with certain situations or feelings. Teenagers between 13 and 17 are most at risk, but anyone can have an eating disorder.
It can be helpful to know the signs and what to do if you’re worried about your child.
Read more: https://parents.actionforchildren.org.uk/mental-health-wellbeing/self-esteem/child-eating-habits-disorder/
Forthcoming Events
Advanced Safeguarding for DSLs
LIVE ONLINE Wednesday 8th September 2021 BOOK NOW
LIVE ONLINE Tuesday 19th October 2021 BOOK NOW
...and available 24 hours a day, 7 days a week for your convenience BOOK NOW
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