Child Protection and Safeguarding Policy

Designated safeguarding lead (DSL): Mark Chapman (Deputy Head)
Contact: 0161 969 5853  /  07546 657593  |  mark.chapman@changinglivessen.co.uk

Deputy DSLs:
Jane Ennis (Deputy Head) – 0161 969 5853  /  07549 822507 – Jane.ennis@changinglivessen.co.uk
Nicola Smith (Headteacher) – 0161 969 5853  /  07565 919032 – nicola.smith@changinglivessen.co.uk

LADO: Anita Hopkins – lado@trafford.gov.uk

Channel helpline: 020 7340 7264

The school aims to ensure that:

• Appropriate action is taken in a timely manner to safeguard and promote children’s welfare
• All staff are aware of their statutory responsibilities with respect to safeguarding
• Staff are properly trained in recognising and reporting safeguarding issues

This policy is based on the DfE’s Keeping Children Safe in Education (2023), Working Together to Safeguard Children (2018), and the Governance Handbook, and reflects relevant legislation including the Education (Independent School Standards) Regulations 2014, Children Act 1989/2004, FGM Act 2003 (as amended), Rehabilitation of Offenders Act 1974, Safeguarding Vulnerable Groups Act 2006, Prevent duty (Counter-Terrorism and Security Act 2015), Human Rights Act 1998, Equality Act 2010, and the Public Sector Equality Duty.

Safeguarding and promoting the welfare of children includes early help, protection from maltreatment (in and outside the home, including online), preventing impairment of mental/physical health or development, ensuring safe and effective care, and enabling the best outcomes.

Child protection is part of safeguarding and focuses on protecting specific children at risk of significant harm.

Abuse and neglect definitions are set out in Appendix 1. Sharing of nudes and semi-nudes covers youth-produced sexual imagery (including computer-generated pseudo-images). Children are those under 18. The 3 safeguarding partners are the LA, integrated care boards, and the police.

We are committed to anti-discriminatory practice and ensure every child receives the same protection, with special consideration for those who may face additional barriers, including children with SEND/health needs, young carers, those facing discrimination, pupils with EAL, children in difficult home circumstances, those at risk of FGM/exploitation/radicalisation, asylum seekers, looked-after pupils, those missing from education, and pupils affected by mental health needs.

Safeguarding and child protection is everyone’s responsibility and applies to all staff and volunteers, including extended-school and off-site activities. Preventative education is delivered through our behaviour policy, pastoral systems, and an inclusive RSHE programme covering respectful relationships, consent, equality, body confidence, recognising abusive relationships (including coercive control), the law on consent and abuse (including HBA/FGM), and why sexual harassment/violence is never acceptable.

5.1 All staff

• Read and understand KCSIE Part 1 and Annex B annually and sign a declaration
• Reinforce online-safety messages with parents/carers
• Provide a safe space for pupils who are LGBTQ+ to speak out
• Know our systems (this policy, staff code of conduct, behaviour, online safety, DSL team), early help, referral routes, and signs of abuse/exploitation, including emerging online threats

5.2 The designated safeguarding lead (DSL)

DSL: Mark Chapman (Deputy Head). The DSL leads child protection and wider safeguarding including filtering/monitoring; is available in term time; and ensures cover out of hours via a senior rota. Responsibilities include advising and supporting staff, strategy meetings, referrals (CSC/Channel/DBS/Police), maintaining expertise in harmful sexual behaviour and filtering/monitoring, keeping the headteacher informed, and liaising with the LADO.

5.3 The headteacher

• Ensures staff/volunteers understand and follow procedures
• Provides time/resources/training for the DSL and cover for absence
• Acts as “case manager” for allegations and makes decisions on low-level concerns (in collaboration with DSL as appropriate)
• Communicates this policy to parents/carers and on the website

5.4 Virtual school heads

VSHs have non-statutory strategic responsibility for pupils with a social worker and for children in kinship care, engaging with DSLs, SENCOs, social workers, mental-health leads and others.

Staff follow confidentiality protocols and share information on a need-to-know basis to safeguard children. The DPA 2018 and UK GDPR do not prevent information-sharing for safeguarding. Special-category data may be shared without consent where appropriate. Staff must never promise absolute confidentiality to a child.

7.1 If a child is suffering or likely to suffer harm, or in immediate danger

Make an immediate referral to children’s social care and/or the police; anyone can refer. Inform the DSL as soon as possible afterwards. See Government guidance.

7.2 If a child makes a disclosure to you

• Listen and believe; allow time; avoid leading questions; explain next steps
• Write up in the child’s words; sign/date; add to CPOMS; share with the DSL (or refer directly if necessary)
• Be mindful some children may not recognise harm or may feel embarrassed—maintain professional curiosity

7.3 FGM

Teachers who are told by a girl under 18 that FGM has been carried out on her, or who observe physical signs, must personally report to the police immediately and inform the DSL. Other staff inform the DSL who will follow local procedures.

7.4 If you have concerns about a child (no immediate danger)

Speak to the DSL. If unavailable, seek a senior leader/CSC advice and share actions with the DSL ASAP. Early Help may be led by the DSL with inter-agency working; escalate if no improvement.

7.5 Extremism/Prevent

Discuss with the DSL; if urgent, act immediately and consider referral to Channel/CSC/Police. DfE counter-extremism helpline: 020 7340 7264. In emergencies dial 999.

7.6 Mental health

Mental-health problems can be indicators of abuse; follow 7.4 if a safeguarding concern. Otherwise consult the DSL for support/signposting.

Report to the headteacher immediately (or to the proprietor/LADO if the concern is about the headteacher). Case-management, thresholds and alternatives to suspension follow local procedures and Appendix 3.

Never treated as “banter”. DSL coordinates the response, contacts police/CSC as required, notifies parents/carers as appropriate, and implements risk-assessment and support plans. See Appendix 4.

Any behaviour inconsistent with the staff code that doesn’t meet LADO threshold (e.g., over-familiarity, favourites, personal-phone photos) should be shared with the headteacher. Records are kept confidentially and reviewed for patterns.

We promote clear, accessible reporting routes (trusted adults/CPOMS forms), keep pupils informed of outcomes and support, and ensure systems are inclusive for pupils with additional needs.

We maintain robust filtering/monitoring on school devices and networks; educate pupils, staff and parents in safe, responsible use; set clear rules for mobile-phone use; and review online-safety practice annually via risk assessment. Risks span content, contact, conduct and commerce.

8.1 Artificial intelligence (AI)

AI can enhance learning but may facilitate abuse (e.g., deepfakes, grooming). Staff must risk-assess new AI tools and report misuse through safeguarding procedures.

DSL (or delegate) will normally inform parents/carers unless doing so increases risk. In peer-on-peer cases, parents of all children involved will usually be informed, aligned with police/CSC advice.

We recognise additional barriers to identifying abuse; staff avoid attribution of concerns solely to a condition; ensure reasonable adjustments and tailored support; and respond swiftly to bullying/prejudice.

The DSL factors a pupil’s social-worker status into safeguarding and attendance decisions, liaises regularly, and ensures appropriate support.

Nominated teacher: Nicola Smith. Staff are informed of legal status, arrangements and key professionals. The DSL works with the VSH to secure outcomes and respond rapidly to concerns.

We recognise increased risks (including mental-health impacts and bullying) for pupils who are, or are perceived to be, LGBTQ+ or questioning. We take a cautious, supportive, needs-led approach (including engaging parents/carers unless this increases risk), consider clinical advice where available, address wider vulnerabilities (e.g., bullying, neurodivergence), and ensure trusted-adult access so pupils can speak out safely.

14.1 Complaints against staff

Handled per Appendix 3 where a child-protection investigation may be required.

14.2 Other complaints

All concerns are taken seriously, acted on promptly, and the complainant is kept informed.

14.3 Whistle-blowing

Staff follow the Raising Concerns and Whistle-blowing Policy to report wrongdoing without reprisal.

All concerns, discussions, decisions and rationales are recorded in CPOMS, kept securely/separately from the main file, transferred within 5 days on school move, and retained appropriately after leaving.

• All staff: induction safeguarding incl. whistle-blowing and online safety; Prevent training; at least annual updates
• DSL/deputies: formal training at least every 2 years, plus annual knowledge/skills updates; Prevent awareness
• Interview panels: at least one member trained in safer recruitment

Reviewed annually by Mark Chapman (Deputy Head) and approved by the Headteacher.

Behaviour; Staff code of conduct; Complaints; Health & safety; Attendance; Online safety; Equality; Relationships and sex education; First aid; Curriculum; Designated teacher for LAC/PLAC; Privacy notices.

Statutory definitions and indicators covering physical, emotional and sexual abuse, and neglect. (See full appendix for exemplars.)

Advertising (safeguarding commitment/requirements), application and self-declaration, shortlisting (gaps/inconsistencies), references, interviews (safer-recruitment trained panel), pre-appointment vetting (identity, right-to-work, DBS/barred list, fitness, qualifications, prohibition checks, overseas checks, s128 where applicable), existing staff, agency/third-party staff, contractors, trainee teachers, volunteers, proprietors, and work-experience supervision.

Harm-threshold cases (case manager, LADO discussion, alternatives to suspension, confidentiality, timescales, DBS/TRA referrals), low-level concerns culture, proportionate responses, record-keeping and learning lessons.

Children missing education; CCE/County lines; CSE; child-on-child abuse; domestic abuse; homelessness; so-called ‘honour-based’ abuse (FGM/forced marriage); Prevent/radicalisation; sexual violence/harassment; serious violence; assessing adult-involved nude/semi-nude sharing; visitor ID/suitability; non-collection and missing-pupil procedures. (See full appendix for indicators and actions.)