Child Protection and Safeguarding Policy

Role/organisation: Designated safeguarding lead (DSL)
Name: 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 Department for Education’s (DfE) statutory guidance Keeping Children Safe in Education (2023) and Working Together to Safeguard Children (2018), plus the Governance Handbook. It also reflects the legislation listed below.

• Education (Independent School Standards) Regulations 2014 – duty to safeguard pupils
• Children Act 1989 & 2004
• Female Genital Mutilation Act 2003, Serious Crime Act 2015 s.74
• Rehabilitation of Offenders Act 1974
• Safeguarding Vulnerable Groups Act 2006
• Counter-Terrorism and Security Act 2015 (Prevent duty)
• Human Rights Act 1998
• Equality Act 2010 (plus the Public Sector Equality Duty)

Safeguarding means protecting children from maltreatment; preventing impairment of health/development; ensuring safe and effective care; and enabling best outcomes.

Child protection is part of safeguarding and refers to activities to prevent children suffering significant harm.

Abuse includes physical, emotional, sexual abuse and neglect (see Appendix 1).

Sharing of nudes & semi-nudes (sexting) involves children sharing such imagery.

Children = everyone under 18.

The 3 safeguarding partners are: the local authority, 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 or health conditions
• Young carers
• Those facing discrimination (race, religion, gender identity, sexuality)
• Children with EAL
• Pupils in difficult home circumstances or at risk of FGM, exploitation or radicalisation
• Asylum seekers, looked-after children, or those missing from education, etc.

Safeguarding and child protection is everyone’s responsibility. This policy applies to all staff and volunteers and is consistent with the procedures of our 3 safeguarding partners. It also extends to all extended-school and off-site activities.:contentReference[oaicite:0]{index=0}

The school plays a crucial role in preventative education. In the context of a whole-school approach to life in modern Britain, and a culture of zero tolerance of sexism, misogyny/misandry, homophobia, biphobia, transphobia and sexual violence/harassment, this is underpinned by our:

• Behaviour policy:contentReference[oaicite:1]{index=1}
• Planned programme of relationships, sex and health education (RSHE) that is inclusive and delivered regularly, tackling issues such as:
  • Healthy and respectful relationships
  • Boundaries and consent
  • Stereotyping, prejudice and equality
  • Body confidence and self-esteem
  • How to recognise an abusive relationship, including coercive and controlling behaviour
  • The concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse and so-called honour-based violence (e.g. forced marriage, FGM), and how to access support
  • What constitutes sexual harassment and sexual violence, and why they’re always unacceptable

5.1 All staff:contentReference[oaicite:2]{index=2}

• Read and understand part 1 and annex B of Keeping Children Safe in Education and confirm annually that they have done so.
• Reinforce online-safety messages when communicating with parents/carers.
• Provide a safe space for pupils who are LGBTQ+ to speak out.

All staff will also be aware of:

• Our safeguarding systems and policies (including the code of conduct, behaviour and online-safety policies) and the identity of the DSL/deputies.
• The early-help assessment process and their role in it.
• The referral process to local authority children’s social care and statutory assessments that may follow.
• The signs of different types of abuse and specific safeguarding issues (CSE, CCE, county lines, FGM, radicalisation, serious violence, etc.).
• The importance of reassuring victims, recognising that children can be at risk inside and outside the home, at school and online.:contentReference[oaicite:3]{index=3}

5.2 The designated safeguarding lead (DSL)

DSL: Mark Chapman (Deputy Head) – 0161 969 5853 / 07546 657 593

Deputy DSLs: Jane Ennis (Deputy Head) – 0161 969 5853  |  Nicola Smith (Headteacher) – 0161 969 5853 / 07565 919 032

The DSL takes lead responsibility for child protection and wider safeguarding (including online-safety filtering and monitoring). They will:

• Advise and support staff, take part in strategy discussions and inter-agency meetings, and contribute to assessments.
• Refer cases to children’s social care, Channel, the DBS or police as appropriate and support staff who make referrals.
• Keep the headteacher informed and liaise with the local authority designated officer (LADO) when necessary.
• Maintain expertise in harmful sexual behaviour and filtering/monitoring systems.

5.3 The headteacher:contentReference[oaicite:5]{index=5}

• Ensures all staff (including temporary staff and volunteers) understand and follow safeguarding procedures.
• Provides the DSL with sufficient time, resources and training; ensures adequate cover if the DSL is absent.
• Acts as “case manager” for allegations against staff and decides on low-level concerns in collaboration with the DSL.
• Communicates this policy to parents/carers and via the school website.

5.4 Virtual school heads:contentReference[oaicite:6]{index=6}

Virtual school heads have a non-statutory strategic responsibility for pupils with a social worker, engaging with DSLs, SENCOs, social workers, mental-health leads and other professionals.

Staff follow strict confidentiality protocols and share information only on a need-to-know basis. They have a professional duty to share information with external agencies where necessary to safeguard children.:contentReference[oaicite:7]{index=7}

Key principles

• Timely information-sharing is essential to effective safeguarding.
• Fears about sharing information must not stand in the way of protecting children.
• The Data Protection Act 2018 and UK GDPR do not prevent safeguarding disclosures.
• ‘Special category’ data may be shared without consent if seeking consent is impossible, unreasonable, or places a child at risk.
• Staff should never promise a child absolute confidentiality when abuse is alleged.

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

Any member of staff or volunteer who believes a child is at risk of significant harm must make an immediate referral to children’s social care and/or the police. Anyone can make a referral. The person making the referral must inform the DSL as soon as possible afterwards. See government guidance.:contentReference[oaicite:0]{index=0}

7.2 If a child makes a disclosure to you

• Listen, believe, and allow time for the child to speak without interruption.
• Stay calm; do not show shock or ask leading questions.
• Explain you will have to pass the information on and what will happen next.
• Write up the conversation in the child’s own words, sign-date it, add to CPOMS, and share with the DSL (or make a referral yourself if necessary).:contentReference[oaicite:1]{index=1}
• Maintain professional curiosity even if the child appears reluctant, embarrassed or unsure.:contentReference[oaicite:2]{index=2}

7.3 If you discover that FGM has taken place or a pupil is at risk of FGM

FGM is illegal and a form of child abuse. Any teacher who:

• Is told by a girl under 18 that FGM has been carried out on her, or
• Observes physical signs indicating FGM

must personally report this to the police immediately (mandatory duty) and then inform the DSL. All other staff must inform the DSL, who will follow local safeguarding procedures.

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

Wherever possible, speak to the DSL first. If the DSL is unavailable, consult a senior leader or children’s social care without delay. Staff may also contact the NSPCC on 0808 800 5000 for advice. Any actions taken must be shared with the DSL as soon as practicable.:contentReference[oaicite:4]{index=4}

Early help assessment (EHA): the DSL will lead inter-agency early-help work where appropriate and will keep cases under review, escalating to children’s social care if a child’s situation does not improve.:contentReference[oaicite:5]{index=5}

7.5 If you have concerns about extremism

Discuss with the DSL first where possible. If urgent, staff should act immediately and may refer directly to children’s social care or the police. The DSL decides whether to refer to Channel. The DfE counter-extremism helpline is 020 7340 7264. In an emergency call 999.:contentReference[oaicite:6]{index=6}

7.6 If you have a concern about mental health

Mental-health issues can be a sign of abuse. Staff must follow the steps in 7.4 if it is also a safeguarding concern; otherwise, consult the DSL.:contentReference[oaicite:7]{index=7}

Technology plays a central role in many safeguarding and wellbeing issues. Changing Lives will:

• Maintain robust filtering & monitoring on the school network and devices.:contentReference[oaicite:8]{index=8}
• Educate pupils, staff and parents in safe, responsible use of the internet and mobile phones.:contentReference[oaicite:9]{index=9}
• Set clear rules on personal mobile-phone use by pupils and staff.:contentReference[oaicite:10]{index=10}
• Review online-safety practice annually, informed by a whole-school risk assessment.:contentReference[oaicite:11]{index=11}

The four categories of risk addressed in the curriculum and wider safeguarding work are: content, contact, conduct and commerce.:contentReference[oaicite:12]{index=12}

8.1 Artificial intelligence (AI)

While AI tools (e.g. chatbots, deep-fake generators) can support learning, they can also facilitate abuse and expose pupils to harmful content. Staff must risk-assess any new AI tool and report misuse via safeguarding procedures.:contentReference[oaicite:13]{index=13}

The DSL (or delegate) will usually inform parents/carers of safeguarding concerns unless doing so places the child at greater risk. In peer-on-peer cases the DSL will normally inform parents of all children involved, in consultation with police or children’s social care as needed.:contentReference[oaicite:14]{index=14}

If you have a safeguarding concern or allegation about any adult working at, or for, the school:

• Report it to the headteacher immediately. If the concern is about the headteacher, report directly to the proprietor or the local authority designated officer (LADO).:contentReference[oaicite:0]{index=0}
• The headteacher (or proprietor) acts as “case manager” and will follow the procedures in appendix 3, consulting the LADO where the harm threshold may be met.:contentReference[oaicite:1]{index=1}
• All allegations will be dealt with quickly, fairly and consistently, while supporting the adult concerned. Suspension is not automatic and alternatives will be considered after a risk assessment.:contentReference[oaicite:2]{index=2}

Child-on-child abuse is never “banter” and will not be passed off as part of growing up. The procedures in this policy apply where the alleged behaviour:

• Is serious or potentially criminal
• Involves sexual violence or harassment, including online abuse
• Is motivated by prejudice (e.g. sexism, racism, homophobia, transphobia):contentReference[oaicite:3]{index=3}

The DSL coordinates the response, informs parents/carers of all children involved unless this places a child at risk, and works with police and children’s social care as required.:contentReference[oaicite:4]{index=4}

A “low-level” concern is any behaviour that is inconsistent with the staff code of conduct but does not meet the threshold for referral to the LADO. Examples include being overly friendly with pupils, having favourites or taking photos on a personal phone.:contentReference[oaicite:5]{index=5}

All staff are encouraged to share low-level concerns with the headteacher. Records are kept confidentially and reviewed for patterns.:contentReference[oaicite:6]{index=6}

The school promotes a culture where pupils can confidently report abuse:

• Clear, well-publicised routes such as speaking to any trusted adult or using CPOMS recording forms:contentReference[oaicite:7]{index=7}
• Pupils are kept informed of outcomes and support through key-worker sessions, reviews and PSHE lessons
• Systems are designed to be accessible to all pupils, including those with additional needs

We recognise additional safeguarding challenges for pupils with SEND or health conditions, including assumptions about behaviour, communication barriers and higher risk of isolation or bullying. Staff work closely with the DSL and SENDCO to ensure:

• Concerns are explored rather than attributed solely to a pupil’s condition
• Reasonable adjustments and tailored support plans are in place
• Incidents of bullying or prejudice are addressed swiftly:contentReference[oaicite:8]{index=8}

When a pupil has an allocated social worker, the DSL will always factor this into decisions about attendance, welfare and academic support, and will liaise regularly with the social worker to keep the child safe and engaged in education.:contentReference[oaicite:9]{index=9}

Nominated teacher: Nicola Smith. Key responsibilities include:

• Ensuring staff know each child’s legal status, care arrangements and key professionals
• Working with the DSL and virtual-school head to secure the best educational outcomes and respond rapidly to any safeguarding concerns:contentReference[oaicite:10]{index=10}

13.1 Complaints against staff

Handled in line with appendix 3 (allegations against staff) where a child-protection investigation may be required.:contentReference[oaicite:11]{index=11}

13.2 Other complaints

All expressions of concern from pupils or adults are taken seriously, acted on promptly and the complainant kept informed.:contentReference[oaicite:12]{index=12}

13.3 Whistle-blowing

Staff follow the school’s Raising Concerns and Whistle-blowing Policy to report wrongdoing without fear of reprisal.:contentReference[oaicite:13]{index=13}

All safeguarding concerns and decisions are logged on CPOMS and retained securely in a separate child-protection file. The DSL ensures transfer of files within 5 days of a pupil moving school and that records are kept for an appropriate period after leaving.:contentReference[oaicite:14]{index=14}

• All staff: safeguarding and child-protection training at induction, Prevent awareness, plus at least annual updates (including online-safety and whistle-blowing).:contentReference[oaicite:15]{index=15}
• DSL and deputies: formal training every 2 years and regular updates.:contentReference[oaicite:16]{index=16}
• Interview panels: at least one member trained in safer recruitment.:contentReference[oaicite:17]{index=17}

This policy is reviewed annually by Mark Chapman (Deputy Head) and approved by the headteacher.:contentReference[oaicite:18]{index=18}

This policy should be read alongside: behaviour; staff code of conduct; complaints; health & safety; attendance; online safety; equality; RSHE; first aid; curriculum; privacy notices; and the designated-teacher policy for looked-after pupils.:contentReference[oaicite:19]{index=19}

Abuse, including neglect, seldom occurs in isolation – several issues often overlap. The statutory definitions are:

• Physical abuse – hitting, shaking, throwing, poisoning, burning/scalding, drowning, suffocating, or fabricating/inducing illness.:contentReference[oaicite:0]{index=0}
• Emotional abuse – persistent emotional maltreatment (e.g. conveying worthlessness, silencing voices, age-inappropriate expectations, seeing or hearing domestic abuse, serious bullying including cyber-bullying).:contentReference[oaicite:1]{index=1}
• Sexual abuse – forcing or enticing a child into sexual activities (physical contact or non-contact such as showing pornography, grooming or online exploitation). Perpetrators can be adults or other children.:contentReference[oaicite:2]{index=2}
• Neglect – persistent failure to meet basic physical/psychological needs (e.g. inadequate food, shelter, supervision or medical care). May begin prenatally through substance misuse.:contentReference[oaicite:3]{index=3}

Sharing of nudes & semi-nudes (sexting) is also covered where it constitutes abuse.:contentReference[oaicite:4]{index=4}

Policy statement

Changing Lives is committed to safeguarding and promoting the welfare of children through rigorous safer-recruitment practice.:contentReference[oaicite:5]{index=5}

Recruitment process

1. Advertising – all adverts state our safeguarding commitment, need for checks, and whether the post is exempt under the Rehabilitation of Offenders Act.:contentReference[oaicite:6]{index=6}
2. Application form – includes an offence declaration and links to the safeguarding policy and ex-offender policy.:contentReference[oaicite:7]{index=7}
3. Shortlisting – at least two people; gaps/inconsistencies explored; self-declaration of criminal record requested. Online searches may be conducted.:contentReference[oaicite:8]{index=8}
4. References – obtained before interview; open references not accepted; verified with current/most recent employer and cross-checked against the application form.:contentReference[oaicite:9]{index=9}
5. Interview – at least one panel member trained in safer recruitment.:contentReference[oaicite:10]{index=10}

Pre-appointment checks

• Enhanced DBS (with barred-list) for regulated activity; overseas, identity and right-to-work checks as applicable.:contentReference[oaicite:11]{index=11}
• Agency/third-party staff – school obtains written confirmation that the supplying organisation has completed the required checks.:contentReference[oaicite:12]{index=12}
• Contractors – enhanced DBS for those in regulated activity; identity verified on arrival.:contentReference[oaicite:13]{index=13}
• Volunteers – risk-assessed; enhanced DBS where necessary; never left unsupervised unless fully checked.:contentReference[oaicite:14]{index=14}
• Proprietors – identity, right-to-work and overseas checks.:contentReference[oaicite:15]{index=15}

Section 1 – Allegations that may meet the harm threshold

Applies to any case where a member of staff, supply teacher, volunteer or contractor has:

• Behaved in a way that has harmed, or may harm, a child
• Possibly committed a criminal offence against a child
• Behaved in a way indicating a risk of harm to children
• Behaved in a way that may indicate unsuitability to work with children, in or outside school:contentReference[oaicite:16]{index=16}

The headteacher (or proprietor if the allegation concerns the headteacher) acts as case manager and liaises with the LADO. Suspension is considered only after a risk assessment if no alternative safeguard exists.:contentReference[oaicite:17]{index=17}

Section 2 – Low-level concerns

Any behaviour that is inconsistent with the staff code of conduct but below the LADO threshold (e.g. being overly friendly, favouritism, taking photos on a personal phone).:contentReference[oaicite:18]{index=18}

All staff are encouraged to share low-level concerns with the headteacher. Concerns are recorded confidentially, reviewed for patterns, and retained at least until the individual leaves employment.:contentReference[oaicite:19]{index=19}

This appendix summarises key topics staff must recognise and act upon:

• Children missing education – repeated or prolonged absence can indicate abuse, CSE, CCE, radicalisation, FGM or forced marriage. School follows local procedures and notifies the LA when a child leaves with no named destination.:contentReference[oaicite:20]{index=20}
• Child criminal exploitation (CCE) – coercing a child into criminal activity for gain (e.g. county lines, cannabis farms). Indicators include unexplained gifts, association with offenders, missing episodes.:contentReference[oaicite:21]{index=21}
• Child sexual exploitation (CSE) – sexual exploitation in exchange for something of value; may occur online or offline.:contentReference[oaicite:22]{index=22}
• Domestic abuse – all forms (physical, sexual, emotional, financial) including teenage relationship abuse; children witnessing domestic abuse are victims and may blame themselves.:contentReference[oaicite:23]{index=23}
• So-called “honour-based” abuse (HBA) – includes FGM, forced marriage and breast ironing; often involves family/community pressure. All forms are abuse.:contentReference[oaicite:24]{index=24}
• FGM – section 7.3 outlines the mandatory reporting duty for teachers.:contentReference[oaicite:25]{index=25}

For a full list of other issues (e.g. serious violence, homelessness, online abuse) see the body of the policy and DfE statutory guidance.:contentReference[oaicite:26]{index=26}