Child Protection / Safeguarding
and
Promoting the Well-Being of Children and Young People Policy
(Revised September 2026)
Policy publication date: 30.8.26
Policy review date: 30.8.
Designated Safeguarding Lead DSL: Kerrie Anne Welch
Deputy Designated Safeguarding Lead (s) (DDSLs): Gemma Parkinson
This Child Protection and Promoting the Welfare of Children Safeguarding Policy will be revised in line with any legislative changes. The Appendices will remain “live” and can change on a regular basis, with new local offers and agency programmes. Schools to remove appendices for public websites (where required). This revised policy incorporates KCSIE 2026 references regarding:
Children requiring mental health support. [learning.n...pcc.org.uk], [assets.pub...ice.gov.uk][SS1]
Young carers. [learning.n...pcc.org.uk]
Children questioning their gender. [learning.n...pcc.org.uk], [assets.pub...ice.gov.uk]
Updated safer recruitment requirements and regulated activity guidance. [learning.n...pcc.org.uk], [assets.pub...ice.gov.uk]
Attendance and safeguarding expectations. [learning.n...pcc.org.uk], [gov.uk]
Online safety, misinformation, disinformation and AI-related risks
Contents
Section 1 – School Commitment. 5
1.2 Supporting the child and partnership with parents. 8
Section 2 Providing Help, Support and Protection - Roles and Responsibilities. 8
Section 3 – Child protection procedures. 17
3.1 Concerns staff must act on immediately and report: 17
3.2 Responding to disclosure. 17
3.3 Action by the DSL (or Deputy DSL) in their absence. 18
3.4 Action following a child protection referral 19
4.1 Pupil information - Reporting systems for our pupils. 19
4.5 Filtering and Monitoring. 23
4.6 On-Line Safety and the use of mobile technology. 24
4.7 Artificial intelligence (AI) 25
5.1 Non-collection of children. 26
5.2 Visitors, Contractors and 3rd Part Staff 27
Appendix 1: Abuse: a form of maltreatment of a child.
Appendix 2: Allegation of Abuse. 31
Appendix 3: Body map guidance. 33
Appendix 4: Child-on-child abuse.
Appendix 5: Allegations against staff that may meet the harms threshold – Referral within 24 hrs. 40
Appendix 6: Wider Safeguarding Considerations. 44
Appendix 7: Useful contact numbers. 67
Appendix 8: Links with other policies. 69
Appendix 9: Safeguarding and Child Protection Policy - Legislation References. 70
Appendix 10: Early Years Model Safeguarding Policy (where relevant)…………………………………………………….74
Introduction
The purpose of this policy is:
· to clarify roles and responsibilities of everyone within our school in relation to child protection and safeguarding
· to have clear procedures that are followed when a child is identified as needing more than universal services can provide
· to ensure that appropriate action is taken in a timely manner to safeguard and promote children’s welfare
· to ensure that all staff are aware of their statutory responsibilities with respect to safeguarding and trained in recognising and reporting safeguarding issues.[SS2]
Policy Definitions
Child Protection andSafeguarding: Safeguarding and Child Protection
The school recognises that safeguarding and promoting the welfare of children is everyone's responsibility. Safeguarding is the broader responsibility to protect children from maltreatment, prevent impairment of their mental and physical health or development, ensure they grow up in circumstances consistent with safe and effective care, and take action to enable all children to have the best outcomes.
Child protection is part of safeguarding and refers to the specific activity that is undertaken to protect individual children who are suffering, or are likely to suffer, significant harm. Child protection procedures are followed where there are concerns about a child's safety or welfare that may require statutory intervention.
A child: any person under the age of 18 years.
Harm means ill-treatment or impairment of health and development, including, for example, impairment suffered from seeing or hearing the ill-treatment of another.
Development means physical, intellectual, emotional, social or behavioural development.
Health includes physical and mental health; maltreatment includes sexual abuse and other forms of ill-treatment which are not physical.
Providing Help, Support and Protection (Early Help) means the 'support for children of all ages that improves a family’s resilience and outcomes or reduces the chance of a problem getting worse'[SS3]
Looked after children (LAC) - KCSIE guidance refers to LAC in the policies. However, in North Lincolnshire we should use the term children in care or care experienced in our own reports/recording as it is a more positive term, except when we are quoting the specific guidance.
School values and commitment
OWLS aims to provide all members of the school community with the opportunities to engage with the highest quality of education and encouragement. We are committed to striving for excellence and ensuring that all students are known, valued and can achieve.
Our core values are school to Respect, Responsibility, Resilience: Our school is committed to safeguarding and promoting the welfare of all children and young people. We recognise that effective safeguarding practice is founded on the principles of equality, diversity, inclusion, and respect for children's rights. Every child has the right to feel safe, be heard, be valued and receive protection from harm, regardless of their individual circumstances, background or identity.
School commitment
Safeguarding and promoting the welfare of children is everyone’s responsibility. Everyone in our school who comes into contact with children and their families has a role to play. To fulfil this responsibility effectively, all our staff make sure their approach is child-centred meaning at all times we consider what is in the best interests of the child. In this policy, the term ‘child’ or ‘children’ refers to anyone under the age of 18 years. It is important that we create the right culture and environment so that staff feel comfortable to discuss matters both within, and where it is appropriate, outside of the workplace (including online), which may have implications for the safeguarding of children.
Safeguarding and promoting the welfare of children means:
· Providing help and support to meet the needs of children as soon as problems emerge
· Protecting children from maltreatment whether that is inside or outside the home, including online risks
· Preventing impairment of children’s mental and physical health or development
· Ensuring that children grow up in circumstances consistent with the provision of safe and effective care
· Taking action to enable all children to have the best outcomes
Safeguarding is a “Shared Responsibility”, as defined in Chapter 1 of Working Together 2026. We wish to create a safeguarding ethos where staff:
· share the same goals
· learn with and from each other
• have what they need to help families
• acknowledge and appreciate difference
• challenge each other
We will establish a child centred ethos where: -
• children feel safe so that they can learn and develop
• children know there are adults they can talk to if they are worried
• children are equipped with the skills needed to stay safe, providing opportunities for PSHE
throughout the curriculum.
This policy applies to all staff, volunteers, visitors, contractors, supply staff and governors in the school and is consistent with the procedures of the three safeguarding partners. The Children’s Multi-Agency Resilience and Safeguarding (MARS) CMARS policies-procedures-and-guidance sets out the arrangements for safeguarding partners to work together with other agencies, to identify and respond to the needs of children in North Lincolnshire. This policy does not replace our local CMARS policy and procedures.
Our policy and procedures also apply to extended school and off-site activities.
OWLS is committed to safeguarding and promoting the well-being of all its pupils. Each pupil’s welfare is of paramount importance. We recognise that some children may be especially vulnerable to abuse. We recognise that children who are abused or neglected may find it difficult to develop a sense of self-worth and to view the world in a positive way. Whilst at school, behaviour may be challenging. We recognise that they may exhibit concerning behaviours and at times this may impact on other children either directly or indirectly. We will always take a considered and sensitive approach in order that we can support all our pupils.
OWLS pays full regard to Keeping Children Safe in Education (KCSIE 2026) We ensure that all appropriate measures are applied in relation to everyone who works in the school. Safer recruitment practice includes at least one staff member on the interview panel trained in safer recruitment, scrutinising applicants, verifying identity, academic and vocational qualifications, obtaining professional references, checking previous employment history and ensuring that a candidate has the health and physical capacity for the job. It also includes undertaking interviews and all relevant safer recruitment checks, e.g. Disclosure and Barring Service and right to work in the UK checks etc. Candidates are informed that online searches maybe done as part of pre-recruitment checks. Curriculum Vitae (CV)s will never be sufficient/accepted on their own.
OWLS will maintain a single central record (SCR) for all staff (including teacher trainees, agency and third party supply staff) of pre-appointment checks, the DSL/Head teacher will check the SCR is maintained in line with KCSIE 2026 Part 3 – Safer Recruitment/SCR requirements.
1.1 Equality statement
We recognise our obligations under the Equality Act 2010; that we must not unlawfully discriminate against children because of their sex, race, disability, religion or belief, gender reassignment, pregnancy and maternity, or sexual orientation. Some children have an increased risk of abuse, both online and offline, and additional barriers can exist for some children with respect to recognising or disclosing it. We are committed to anti-discriminatory practice and recognise children’s diverse circumstances. We ensure that all children have the same protection, regardless of any barriers they may face[SS1] .
We give special consideration to children who:
· Have special educational needs and/or disabilities (SEND) or health conditions (see section 10)
· Are young carers
· May experience discrimination due to their race, ethnicity, religion, gender identification or sexuality
· Have English as an additional language (EAL)
· Are known to be living in difficult situations – for example, temporary accommodation or where there are issues such as substance abuse or domestic violence
· Are at risk of female genital mutilation (FGM), sexual exploitation, forced marriage, or radicalisation
· Are asylum seekers
· Are at risk due to either their own or a family member’s mental health needs or at risk of witnessing or (see, hear or experience) domestic abuse and its effects.
· Children who struggle with transitions
· Are looked after or previously looked after
· Are missing or absent from education, home or care for prolonged periods and/or repeat occasions
· Whose parent/carer has expressed an intention to remove them from school to be home educated
We recognise the use of Interpreters and will always seek professional advice. Where we have adult or children and young people welfare, safeguarding and child protection concerns, we will always use a recommended interpreter and service.
1.2 Supporting the child and partnership with parents
OWLS recognises that the child’s welfare is paramount, however good child protection and safeguarding practice and outcomes rely on a positive, open and honest working partnership with parents/carers. Whilst we may, on occasion, need to make referrals without consultation with parents, we will make every effort to maintain a positive working relationship with them whilst fulfilling our duties to protect any child.
Children will be given a proper explanation (appropriate to age and understanding) of what action is being taken on their behalf and why, ensuring we will always hear and listen to the child’s voice.
We will endeavour always to preserve the privacy, dignity and right to confidentiality of the child and parents. The DSL will determine which members of staff “need to know” personal information and what they “need to know” for the purpose of supporting and protecting the child.
Section 2 Providing Help, Support and Protection - Roles and Responsibilities
. Safeguarding and Child Protection
Safeguarding and child protection is everyone’s responsibility. This policy applies to all staff, volunteers, governors, trustees and any other adults working within Outdoor Wild Learning Skills (OWLS).
As a secondary-age alternative provision, OWLS is committed to safeguarding and promoting the welfare of all students who attend our setting. Our safeguarding procedures are consistent with the requirements and procedures of our Local Authority and the relevant Local Safeguarding Partnership.
Our safeguarding policy and procedures apply to all aspects of our provision, including activities taking place on our farm, within our classrooms and learning areas, around animals and during practical activities, educational visits, trips and any other off-site activities.
All staff and volunteers have a responsibility to remain vigilant to safeguarding concerns, to follow the school's safeguarding procedures and to report any concerns promptly to the Designated Safeguarding Lead (DSL).
Providing Help, Support and Protection (Early Help)
The definition of early help has been updated to 'support for children of all ages that improves a family’s resilience and outcomes or reduces the chance of a problem getting worse' (Working Together 2026.
All staff are expected to be able to identify and recognise all forms of abuse, neglect and exploitation and shall be alert to the potential need for early help for a child or young person who:
Is disabled
Has special educational needs (whether or not they have a statutory education health and care (EHC) plan)
Is a young carer
Is bereaved
Is showing signs of being drawn into anti-social or criminal behaviour, including being affected by gangs and county lines and organised crime groups and/or serious violence, including knife crime
Is frequently missing/goes missing from education, care or home
Is at risk of modern slavery, trafficking, sexual and/or criminal exploitation
Through research fall within more risk categories, for example (teenage boys) are more likely to be exploited via financially motivated online Sextortion - National Crime Agency
Is at risk of being radicalised or exploited
Is viewing problematic and/or inappropriate online content (for example, linked to violence), or developing inappropriate relationships online
Is in a family circumstance presenting challenges for the child, such as drug and alcohol misuse, adult mental health issues and domestic abuse
Is misusing drugs or alcohol
Is suffering from mental ill health
Has returned home to their family from care
Is at risk of so-called ‘honour’-based abuse such as female genital mutilation (FGM) or forced marriage
Is a privately fostered child
Has a parent or carer in custody or is affected by parental offending
Is missing education, or persistently absent from school, missing from home/care or not in receipt of full-time education
Has experienced multiple suspensions and is at risk of, or has been permanently excluded
Is lonely (see Building Connections | Support service for young people | NSPCC Learning)
All staff will refer to KCSIE 2026 Page 137 in full to understand children who may benefit from support - Schools may wish to build on this list to meet the school vulnerable learner definition.
Assessments for early help will consider how the needs of different family members impact each other. This includes needs relating to education, mental and physical health, financial stability, housing, substance use and crime. When supporting assessments, our staff will take into consideration specific needs, such as disabilities, those whose first language isn’t English, fathers or male carers, and parents who identify as LGBTQI+A.
We will work with safeguarding professionals and childcare settings to share information, identify, and understand risks of harm, and ensure children and families receive timely support. We have a duty to support a multi-agency response to all forms of abuse and exploitation in all children’s social care assessments and support practitioners understanding of the response to online harm. We recognise Service Pupils in Schools: Non-statutory guidance - GOV.Uk
2.1 Our Governing Body
Our Governing body has strategic leadership responsibility for our school’s safeguarding arrangements, ensuring we comply with our duties under legislation (Page 4). We have regard to KCSIE 2026 and DfE statutory compliance, ensuring policies, procedures and training in our school is effective and always comply with the law. Our Headteacher ensures that the policies and procedures, adopted by their governing body (particularly those concerning referrals of cases of suspected abuse and exploitation), are understood, and followed by all staff.
The Governing Body will ensure that all governors receive appropriate safeguarding and child protection (including online) training at induction. This training will equip them with the knowledge to provide strategic challenge to test and assure themselves that the safeguarding policies and procedures in place in school are effective and support the delivery of a robust whole school approach to safeguarding. This training will be regularly updated. All governors will read Keeping Children Safe in Education in its entirety.
The Governing body will ensure that:
• governors will hold an enhanced DBS check and have been subject to a Section 128 check
• there is a named Safeguarding Governor who is named on this policy and is assured that the Single Central Record is checked and in line with KCSIE 2026
• the school has an effective Safeguarding and Child Protection policy and procedures in place that are in accordance with local authority guidance and locally agreed inter-agency procedures, and the policy is available publicly via the school website or other means. The policy will be reviewed and updated on an annual basis or earlier if required
• the school attends all Strategy, Initial Child Protection and Review Conferences, Early Help and LADO meetings.
• all senior leaders and the DSL/DDSLs have read Annex B KCSIE 2026
• the school has a staff behaviour policy and/or code of conduct. The policy includes acceptable use of technology, staff/pupil relationships and communications including the use of social media
• the school operates safer recruitment procedures and makes sure that all appropriate checks are carried out on staff and volunteers who work with children; and that any panel involved in the recruitment of staff has at least one member who has undertaken the Safer Recruitment Training.
• that shortlisted candidates will be informed that we may conduct an online search as part of due diligence checks in the recruitment process
• the school has procedures for dealing with allegations against staff and volunteers that comply with guidance from the local authority and locally agreed inter-agency procedures (Appendix 5: Allegations against staff – reporting procedures)
• the school are doing all they can to limit children’s exposure to risks from the IT system, ensuring appropriate electronic filtering and monitoring systems in place and regularly review their effectiveness.
• all staff understand their expectations, roles and responsibilities around filtering and monitoring as part of safeguarding training
• the governing body will review the DfE’s Meeting digital and technology standards in schools and colleges - Filtering and monitoring standards for schools and colleges - Guidance - GOV.UK (March 2025) and will discuss with IT staff and service provider what needs to be done to meet the standard.
• the leadership team and relevant staff have an awareness and understanding of the provisions in place and manage them effectively and know how to escalate concerns when identified
• online safety policy and procedures are in place and training, and support are provided for staff and pupils to ensure that there is a good understanding of child protection issues related to electronic media
• a senior member of the school’s leadership team is appointed to the role of DSL who will take lead responsibility for safeguarding and child protection.
• The school has DDSLs trained at the same level.
2.2 Headteacher
Our Headteacher or Principal will ensure that:
• the policies and procedures adopted by the Governing Body or Proprietor are fully implemented, and followed by all staff
• sufficient resources and time are allocated to enable the DSL and other staff to discharge their responsibilities including taking part in strategy discussions and other inter-agency meetings and contributing to the assessments of children
• there are arrangements in place for safeguarding supervision for the DSL and the Deputy DSL(s)
• all staff and volunteers feel able to raise concerns about poor or unsafe practice regarding children, and such concerns are addressed sensitively and effectively in a timely manner in accordance with agreed whistle blowing policies and use of the Children’s MARS Professional Resolution & Escalation Protocol. Escalation-and-Resolution-Policy-and-Procedure
• the DSL completes the serious child safeguarding incident notification, where the criteria is reached Notification-Of-Serious-Child-Safeguarding-Incident-to-Safeguarding-Partners.
• the DSL requests safeguarding partners to consider a case for a local child safeguarding practice review Request-to-Safeguarding-Partners-for-case-to-be-considered-for-a-CSPR, where the criteria is reached.
• the NSPCC’s ‘What you can do to report abuse’ dedicated helpline is available as an alternative route for staff who do not feel able to raise concerns regarding child protection failures internally or have concerns about the way a concern is being handled by their school or college. Staff can call 0800 028 0285 – line is available from 8am-8pm Mon-Fri and email: help@nspcc.org.uk
• the DSL and DDSL are supported in providing a contact for the school to provide a report and attend Initial Child Protection Case Conferences, reviews and Looked After Children Reviews out of school term time when needed
• allegations regarding staff or any other adults in school are referred to the Local Authority Designated Officer (LADO), as set out in the Managing Allegations procedure. CMARS | Local Authority Designated Officer (LADO) - CMARS
• staff undertake appropriate safeguarding training
• individuals are referred to the Disclosure and Barring Service and Teacher Regulation Authority (cases where a person is dismissed or left due to risk/harm to a child and serious misconduct)
• there is always adequate DSL /DDSL cover during the school day, and cover arrangements are made in accordance with KCSIE 2026.
• The DSL /DDSLs reflect on practice against the local CMARS Practice-Standards-Checklist-to-Promote-Effective-Multi-Agency-Practice-Working-Together-2023.pdf
Our DSL, as defined in KCSIE 2026, is an appropriate senior member of staff, from the school or college leadership team and takes lead responsibility for child protection and safeguarding (including online safety and understanding filtering and monitoring systems and processes in place). This should be explicit in the role holder’s job description and aligned to KCSIE 2026 (Annex B). Deputy DSLs are trained to the same level.
The designated safeguarding lead is expected to:
• act as a source of support, advice and expertise for all staff
• read KCSIE 2026 in full
• act as a point of contact with the safeguarding partners
• liaise with the headteacher or principal to inform him or her of issues- especially ongoing enquiries under section 47 of the Children Act 1989 and police investigations. This should include being aware of the requirement for children to have an Appropriate Adult. Further information can be found in the Statutory guidance – PACE Code C 2019
• adhere to the CMARS quality standards for child protection conferences Quality-Standards-for-Child-Protection-conferences and support the agenda and complete the child protection conference report template, MARS-Multiagency-Report template
• share information (when required) to support safeguarding reviews, or domestic homicide reviews
• as required, liaise with IMAP/SPOC/Police/Health (PREVENT) and other professionals for child protection concerns
• liaise with staff (especially teachers, pastoral support staff, school nurses, IT Technicians, senior mental health leads and special educational needs coordinators (SENCOs), or the named person with oversight for SEN in a college and Senior Mental Health Leads, on matters of safety, safeguarding and welfare (including online and digital safety) and when deciding whether to make a referral by liaising with relevant agencies so that children’s needs are considered holistically
• liaise with the senior mental health lead and, where available, the Mental Health Support Team, where safeguarding concerns are linked to mental health
• promote supportive engagement with parents and/or carers in safeguarding and promoting the welfare of children, including where families may be facing challenging circumstances
• work with the headteacher and relevant strategic leads, taking lead responsibility for promoting educational outcomes by knowing the welfare, safeguarding and child protection issues that children in need are experiencing, or have experienced, and identifying the impact that these issues might be having on children’s attendance, engagement and achievement at school or college. This includes:
i. ensuring that the school or college knows who its cohort of children who have or have had a social worker are, understanding their academic progress and attainment, and maintaining a culture of high aspirations for this cohort; an
ii. supporting teaching staff to provide additional academic support or reasonable adjustments to help children who have or have had a social worker reach their potential, recognising that even when statutory social care intervention has ended, there is still a lasting impact on children’s educational outcomes.
iii. Work alongside Alternative providers, if a school places a pupil with an alternative provision provider, the school continues to be responsible for the safeguarding of that pupil. The DSL alongside school leaders needs to satisfy that the placement meets the pupil’s needs.
Alternative Provision (AP) / Interim Provision (IP): Educational provision arranged for pupils who are unable to attend mainstream school full-time or temporarily. The school retains safeguarding responsibility for all pupils attending AP/IP and will monitor their safety, welfare, attendance, and educational outcomes. [gov.uk]. Liaise with the Local Authority – Lead School Improvement Officer for AP/IP Provision and, the LADO (where professional practice concerns are raised).· Appropriate staff have relevant information about children looked after legal status, contact arrangements with birth parents or those with parental responsibility, and care arrangement
Looked-after and previously looked-after children
The role of schools in corporate parenting is to provide a safe, supportive, and nurturing environment where children in care and care-experienced young people can thrive academically, socially, and emotionally. Schools act as key partners in promoting stability, raising aspirations, and ensuring that every child has access to high-quality education, positive relationships, and opportunities to achieve their potential. Through effective collaboration with families, carers, social workers, and other professionals, schools help to identify and remove barriers to learning, champion the voice of the child, and ensure that looked after children receive the understanding, support, and advocacy they need to succeed both in education and in life. The school will work with the LA to promote the NLC Corporate Parent Promise.
We will ensure that staff have the skills, knowledge and understanding to keep looked-after children and previously looked-after children safe. We will ensure that:
· Appropriate staff have relevant information about children looked after legal status, contact arrangements with birth parents or those with parental responsibility, and care arrangements
· The DSL has details of children’s social workers and the NLC virtual school head - to have further oversight of attendance, attainment and progress of children with a social worker.
We have appointed a designated teacher, Kerrie Anne Welch DSL who is responsible for promoting the educational achievement of looked-after children and previously looked-after children in line with statutory guidance. The designated teacher is appropriately trained and has the relevant qualifications and experience to perform the role.
As part of their role, the designated teacher will:
· Work closely with the DSL to ensure that any safeguarding concerns regarding looked-after and previously looked-after children are quickly and effectively responded to
· Work with virtual school heads to promote the educational achievement of looked-after and previously looked-after children, including discussing how pupil premium plus funding can be best used to support looked-after children and meet the needs identified in their personal education plan
We will ensure that staff have the skills, knowledge and understanding to keep looked-after children and previously looked-after children safe. We will ensure that:
· Appropriate staff have relevant information about children looked after legal status, contact arrangements with birth parents or those with parental responsibility, and care arrangements
· The DSL has details of children’s social workers and relevant virtual school heads
We have appointed an appropriately trained teacher, [insert name/role], to take the lead on promoting the educational achievement of looked-after and previously looked-after children.
As part of their role, they will:
· Work closely with the DSL to ensure that any safeguarding concerns regarding looked-after and previously looked-after children are quickly and effectively responded to
· Work with virtual school heads to promote the educational achievement of looked-after and previously looked-after children.
2.3 All staff
Our staff are particularly important, as they are in a position to identify concerns early, provide help for children, promote children’s welfare and prevent concerns from escalating. All our staff have responsibility to provide a safe environment in which children can learn.
Our staff are prepared to identify children who may benefit from early help, which means providing support as soon as a problem emerges at any point in a child’s life and understand their role in it. From the foundation years to the teenage years.
WTG2026 guidance sets out four principles that professionals should follow when working with parents and carers.
*Effective partnership and the importance of building strong, positive, trusting and co-operative relationship
*Respectful, non-blaming, clear and inclusive verbal and non-verbal communication that is adapted to the needs of parents and carers
* Empowering parents and carers to participate in decision making by equipping them with information, keeping them updated and directing them to further resources
* Involving parents and carers in the design of processes and services that affect them
All our staff are aware that children can abuse other children (child on child abuse) and that it can happen both inside and outside of school and online. Our staff play an important part in preventing it and responding where they believe a child may be at risk from it. They will challenge inappropriate behaviours between children, that are abusive in nature and will not down play certain behaviours as “just banter”, having a laugh”, “part of growing up” or “boys being boys” as this can lead to a culture of unacceptable behaviours, an unsafe environment for children and in worst case scenarios a culture that normalises abuse leading to children accepting it as normal and not coming forward to report it. Appendix 4 sets out our school action and support arrangements.
All staff know what to do if a child tells them they are being abused, exploited, or neglected. Staff know how to manage the requirement to maintain an appropriate level of confidentiality, only involving those who need to be involved such as the designated safeguarding lead (or a deputy) and local authority children’s social care.
All staff understand a rare form of child abuse may be presented. Although rare all staff can identify when parents/carers are fabricating or inducing illness in children. This may be defined as, Medically Unexplained Symptoms, Perplexing Presentations and Fabricated or Induced Illness respectively as defined in the CMARS Protocol Protocol-on-Perplexing-Presentations-and-Fabricated-Induced-Illness-August-2022.pdf
Our staff will never promise a child that they will not tell anyone about a report of any form of abuse, as this may ultimately not be in the best interests of the child but will be able to reassure victims that they are being taken seriously and that they will be supported and kept safe. A victim will never be given the impression that they are creating a problem by reporting any form of abuse and/or neglect. Nor will a victim ever be made to feel ashamed for making a report.
All our staff are aware that children may not feel ready or know how to tell someone that they are being abused, exploited or neglected, and/or they may not recognise their experiences are harmful. E.g. children may feel embarrassed, humiliated, or threatened this could be due to their vulnerability, disability and or sexual orientation or language barriers.
This will not prevent staff from having a professional curiosity and speaking to DSL/DDSL if they have concerns about a child. Our staff will determine how best to build trusted relationships with children and young people which facilitate communication. The Teachers’ Standards 2021 state that teachers (which includes headteachers) should safeguard children’s wellbeing and maintain public trust in the teaching profession as part of their professional duties.
All staff understand how to ask for help and safeguarding knowledge is checked on a regular basis against., “What all staff must know”, KCSIE 2026, Page 8 onward
All staff are encouraged to consider the importance of voluntary, charity and social enterprise (VCSE) organisations, family hubs Family Hubs and Best Start in Life - North Lincolnshire Council the NLC One Family Approach NL-OFA-Practice-Model to better support our families/carers. Staff have access to Helping-Children-Families, information when supporting children, young people, families and carers and promote local family information, advice and signposting Home
All staff receive appropriate safeguarding and child protection training (including online safety which, amongst other things, includes an understanding of the expectations, applicable roles and responsibilities in relation to filtering and monitoring at induction. The training is regularly updated.
All safeguarding training meets the minimum standards as defined in KCSIE 2026, Ofsted and CMARS local safeguarding requirements. Our training clarifies the multi-agency response to all forms of abuse and exploitation from outside the home, consideration of children at risk of experiencing extra-familial harm in all children’s social care assessments and includes resources to support practitioners understanding of the response to online harm.
Our curriculum supports local CMARS, “Shine a light areas”, with a particular focus on supporting children and young people living in households where domestic abuse may be present, raising awareness of the impact of domestic abuse, engaging with voluntary agencies, encouraging NSPCC, Pol-Ed and Blue Door assemblies, whilst supporting our school staff to implement trauma informed approaches into practice.
All staff recognise the important of transitions and working on a trauma informed way to support a child throughout their educational journey. In addition, all our staff receive safeguarding and child protection (including online safety) updates (for example, via email, e-bulletins, and staff meetings), as required, and at least annually, to continue to provide them with relevant skills and knowledge to safeguard children effectively.
All our staff are aware of the process for making a referral to local authority children’s social care and for statutory assessments under the Children Act 1989 (2004), especially section 17 (children in need) and section
47 (a child suffering, or likely to suffer, significant harm) that may follow a referral, along with the role they might be expected to play in such assessments.
All staff should:
• read and sign to say that they understand and will fully comply with the school’s policies and procedures
• read and sign to say that they understand Part 1 of ‘Keeping Children Safe in Education’ (2026)
• identify concerns as early as possible and provide help, to prevent concerns from escalating and identify children who may be in need of extra help or who are suffering or are likely to suffer significant harm
• attend annual whole school safeguarding training and other appropriate training identified
• provide a safe environment in which children can learn
• inform the DSL/DDSL of any concerns about a child immediately and before the end of the school day at the latest, and always follow up by recording concerns, as per the school reporting procedure.
• inform the Headteacher of any concerns regarding an adult within school at the earliest opportunity
• inform the Chair of Governors of any concerns regarding the Headteacher at the earliest opportunity
• act on the concern and make the referral themselves if they feel the concern is not being taken seriously or escalate concerns to the Headteacher/Principal/Chair of Governors
• ensure that timely information sharing is essential to effective safeguarding
• ensure that fears about sharing information must not be allowed to stand in the way of the need to promote the welfare, and protect the safety, of children
• ensure that the Data Protection Act (DPA) 2018 and GDPR do not prevent, or limit, the sharing of information for the purposes of keeping children safe
• never promise a child that they will not tell anyone about a report of abuse, as this may not be in the child’s best interests
will speak to the DSL (or deputy) if they are in any doubt about sharing information
In addition to the children who may require help before statutory interventions KCSIE 2026 (Page 11), all staff will notify the DSL/DDSL, where a child has experienced:
• multiple suspensions, is at risk of being permanently excluded from schools, colleges and in alternative provision or a pupil referral unit
• has a parent or carer in custody (previously it was in 'prison'), or is affected by parental offending
• is frequently missing/goes missing from education, home or care
All staff support the CMARS policy Statement – Protecting Disabled Children from Harm [SS1][SP2]CMARS | Supplementary Documents - CMARS
Section 3 – Child protection procedures
All staff follow the school's child protection procedures which are consistent with ‘Working Together to Safeguard Children 2026’, Keeping Children Safe in Education 2026 and the North Lincolnshire Children’s MARS guidance https://www.northlincscmars.co.uk/policies-procedures-and-guidance/
All staff will also have an awareness of specific safeguarding issues, in particular Domestic Abuse, Child Exploitation (CE), Child Sexual Exploitation and abuse (CSE), Radicalisation and the Prevent Duty, Female Genital Mutilation (FGM), Attendance and Children Missing from Education (CME), home or care and understand, extra familial harm, contextualised safeguarding and Harms of Abuse Outside the Home (HOTH). (Appendix 6)
Staff will also be aware that behaviours linked to drug taking, alcohol abuse, truanting and the sharing of nude and semi nude images and online exploitation put children in danger. All staff will also be aware that safeguarding issues can manifest themselves via child-on-child abuse. This is most likely to include, but is not limited to, bullying (including cyberbullying), child-on-child abuse, sexual harassment, sexual violence, gender-based violence, and the consensual and non-consensual sharing of nude and semi-nude images and/or videos
For categories of abuse and further information on how to respond to a shared safeguarding concern. (Appendix 1 and 2) and the full KCSIE 2026.
3.1 Concerns staff must act on immediately and report:
• any suspicion that a child is injured, marked, or bruised in a way which is not readily attributable to the normal knocks or scrapes received in play
• any explanation given which appears inconsistent or suspicious
• any behaviours which give rise to suspicions that a child may have suffered harm (e.g. worrying drawings or play)
• any concerns that a child may be suffering from inadequate care, ill treatment, or emotional maltreatment
• any concerns that a child is presenting signs or symptoms of abuse or neglect, including child abuse linked to faith or belief
• any significant changes in a child’s presentation, including non-attendance
• any hint or a shared safeguarding concern of abuse from any person, including FGM
• any concerns regarding person(s) who may pose a risk to children (e.g. living in a household with children present)
• any potential indicators of all forms of exploitation including Child Exploitation (CE) and Child Sexual Exploitation (CSE), including synthetic risks, comms networks and additional online harmful content
• any potential harms outside the home, risks of experiencing extra-familial harm
• any potential indicators of Domestic Abuse
• any potential indicators of radicalisation
• any potential indicators of living in a household with domestic abuse
• any suspicions of modern-day slavery and/or trafficking
• community Police intelligence (PCIF)
• mental health concerns
• medical and allergy emergencies
3.2 Responding to a shared safeguarding concern
Our staff will not investigate but will, wherever possible, elicit enough information to pass on to the DSL in order that s/he can make an informed decision of what to do next. For more information, access, Appendix
The DSL/DDSL will ensure that the child’s wishes and feelings are taken into account when determining what action to take and what services to provide. Child protection processes will operate with the best interests of the child at their core.
Staff will:
• listen to and take seriously any a shared safeguarding concern or information that a child may be at risk of harm
• try to ensure that the person disclosing does not have to speak to another member of school staff
• clarify the information
• try to keep questions to a minimum and of an ‘open’ nature e.g. using TED technique – ‘Tell me, explain to me, Describe to me…’
• try not to show signs of shock, horror or surprise
• not express feelings or judgements regarding any person alleged to have harmed the child
• explain sensitively to the person that they have a responsibility to refer the information to the DSL. Children need to know that staff may not be able to uphold confidentiality where there are concerns about their safety or someone else’s
• reassure and support the person as far as possible
• explain that only those who ‘need to know’ will be told
• explain what will happen next and who will be involved as appropriate
• speak with the DSL immediately without delay – Do not leave the young person alone.
• Following you sharing this concern – remember to record details including date and what the child has said in the child’s words and record on an electronic system e.g. Child Protection Online Management System (CPOMS) (school to add school recording system here) and record any visible signs, injuries or bruises on a Body Map. (see Appendix 3)
• record the context and content of their involvement, and will distinguish between fact, opinion and hearsay. Remember a child may ask in the future to read/access what you are recording. Check the language used in your records in line with good record keeping guidance. (Page 24 KCSIE 2026).
3.3 Action by the DSL (or Deputy DSL) in their absence
Following any information raising concern, the DSL will follow the flow chart in KCSIE 2026 and Page 31 of this policy and consider:
• any urgent medical needs of the child
• whether the child is subject to a child protection plan/Child in Need/Early Help
• information sharing guidance
• discussing the matter with other agencies involved with the family
• consulting with appropriate persons e.g. Single Point of Contact/PREVENT/Police
• the child ‘s wishes
• If consent to share has been gained or if the concerns override this
Then decide:
• to talk to parents, unless to do so may place a child at risk of significant harm, impede any police investigation and/ or place the member of staff or others at risk
• whether to make a child protection referral to Children’s social care because a child is suffering or is likely to suffer significant harm and if this needs to be undertaken immediately
• Complete body maps (where applicable). Appendix 3
3.4 Action following a child protection referral
The DSL or other appropriate member of staff will:
• make regular contact with the social worker involved to stay informed
• wherever possible, contribute to the strategy discussion
• provide a report for, attend and contribute to any subsequent child protection conference and notify the LA Education Safeguarding Officer, School Improvement Officer - Safeguarding or Head of Education Standards and Early Years, where schools are unable to attend to arrange cover, for example, in the school holidays.
• if the child or children are made the subject of a child protection plan, contribute to the child protection plan and attend core group meetings and review conferences
• where possible, share all reports with both parents prior to meetings, ensure wishes and feelings are captured and the reports are signed
• where in disagreement with a decision and concerns remain, will follow the Children’s MARS escalation and resolution procedure
Section 4 - Information sharing and managing the child protection file, transfer and storage, filtering and monitoring
Information sharing is vital in identifying and tackling all forms of abuse, neglect and exploitation, and in promoting children’s welfare, including in relation to their educational outcomes. The school has clear powers to share, hold and use information for these purposes. It would be legitimate to share information without consent where: it is not possible to gain consent; it cannot be reasonably expected that a practitioner gains consent; and, if to gain consent would place a child at risk.
Arrangements are in place that set out clearly the processes and principles for sharing information within school name and with local authority children’s social care, the safeguarding partners and other organisations, agencies, and practitioners as required. Full information sharing guidance can be found on the DfE website, gov.uk/government/publications/safeguarding-practitioners-information-sharing-advice. This advice outlines the importance of sharing information about children, young people and their families to safeguard children. It should be read alongside the statutory guidance Working together to safeguard children - GOV.UK
4.1 Pupil information - Reporting systems for our pupils
Where there is a safeguarding concern, we will take the child’s wishes and feelings into account when determining what action to take and what services to provide.
We recognise the importance of ensuring pupils feel safe and comfortable to come forward and report any concerns and/or allegations.
How Students Can Report Safeguarding Concerns
To achieve this, we will:
· Put clear systems in place so that all students can confidently report abuse, neglect, bullying, exploitation or any other safeguarding concern.
· Ensure that our reporting systems are clearly explained, regularly promoted, easy to understand and accessible to all students, including students who may find verbal communication difficult.
· Make it clear to students that their concerns will always be taken seriously and that they can safely express their views, worries and feedback without fear of being judged or dismissed.
· Ensure that students know who they can speak to if they are worried about themselves or someone else. Students can speak to any trusted member of staff, who will then follow the school's safeguarding procedures and inform the Designated Safeguarding Lead (DSL) where appropriate.
· Students will be regularly reminded of who the DSL and Deputy DSL are and how they can raise a concern. This information will be displayed around the setting and discussed with students as part of their induction and ongoing pastoral support.
· Students will be given opportunities to talk privately with a trusted member of staff if they have a safeguarding concern or do not feel comfortable speaking in front of others.
· Staff will listen carefully to students, take their concerns seriously and respond in accordance with the school's safeguarding procedures. Students will be reassured that they have done the right thing by speaking up.
· Where a student shares a safeguarding concern, staff will explain, in an age-appropriate way, that information may need to be shared with the appropriate people to help keep them or someone else safe. Staff will never promise to keep a safeguarding disclosure secret.
· We will provide regular opportunities for students to discuss their wellbeing, relationships, safety and any worries they may have. These opportunities may take place through pastoral sessions, group discussions, individual conversations and our wider personal development provision.
· As an alternative provision operating on a working farm, students will also be encouraged to report any concerns relating to their safety, the behaviour of other students or adults, animals, practical activities, the farm environment or anything that makes them feel uncomfortable or unsafe.
Following a safeguarding concern being raised, appropriate reassurance and support will be provided to the student. Staff will ensure that the student understands that they have been listened to and that appropriate action has been taken to help keep them safe.
4.2 Accurate Information
To keep children safe and provide appropriate care for them, we require accurate and up to date information regarding:
• Names, contact details and relationship to the child of any persons with whom the child normally lives
• Names and contact details of persons with parental responsibility (if different from above)
• Emergency contact details (if different from above). We encourage all parents/carers to provide more than one emergency contact, providing the school with additional options to contact a responsible adult when a child missing education is identified as a welfare and/or safeguarding concern
• Details of any persons authorised to collect the child from school (if different from above)
• Any relevant court orders in place including those with affect any person’s access to the child (e.g. Residence Order, Contact Order, Care Order, Injunctions etc)
• If the child is or has been supported on a Child Protection Plan
• If the child is or has been supported through an Early Help Assessment (EHA) or Child in Need (CIN) process
• If the child is Looked After Child (LAC) or previously looked after
• Name and contact details of GP
• Any other factors which may impact on the safety and welfare of the child
• If the child is a young carer
• If the child is supported through private fostering or kinship arrangements (Appendix 6)
OWLS will collate, store and agree access to this information, ensuring all information held electronically is stored securely with due regard to meeting the data protection and safeguarding requirements
Data Protection
The school/setting Data Protection Policy aligns with KCSIE 2026 requirements, and the school /setting complies with the need to protect personal data and respond effectively to a personal data breach. The school complies with the Data protection in schools - Guidance - GOV.UK (July 2026)
All staff are aware of how to understand how to comply with data protection law, develop their data policies and processes, know what staff and pupil data to keep and, follow good practices for preventing personal data breaches.
4.3 Confidentiality
. Confidentiality, Data Protection and Information Sharing
At Outdoor Wild Learning Skills (OWLS), we recognise that maintaining confidentiality and protecting personal information is essential when safeguarding children and young people. However, confidentiality will never prevent information from being shared where there is a legitimate safeguarding concern or where sharing information is necessary to protect a student from harm.
All staff, volunteers, governors and other adults working with students are expected to handle personal and safeguarding information sensitively, securely and in accordance with UK data protection legislation and our Data Protection and Privacy policies.
Safeguarding information will only be shared with those who need to know in order to protect and support the student. Information will be shared appropriately, proportionately and securely, taking into account the student's best interests and the need to protect them from harm.
Staff must not promise a student that information shared with them will remain confidential. If a student discloses information that raises a safeguarding concern, the member of staff should listen calmly, reassure the student that they have done the right thing by speaking up, explain that the information may need to be shared to keep them safe, and report the concern promptly to the Designated Safeguarding Lead (DSL).
The DSL will determine, in accordance with safeguarding procedures, whether information needs to be shared with parents or carers, the Local Authority, children's social care, the police, health professionals, the student's school or other relevant agencies. Information may be shared without consent where there is a safeguarding concern and obtaining consent could place the child or another person at greater risk of harm.
Where appropriate, OWLS will work with relevant Local Authority safeguarding partners, the student's school, children's social care, the police, health services and other professionals to ensure that information is shared effectively and that students receive the appropriate support and protection.
All safeguarding records will be kept securely, with access restricted to authorised staff. Records will be accurate, factual, relevant and stored in accordance with our retention and data protection procedures.
We will ensure that students and their parents/carers understand, where appropriate, how their personal information may be used and shared for safeguarding purposes. The welfare and best interests of the child will remain the priority when making decisions about information sharing.
Where staff are unsure whether information should be shared, they should seek advice from the DSL or appropriate safeguarding professional rather than withholding information that may be necessary to protect a child or young person.
You should note that:
· Timely information sharing is essential to effective safeguarding
· Fears about sharing information must not be allowed to stand in the way of the need to promote the welfare, and protect the safety, of children
· The Data Protection Act (DPA) 2018 and the UK GDPR do not prevent, or limit, the sharing of information for the purposes of keeping children safe
· If staff need to share ‘special category personal data’, the DPA 2018 contains ‘safeguarding of children and individuals at risk’ as a processing condition that allows practitioners to share information without consent if: it is not possible to gain consent; it cannot be reasonably expected that a practitioner gains consent; or if to gain consent would place a child at risk
· Staff should never promise a child that they will not tell anyone about a report of abuse, as this may not be in the child’s best interests
The DSL is responsible for ensuring that child protection files are kept up to date. Information should be kept confidential and stored securely. Records will includ
• a clear and comprehensive summary of the concern
• details of how the concern was followed up and resolved
• a note of any action taken, decisions reached and the outcome
The DSL should ensure the file is only accessed by those who need to see it and where the file or content within it is shared, this happens in line with information sharing advice as set out in the full KCSIE 2026 (Page 21,38,40 and 183 (plus additional 30 separate references)
Where children leave the school or college (including in-year transfers) the designated safeguarding lead should ensure their child protection file is transferred to the new school or college as soon as possible, and within five days for an in-year transfer or within the first five days of the start of a new term. This should be transferred separately from the main pupil file, ensuring secure transit, and confirmation of receipt should be obtained. Receiving schools and colleges should ensure key staff such as designated safeguarding leads and SENCOs or the named person with oversight for SEN in colleges, are aware as required.
In addition, if the concerns are significant or complex, and/or social services are involved, the DSL will speak to the DSL of the receiving school and provide information to enable them to have time to make any necessary preparations to ensure the safety of the child.
Safeguarding and child protection records are saved in accordance with retention guidelines.
4.4 Transfer of files
When a child leaves the school, the pupil record, including child protection file which is separated from the main pupil record, is transferred to the new school as soon as possible. The child protection file is clearly marked Child Protection, confidential, for the attention of the DSL and a receipt of this transfer will be retained.
This information should be added to a record of transfer which the sending school keep until the child reaches their 25th birthday and must contain:
• Name and DOB of child
• Name and address of receiving school
• Date file(s) transferred with name and role of person who received it
• Date sending school received confirmation of receipt of files from receiving school
• Summary of case at the time of transfer e.g. Child Protection Plan: Neglect
In addition to the child protection file, the DSL will also consider if it would be appropriate to share any information with the new school or college in advance of a child leaving. For example, information that would allow the new school or college to continue supporting victims of abuse and have that support in place for when the child arrives.
Electronic documents that relate to the pupil file also need to be transferred, or, if duplicated in a master paper file, destroyed.
Sending schools do not need to keep copies of any records in the pupil record except if there is an ongoing legal action when the pupil leaves the school. Custody of and responsibility for the records passes to the school the pupil transfers to.
The school which the pupil attended until statutory school leaving age is responsible for retaining the pupil record until the pupil reaches the age of 25 years. This school retains a copy of the child’s chronology and any documents that the school created e.g. risk assessment in an archive, until the child reaches the age of 25 years, the receipt of the transferred file is kept alongside this archive. Any archived files are stored securely in the same way as an active file. If any records relating to child protection issues are placed on the pupil file, it should be in a sealed envelope and then retained for the same period of time as the pupil file. (DOB + 25 years). The Admissions Officer Gemma Parkinson is responsible for sending such files.
The school can access further support from:
• Data protection: toolkit for schools
• Working Together to Safeguard Children 2026
• Information Sharing
• Data protection; toolkit for schools
4.5 Filtering and Monitoring
The governing body will consider our responsibility to safeguard and promote the welfare of children and provide them with a safe environment in which to learn, we will be doing all that we reasonably can to limit children’s exposure to the risks from the school’s or college’s IT system.
The school will ensure that appropriate filtering and monitoring systems are in place and regularly review their effectiveness. The leadership team and relevant staff will have an awareness and understanding of the provisions in place and manage them effectively and know how to escalate concerns when identified. Our Governing body and proprietors will consider the number of and age range of their children, those who are potentially at greater risk of harm and how often they access the IT system along with the proportionality of costs versus safeguarding risks.
The staff member responsible for filtering and monitoring systems is Gemma Parkinson. They will review the filtering and monitoring provision at least annually, block harmful and inappropriate content without unreasonably impacting teaching and learning and have effective monitoring strategies in place that meet the safeguarding needs. This will be discussed with IT staff and service providers about what more needs to be done to support schools and colleges in meeting the Filtering and monitoring standards on an annual basis.
OWLS has a clear policy on the use of mobile and smart technology, which also reflects that children have unlimited and unrestricted access to the internet via mobile phone networks (i.e. 3G, 4G and 5G).This access means some children, whilst at school or college, sexually harass, bully, and control others via their mobile and smart technology, share indecent images consensually and non-consensually (often via large chat groups) and view and share pornography and other harmful content. OWLS will carefully consider how this is managed on their premises and reflect this in the mobile and smart technology policy.
The school complies with the safeguarding and welfare requirements of the EYFS Statutory Framework (if applicable) and the Mobile phones in schools - GOV.UK statutory guidance. Further detail is set out in the school's Mobile Phone and Electronic Device Policy.